13MP: A plan that could finally make a difference

Earlier this year, the Parent Action Group for Education Malaysia (Page Malaysia) had the privilege of participating in the National Education Reform Advisory Roundtable, a session hosted by Akademi Sains Malaysia (ASM) under the direction of the Ministry of Economy, as part of preparations for the 13th Malaysia Plan (13MP). ASM presented a draft framework intended for inclusion in the plan — an ambitious road map with education placed squarely at the heart of national economic renewal.

At the helm of this effort was Datuk Seri Rafizi Ramli, a former minister known for his deep and unwavering commitment to educational reform. With hindsight, it’s clear he had long harboured a desire to steer the education portfolio — driven by a belief that he could offer the leadership and innovation it so badly needs. While he has been careful not to overstep the jurisdiction of his ministry, his interest in education has always been evident.

Last year, Rafizi launched the World Bank’s Malaysia Economic Monitor, a report that closely aligns with his views that education must be the foundation for improving the nation’s economy. In private conversations and public engagements alike, he has consistently demonstrated a deep understanding of the structural issues within our education system — and has shown cautious yet clear support for Page Malaysia’s advocacy, particularly on the Dual Language Programme.

Now that 13MP has been released to the public, it is evident that Rafizi’s influence runs deep. With a renewed push for education to serve as a catalyst for economic transformation, 13MP marks a bold departure from the status quo. His recent address in the Dewan Rakyat made it clear: we are not producing the kind of workforce needed to thrive in a technology-driven, innovation-led global economy. The country’s brightest talents are too often absorbed into large corporations, shying away from the risks — and rewards — of entrepreneurship and tech innovation.

To address this disconnect, Rafizi has proposed a number of sweeping reforms:

• Universal access to preschool at age five, funded and facilitated by the government, to ensure early childhood development is no longer a privilege but a right.

  
  

• Required schooling from ages six to 16, reinforcing the state’s role in shaping foundational learning years.

  
  

• Encouraging early workforce entry by age 21, to accelerate economic contribution and productivity.

  
  

• Investing in teacher competency and professionalism, shifting the focus away from constant syllabus changes and towards robust teacher training and development — an area that has been shamefully neglected.

  
  

• Establishing a National Education Council, one that cuts across ministries and sectors, ensuring that education policymaking becomes a collaborative, inclusive process rather than being confined within the Ministry of Education’s often insular corridors.

These proposals are not merely aspirational — they reflect the kind of systemic change Malaysia desperately needs. However, good ideas on paper have never been our problem. The real test lies in execution and political will.

Take, for example, the issue of preschool access. This was not a new goal introduced in 13MP. It was clearly laid out in the Malaysia Education Blueprint 2013–2025, which aimed for 100% preschool enrolment by 2020. Yet here we are in 2025, once again rehashing a target that remains unmet. And once again, there is a glaring absence of accountability for this underachievement.

The World Bank’s own findings reinforce the urgency. Its Malaysia Economic Monitor highlighted that 42% of 11-year-olds fail to meet minimum reading proficiency standards. This is an alarming statistic, and it points directly to failures in early childhood education and teacher effectiveness — two areas that should have been resolved years ago.

If we are to break the cycle of repeating plans without follow-through, then implementation must become the central focus of 13MP. That means measurable outcomes, transparent reporting and mechanisms for accountability at every level of the education system.

A policy without execution is just political theatre. And education, more than any other domain, cannot afford to be caught in bureaucratic inertia. Our children’s futures depend on what happens in the classroom, not what is debated in parliament or printed in glossy policy documents.

Page Malaysia remains committed to supporting meaningful education reform — reform that is data-driven, evidence-based and student-centred. We welcome the renewed attention that 13MP is bringing to education, and we commend Rafizi for daring to push the conversation forward. But we will also hold policymakers accountable — not just for their promises, but for their delivery.

Because at the end of the day, it’s not about what we say — it’s about what we do.

The Edge