Boost artificial intelligence from school

In our quest to uphold the Malay language at the expense of the English language, Mandarin

and even Tamil, parents gasp as we feel the hunger for seeking scientific and technological

knowledge by the younger generation fading away. Yet we all know it is science, critical

thinking, problem-solving, technology and innovation that will spur Malaysia into the future.

While our neighbours such as Vietnam gains ground economically we are still debating over

language dominance and continuing to place obstacles in front of our children who want to

excel in the language of technology which is English.

During parliamentary question time, the prime minister remarked that while our major

foreign investors were satisfied with our engineering skills and levels, there is still however a

grave concern that local talents are falling behind in the field of artificial intelligence (AI).

He will be approaching the Ministry of Higher Education and its Vice-Chancellors to find an

immediate and workable albeit short-term band aid solution. We urge the prime minister,

that to ensure continuity, sustainability and for the medium to long-term, to instantly

reinforce what are already in place, a significant expansion of the Dual Language

Programme (DLP) coupled with Inquiry-based science education (IBSE).

The Ministry of Education (MOE) needs to view DLP and IBSE from a wider and more

dynamic lens. The DLP is not merely to improve English language proficiency which is the

essential building block for AI but also to nurture students to understand scientific and

mathematical concepts in its lingua franca. With proper support and guidance, students can

build a strong foundation in science which in turn will create a desire and interest to

seamlessly capture state-of-the-art and cutting-edge technology especially in AI.

Currently, only 20.74% of primary schools and 33.21% of secondary schools offer DLP.

Subtracting the number of Sarawak schools, the primary schools offering DLP significantly

drop to 4.5% only. In terms of pupils, only 7.4% of primary school students and 12.17% of

secondary school students are eligible to enrol in DLP classes.

With a considerable budget DLP should instead be re-looked, re-studied and reviewed to

consciously and systematically expand the number of DLP schools, DLP classes and increase

significantly the number of pupils enjoying DLP. The training of teacher trainers, teacher

trainees and in-service teachers need to be boosted as this appears to be the main obstacle.

We have reached a critical stage. Embrace change.