Embrace the Dual Language Programme to nurture global champions

Majlis Amanah Rakyat’s (Mara) partnership with Cambridge University is more than a policy success — it is a bold vision for the future of Malaysian education. By creating a feeder pathway for Mara Junior Science College’s (MRSM) top students to elite universities, Mara isn’t just offering access; it’s breaking psychological ceilings. It shows that Malaysian students are not only capable of competing globally but can also lead at the highest levels of academia.

This isn’t theory — it’s proven. MRSM students have already demonstrated global excellence. Two recently clinched the “Top of the World” award in International General Certificate of Secondary Education (IGCSE) English and Mathematics, scoring 100% in a field of 275,000 candidates from 150 countries. This kind of result shows that when given the platform, Malaysian students can achieve world-class outcomes.

Yet, only 12 out of 58 MRSM campuses offer the IGCSE alongside SPM. Expanding this internationally recognised qualification across more MRSMs is not about replacing national exams — it is about opening more doors. High-performing students deserve access to prestigious global scholarships, seamless admissions into top universities, and recognition that goes beyond local borders. Qualifications like the IGCSE serve as passports to these opportunities.

Parents across Malaysia understand this reality. They seek pathways that enhance their children’s prospects in a globalised world — not just for financial aid but for validation, aspiration and recognition. Internationally benchmarked success doesn’t just reward students — it motivates them. Our education system must actively support this drive for excellence with tools that are globally relevant.

Unfortunately, systemic obstacles remain. The School-Based Assessment (PBS) was intended to promote holistic evaluation, but its implementation often lacks the clarity and rigour of high-stakes exams. Inconsistent standards have left parents and students uncertain about its credibility. Assessments like Programme for International Student Assessment (Pisa), which objectively measure educational outcomes across countries, should serve as models. PBS needs to evolve to ensure transparent, measurable academic benchmarks that align with global standards.

A look back offers cautionary lessons. The Teaching of Science and Mathematics in English policy (PPSMI), launched in 2003, aimed to prepare students for global science, technology, engineering and mathematics (STEM) engagement. Despite its forward-thinking foundation, it was dismantled for political reasons, cutting students off from a vital opportunity to master english in critical subjects. It was a setback Malaysia could ill afford.

Today, the Dual Language Programme (DLP) offers a way forward. It allows students to study science and mathematics in English, while preserving Bahasa Malaysia for identity and culture. However, DLP implementation is inconsistent. Its access is limited to selected schools and classes, creating an unfair lottery of opportunity. This restricts the very students who stand to benefit most.

We must move beyond piecemeal reform. Every MRSM and all capable national schools should offer DLP to any interested and eligible student. Denying this choice is not neutral — it is exclusionary. It prevents students from accessing the language of global science, innovation, and professional networks. The MRSM-Cambridge initiative showcases the heights we can reach. DLP is the tool to scale that ambition across the nation.

The accomplishments of MRSM students are not anomalies; they are proof of what is possible. But our system too often treats language proficiency as a zero sum game. This is misguided. Malaysian students already navigate multilingual environments daily. They can — and should — master both Bahasa Malaysia and english. It is not their capacity that is lacking; it is political will that has fallen short.

To transform Malaysia into a nation of global champions, we need more than inspiration — we need action:

1. Expand DLP access nationwide: Make DLP a default offering in all MRSMs and eligible national schools. Equip them with trained teachers and resources to ensure high-quality implementation.

   
   

2. Scale proven international pathways: Increase the number of MRSMs offering IGCSE. Explore ways to bring internationally benchmarked credentials into the broader national school system.

   
   

3. Reform PBS with global benchmarks: Integrate clear, transparent academic standards, referencing frameworks like Pisa. Ensure academic rigour is not compromised in the name of inclusivity.

   
   

4. Depoliticise language learning: Treat Bahasa Malaysia and english as complementary, not competing, languages. Ground policy in paedagogical research, not political rhetoric.

   
   

5. Emulate excellence across the system: Systematically study top-performing institutions like MRSM and replicate their best practices — curriculum strength, teaching quality and enrichment — nationwide.

The question is no longer whether Malaysian students can rise to the challenge — they already have. The students who topped the world in IGCSE did so because they were given a platform that nurtured their abilities and challenged them to excel. They succeeded not despite being Malaysian, but because they were empowered to dream big and work hard in a system that momentarily dared to aim high.

DLP is not a luxury. It is a necessity for any student who dreams of engaging with the world’s best. The Mara-Cambridge partnership lights the way. Now, it’s up to our education system to open that path to every Malaysian student.

Let’s stop holding our youth back. The talent is there. The tools are available. All we need now is the courage to act.

The Edge