Sharifah Munirah Alatas said that while the initiative may offer some benefits, it fails to address deeper systemic challenges, including the low quality of teaching.
“There is nothing wrong with it but are we addressing the key problems we have been having in schools?
“We often have excellent ideas but are very poor at implementing and monitoring the system.
“Our staying power in terms of many of our past education policies has been dismal,” she said, questioning also whether the government was equipped to properly train teachers in time for the rollout.
Sharifah was responding to education minister Fadhlina Sidek, who said earlier this week that the government would introduce a new two-teacher plan to make classroom sessions more engaging and effective. The move would also ensure that every student receives sufficient attention, she added.
Sharifah, a former Malaysian Academic Movement (Gerak) chairman, acknowledged that the concept may work for bigger class sizes, but said more public engagement was necessary before the ministry proceeds with its plan.
“Team teaching can be extremely helpful, especially in larger classes of 30 to 40 students.
“Unfortunately, not enough public discussion about this has taken place. The education minister should allow parents and the public enough time to ask questions and get acquainted with this new system of teaching,” she added.
Hierarchical civil service
Sharifah also said that while co-teaching could promote inclusion, Malaysia’s hierarchical work culture might undermine the idea.
“Team teaching can be very helpful to create a more inclusive experience for students. But in the Malaysian context, will co-teaching evolve into a hierarchical setting, where one teacher takes a leadership position and delegates the bulk of the teaching responsibilities to the other?
“This kind of culture is quite pervasive in the civil service,” she warned.
Meanwhile, Parent Action Group for Education (PAGE) welcomed the ministry’s initiative as a “positive and timely move”.
However, its president Nor Azimah Abdul Rahim emphasised that the initiative’s success would hinge on teachers receiving proper training and having sufficient time to prepare.
“For co-teaching to succeed, teachers need to plan lessons together. Pairing must be done thoughtfully, and class sizes managed so both teachers can truly collaborate,” she said.