From Dr Amir Faizal Abdul Manan

Every child has a limited number of hours in school. It is the duty of our education system to ensure the optimum allocation of hours for key subjects. These are subjects considered age-appropriate and meant to expose children to a world of opportunities.

It is worrying that we think it is appropriate to allocate about 16% of a primary school child’s limited time for Islamic religious education, while at the same time allocating only about 12% for mathematics, 7% for science, and 7% for arts.

These statistics are based on actual timetables gathered from several primary schools in the Klang Valley for standards 2, 4, and 5; the percentages were calculated only for instruction hours, excluding recess and assembly periods.

Comparison with other countries

In contrast, most European Union and Organisation for Economic Co-operation and Development (OECD) countries allocate only about 5% for religious education and about 17% for mathematics. This is based on a 2019 education report by the OECD that had surveyed multiple countries.

There is reason to believe that other countries may be allocating more time for science and mathematics. However, data based on consistent methodology is lacking, preventing a proper apple-to-apple comparison. For example, in some countries, there is no mandated allocation of time for each subject; instead, schools are given the flexibility to decide.

Some may argue that children at this age are not prepared for abstract mathematical concepts. If so, why do we think that they are ready for the more abstract ideas of a religious education at a very young age?

With this kind of bias, what are we preparing our children for? What kind of future are we envisioning for our children and the nation as a whole?

Is there any evidence to suggest that a higher emphasis on religion in primary schools will produce a society with higher moral standards, or adults with higher integrity?

When we were growing up, we had religious education too. But it was simply Pendidikan Islam. It didn’t take as much time in school as it does today. Still, the majority of us turned out all right. Most people I know, from primary school classmates to university friends, turned out to be decent humans. Of course, some were relatively “bad hats” in their younger days, but still, many of them grew up to be fairly decent.

So, why this urge for a deeper and expanded religious curriculum?

Religionisation of primary schools

Religion started entering our schools in the 1980s in response to several international geopolitical and domestic political events.

But it was only in the mid-2000s that Pendidikan Islam in our public schools was replaced by a new and expanded curriculum, splitting it into Jawi, Quran, Arabic, and Fardhu Ain – also known as the J-QAF programme.

It was an idea of the prime minister back then, which was expressed in a meeting with the education ministry. A new and expanded Islamic religious curriculum was subsequently developed and eventually endorsed for implementation from 2005 onwards with the aim of enhancing religious education in our public schools.

Reversing this trend now is unlikely in Malaysia, a country where the three Rs (race, religion, royalty) are considered taboo, preventing a proper and rational discourse on these subjects. It’s a near-certainty that it will be political suicide for any politician who attempts to reverse the trend.

Yet, this is a must for a progressive and competitive future Malaysian economy.

This is not to suggest, however, that we drop religion completely. Instead, there needs to be a better balance. Given that they are children, the teaching priorities should be about “learning how to learn”, encouraging curiosity, and honing children’s critical thinking and creative skills.

Balance needed

Religion should be mostly the responsibility of parents. Schools can complement this by focusing on a broad inter-religious understanding and inculcating values such as morality, empathy, and citizenship. Parents may choose to send their children to after-school classes should they wish their children to gain deeper religious knowledge.

Some of the hours saved in school can be redirected towards enhancing the time allocated for mathematics, science, and/or arts. It is unfortunate that during all these years, the teaching of science, technology, engineering and mathematics (STEM) appears to have been largely ignored and de-prioritised.

This too, at a time when the world is on the cusp of a major industrial revolution driven by technological breakthroughs in digital connectivity and artificial intelligence.

It is strange that many seem to accept this growing emphasis on religion in schools as a good thing. In fact, some have even argued for more religious education in our public schools. This is scary simply because religion evokes a highly polarised debate in Malaysia.

The reality is that many politicians will not hesitate to politicise this issue if they can gain mileage and, in the process, sacrifice our education system for their short-term, narrow self-interests.

By the time we realise it, it may be too late. Remember, things that may seem unimaginable today may be inevitable tomorrow if we don’t act now. It will be deeply regretted if our schools are abused to further the political agenda or personal leanings of any individual.

It is time to re-think our education priorities and re-define the balance towards achieving a progressive, competitive and modern Malaysia.

Dr Amir Faizal Abdul Manan is an R&D scientist for an international organisation and a keen advocate for evidence-based policy thinking.

The views expressed are those of the writer and do not necessarily reflect those of FMT.