“Education is the most powerful weapon which you can use to initiate (positive) change in the world. [adapted from quote by Nelson Mandela]

USM PENANG, 12 February 2026 – The quality of education is a deciding factor in determining the strength of the human capital of a country and also its future.

With the launch of the Malaysia Education Development Plan 2026–2035 and the Malaysia Education Blueprint (RPM) 2026–2035, Malaysia is positioning education as a strategic investment for the future of the nation.

The plan is on giving emphasis to a holistic transformation that begins from preschool, giving attention to the wellbeing of teachers, improving the facilities, having an innovative curriculum, and continuing into tertiary/higher education.

The plan outlines a vision that integrates academic competency, technological advancement, human values, and the development of responsible citizenship.

Early Education and New Curriculum: Building the Foundation of Future Generations

RPM 2026–2035 signifies a new phase in the annals of education in the country.

This plan emphasises early education as the basis for transformation of the human capital, preparing the young generation to face the challenges of the 21st century.

With 350 new preschool classes and a new curriculum in 2027 that would stress on bilingualism and additional languages, STEM and digital literacy, Malaysia is readying its future generations through academic skills along with the nurturing of values such as integrity, empathy, and social responsibility even from the early years.

Early education of quality would shape young children into ethical individuals who will be resilient and who will become responsible citizens. 

Developed countries, one example being Finland, emphasise the learning process based on play, creativity, and emotional wellbeing from preschool; while Singapore would integrate bilingualism and early STEM, producing learners who are innovative, critical, and ready for the globalised world.

Malaysia is now on a similar pathway, managing approaches while still, adapting to cultural contexts and local needs.

Teachers and Facilities: Backbone of Quality Education

This plan emphasises the importance of teachers and school facilities as the backbone of the education system.

With 520 projects for substandard schools being approved, the construction of 41 new schools, as well as RM860 million allocated for maintenance, pupils could now learn in an environment that is safe, tidy, and conducive.

Having good infrastructure will not only benefit pupils, but will also support the wellbeing of teachers, allowing them to work in surroundings that are pleasant, providing motivation, and within a competitive setting.

Teachers are agents on change in education.

A purpose-built staff room for teachers with a hospitable environment, equipped with modern teaching aids, and opportunities for continuous professional development would ensure that they could optimise their teaching practices.

Experiences in other foreign countries have indicated that investments made for teachers would bring significant returns.

Canada for example, through its New Teacher Induction Program in Ontario, prepares mentors, structured orientations, and continuous professional training to support the growth of new teachers.

In South Korea, teacher training is emphasised through collaborative and flexible exercises, including integrating technology and professional community development, so that teachers would remain effective and innovative.

Malaysia now follows a similar trend, with a holistic approach that would put forth the wellbeing of teachers and infrastructural support as core strategies, in line with the Malaysia Education Development Plan 2026–2035 which aims to produce quality human capital starting from a young age.

Succession from Preschool to Higher Education

From preschool, pupils were moulded with the basics in academics, moral values, social skills, and digital literacy.

Schools would feature safe, conducive infrastructure, and well-equipped staff rooms that foster professionalism, alongside continuous development opportunities for teachers, all of which would optimise teaching and learning activities.

Teachers would play the role as agents of transformation, guiding the pupils to become individuals who would excel, having good ethics, being responsible, and resilient.

Early education of high quality would prepare a strong foundation for secondary education, higher education, and which would progress into the workforce.

An integrated curriculum would allow for the development of bilingual skills, digital literacy, basics in STEM, and human values.

International experiences have shown that Germany synergises secondary education with vocational training, while Canada stresses on having the continuity from early onwards to higher education through teacher development and an integrated curriculum.

Malaysia is now moving towards a similar vision to become a regional education hub, producing graduates who would be competitive and possessing a sense of social responsibility.

Higher education further extends this foundation as it builds additional skills, promotes human values, and accompanied by social awareness.

Graduates will not only be innovative and technology-literate, but will also be able to evaluate social and ethical implications for every action.

By utilising this approach, the education system in Malaysia would develop a human capital that would be knowledgeable, ethical, and ready to serve towards achieving wellbeing for the society and for the development of the country.

Shaping Quality Citizens, Building Future Generations

Outcomes in education can be measured by the quality of individuals produced, and not merely on academic achievements alone.

The Malaysia Education Plan (RPM) 2026–2035 would ensure that the pupils would be moulded from preschool with a strong academic foundation, and having appropriate social skills, digital literacy, and also moral values.

A safe and conducive infrastructure, with teachers who are skilled and well-acknowledged, all would lead to a learning process that would effectively realised within an optimised environment.

Pupils nurtured in schools of quality will be well prepared for higher education, where the Malaysia Higher Education Plan (RPTM) 2026–2035 will further equip them with advanced skills, the integration of AI, and critical thinking, while upholding human values, wellbeing, and social responsibility.

Through this integrated approach, the pupils or students would excel in academics, are ethical, creative, and competitive, and also possessing a strong foundation to become citizens that are knowledgeable, responsible, and having a big heart.

Universiti Sains Malaysia (USM) Vice-Chancellor, Professor Dato’ Seri Ir. Dr. Abdullah Rahman Mohamed stressed that achieving academic excellence would be truly meaningful when accompanied with integrity, social awareness, and having a sense of responsibility to society.

The continuity between RPM and RPTM would ensure that education will be a long-term investment that would result in graduates and citizens who are resilient, respectable, and sustainable.

Strategic Comparison with Developed Countries

Globally, the developed countries would focus on holistic education and having continuity between all levels.

Scandinavian countries such as Finland and Sweden focus on the wellbeing of pupils by means of learning through play, emotional development, and overall social support.

Canada focuses on teacher development through mentorship programmes, continuous professional training, and a strong professional community.

Singapore and South Korea had integrated STEM, bilingualism, and innovation from early education, resulting in pupils/students who are creative and competitive.

China emphasises integrated education, linking academics with moral values and discipline, while Germany stresses on the continuity between secondary and vocational education to develop practical skills.

Japan meanwhile, focuses more on collective values, social responsibility, and character education and development.

The Malaysia Education Development Plan 2026–2035 would imbibe all the best elements into the local context by means of a holistic and integrated approach.

This plan would prepare preschools that are of high quality, schools that are safe and conducive, teachers who would be assessed and guided in a professional manner, and universities that would centre on humanity and technology.

There will be continuity across all levels of education to build a strong academic foundation, equipping learners with 21st‑century skills and digital literacy, while instilling values such as integrity, empathy, and social responsibility.

This plan has the potential to produce graduates who will be competitive on the global stage, creative, ethical, and capable of contributing to the wellbeing of society and the sustainable development of the nation.

Conclusion: Moving on Track into the Future

Malaysia Education Development Plan 2026–2035 will be a transformative phase that will shape education in the country towards becoming more humanistic, comprehensive, and strategic.

Investment in early education, teachers, and schools with quality will build a strong foundation in producing generations of Malaysians who are knowledgeable, ethical, creative, and resilient.

As emphasised by Nelson Mandela, education is the most powerful weapon which you can use to initiate (positive) change.

Via RPM, Malaysia is establishing a strong foundation beginning from preschool, moulding the pupils into individuals who would be ready to face global challenges and serve as responsible and ethical citizens.

Tertiary education would extend and reinforce the foundation, ensuring continuity in the holistic development of human capital, and resulting in graduates who are competitive, innovative, and able to contribute to the wellbeing of society.

Original Text: Associate Professor Dr. Shaik Abdul Malik Mohamed Ismail, who has a Doctor of Philosophy in Curriculum and Teaching from UW-Madison, United States of America. He was a former Dean of Education, Universiti Sains Malaysia and former Chairman of Malaysian Education Deans Council (MEDC). He can be contacted at: This email address is being protected from spambots. You need JavaScript enabled to view it.

Translation: Mazlan Hanafi Basharudin