KHAT has been at the centre of controversy over the past three weeks, after it was first reported last month that Bahasa Malaysia teachers in vernacular schools had gone for training in calligraphy based on the Jawi script. The Education Ministry then stepped forward to say it was nothing more than to nurture appreciation for the art.

The information that came out in the days that followed was in bits and pieces. We learnt that khat would be taught to Year Four pupils in vernacular schools starting next year, a compromise was reached for the topic to be optional, and the number of pages dedicated to khat lessons in the Year Four BM textbook would be halved from six to three.

Personally, I have no qualms about learning Jawi, khat, or any other script or language. In fact, it was fun learning Jawi during my early varsity years, and I could even read the newspaper when Jawi was still used. It also helped me know if those around me were truly my friends when they uttered “ba alif ba ya” at me. But, what was picked up quickly took a back seat due to redundancy and the quest for higher knowledge.

Languages are a beauty to learn. My BM is only enough to “cari makan”, and how I wish I had mastered it, which would enable me to fully appreciate the splendour of “sajak” and other types of great literary works. My Mandarin is limited, and I lament the lost opportunity to appreciate the classics and the cultural-historical roots buried deep in the immense beauty of the language. Even my English is only modestly above average by local standards. Compared to my peers in the UK, I feel inadequate. I marvel at those who have mastered languages. Yes, any chance to learn a language or script – Jawi and khat included – that adds value should be welcomed.

Opposition to the government’s khat move is mainly due to its irrelevancy in this day and age, concerns about curriculum overload, fear of creeping Islamisation and cultural assimilation, and a distrust built up over decades. Those for and against have their reasons, but let’s examine the controversy objectively, and look at the Malaysia Education Blueprint 2013-2025 for some answers.

Based on the national education philosophy, the blueprint states that the system aims to develop a child holistically – intellectually, spiritually, emotionally and physically. The introduction of khat is in line with this aspiration, provided there is no hidden agenda. There should be no such fear, though, as after all, khat has been in the Year Five BM syllabus for vernacular schools since 2015.

Education traditionally receives the largest government allocation. In Budget 2019, RM60.2 billion, or 19.1% of the total budget, was allocated for the purpose. However, the outcome – namely education standards and students’ performance – does not commensurate with such a well-funded system. This can be seen in students’ lacking language skills, despite the blueprint stressing the importance of bilingual proficiency. Employers often complain about school-leavers’ inability to write in decent BM or English, and most don’t have a firm grasp of even simple spoken English.

Another indication of this poor outcome is in OECD’s triennial Programme for International Student Assessment (PISA) global competence report, compiled from surveys of each country’s education system, where 15-year-old students’ performance in science, mathematics, reading and problem-solving is measured.

In the 2009 PISA report, Malaysia placed 55th out of 74 countries. In 2012, we ranked 52nd out of 65 countries. The 2015 PISA report showed a slight improvement, but the result was not recognised by OECD because we failed to provide the set quota of students to participate in the survey. Even with the higher score, Malaysia was way below regional peers like Singapore, Hong Kong, Macau, Taiwan, Japan, China, South Korea and Vietnam. We keenly await our score for 2018, to be made known at the end of this year.

Considering the said poor outcome, many questions arise. Among them, will introducing khat to Year Four pupils in vernacular schools contribute to curriculum overload? Will the teaching infrastructure be able to support it? Isn’t there a better approach to teach and appreciate art, perhaps, a form other than one that has aroused so much suspicion? Shouldn’t emphasis be on the teaching of science, mathematics and languages, in view of our low PISA ranking? Shouldn’t priority be given to in-demand subjects to meet the needs of the Industrial Revolution 4.0?

Students’ substandard performance reflects poor teaching and the education system’s misplaced priorities. The way the blueprint is written appears foreign, an outsourced effort. It is full of jargon, and lacks clear details on how to achieve the stated aspirations and objectives. Even worse, what is actually spelled out does not seem to have been implemented.

The Education Ministry has a lot of soul-searching to do. Prioritising is necessary. With or without khat, it is shameful of the minister and all the ministry’s officials if our education standards decline further. – August 15, 2019.

* Captain Dr Wong Ang Peng is a researcher with an interest in economics, politics, and health issues. He has a burning desire to do anything within his means to promote national harmony. Captain Wong is also a member of the National Patriots Association.

* This is the opinion of the writer or publication and does not necessarily represent the views of The Malaysian Insight. Article may be edited for brevity and clarity.