Review of the 2018–2019 National Education Policy Review Committee (JKDPN) in Malaysia

Introduction

In October 2018, Malaysia’s Ministry of Education convened a National Education Policy Review Committee, known by its Malay acronym JKD / JKDPN (Jawatankuasa Kajian Dasar Pendidikan Negara). The 13-member committee was part of the Pakatan Harapan government’s post-2018 reform agenda, tasked with evaluating and improving the country’s education system (Panel to review education policy | The Star). The committee worked from late 2018 through April 2019, engaging experts and the public in an unprecedented review of education policies from preschool to tertiary level. Its final report – submitted in May 2019 – offered a comprehensive set of findings and recommendations intended to guide Malaysia’s education reforms into the future. This report examines the JKDPN’s official mandate, its key recommendations, subsequent government actions, the influence (or lack thereof) on policy, and reactions from various stakeholders.

Mandate and Official Tasks of the JKDPN

The JKDPN was established via a Cabinet mandate, with broad terms of reference to overhaul Malaysia’s education policy. According to its official objectives, the committee was expected to propose bold, innovative ideas for restructuring the education system to develop a holistic Malaysian society, and to review existing education policies and pedagogical approaches for needed improvements (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). It was charged with examining the entire continuum of education from preschool through university, with the specific aim of making government schools the top choice for citizens and restoring the prestige of public universities (UA) (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). To achieve these goals, the JKDPN’s functions included:

• Stakeholder Engagement: Conduct wide-ranging engagement with all stakeholders (government agencies, educators, parents, NGOs, industry, etc.) and the general public, to crowdsource ideas and build support for systematic changes (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). This marked a new level of public consultation in national education planning.
• Policy Benchmarking: Benchmark Malaysia’s education system against international best practices by studying other countries’ systems, in order to draw lessons and set competitive standards (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).
• Progress Reporting: Provide regular progress updates – the committee had to brief the Education Ministry’s Secretary-General on its status monthly – ensuring transparency and accountability in the review process (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).
• Final Report: Deliver a comprehensive report of findings and recommendations to the Minister of Education by 30 April 2019, the committee’s stipulated deadline (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).

In essence, the JKDPN had a broad mandate to re-examine the National Education Policy and recommend reforms at every level, with an emphasis on inclusivity, innovation, continuous improvement, and depoliticising the education system. Its establishment was seen as part of the “new Malaysia” reform spirit after the 2018 election (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).

Key Findings and Recommendations of the JKDPN Report

After six months of intensive work, including 98 consultation sessions and feedback from over 3,000 stakeholders nationwide (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara), the JKDPN produced a far-reaching report. The committee collected some 3,378 proposals from various organisations and individuals, reflecting an unprecedented participatory approach to education reform (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). The final report, completed in April 2019, contained 310 policy recommendations and additionally endorsed 48 existing programmes/policies of the Education Ministry that aligned with the vision of a learned and moral society (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). These recommendations were anchored around five key pillars of reform (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara) (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara):

• Holistic Student Development: Focusing on well-rounded development of students beyond academics (cognitive, emotional, spiritual, physical).
• Quality Teachers and Educational Leaders: Elevating the quality, training, and professionalism of teachers and school/university leaders.
• Integrated Infrastructure and “Infostructure”: Upgrading physical infrastructure and digital infrastructure (“infostructure”) in an integrated way to support learning.
• Effective Delivery and Implementation: Improving governance, policy delivery, and execution on the ground for educational initiatives.
• A New Education Model: Proposing a new overarching model for the education system to replace the current system, aligning all the above elements into a cohesive whole (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).

One of the notable themes in the report is the call for “education free from politics”. The committee highlighted depoliticisation of education management as “one of the big keys” to achieving a healthy, world-class and sustainable education system (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). To this end, a flagship recommendation was the establishment of an independent, non-partisan education oversight body that transcends political cycles. The JKDPN proposed setting up an independent unit – comprising government, private sector and NGO representatives – empowered to drive and monitor the progress of educational reforms (PENDIDIKAN BEBAS POLITIK – Instagram). This unit would work directly with other ministries on education-related matters (e.g. religion, unity, vocational training), report straight to the Prime Minister, and be led by an expert of ministerial rank who is “not a political appointee” (Pendidikan Bebas Politik: Meni — Hasrizal — Apple Podcasts). It was envisioned to have its own dedicated budget and to undertake effective stakeholder engagement and communications as reforms are implemented (Pendidikan Bebas Politik: Meni — Hasrizal — Apple Podcasts) (Pendidikan Bebas Politik: Meni — Hasrizal — Apple Podcasts). By insulating long-term education planning from partisan interference, the committee hoped to ensure continuity of policy and consistent progress regardless of changes in government.

Another major recommendation concerned student assessment. The JKDPN advocated moving away from high-stakes examinations at early ages towards more holistic and school-based assessments. For example, it proposed replacing the Year 6 national exam (UPSR) with a more well-rounded and comprehensive evaluation system (plan to replace, abolish upsr not new, says former education minister). This was pitched as part of the “New Education Model” to reduce exam pressure and encourage broader learning outcomes. (Notably, this idea foreshadowed the eventual abolition of UPSR a few years later, as discussed in a later section.)

The committee’s recommendations also reinforced and built upon ongoing plans. It took into account the existing Malaysia Education Blueprint 2013–2025 (for preschool to secondary) and the Higher Education Blueprint 2015–2025 (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). Rather than discarding these frameworks, the JKDPN suggested continuous enhancements to keep them relevant in light of new challenges (especially the fast-changing landscape of science and technology) (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). For instance, it stressed character-building and values, aligning with the national education philosophy, but also pushed for future-oriented skills (e.g. to prepare for the Fourth Industrial Revolution, digital era). In summary, the JKDPN report delivered a sweeping reform blueprint – covering everything from curriculum, assessments, teacher training, technology integration, to governance – aimed at transforming Malaysian education to be more holistic, equitable and globally competitive (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara) (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).

Outcomes and Follow-Up Actions by the Ministry and Government

Upon completion, the JKDPN final report was submitted to Education Minister Dr. Maszlee Malik on 30 April 2019, and formally presented in a special meeting on 2 May 2019 (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). With the committee’s chairman Prof. Emeritus Ibrahim Ahmad Bajunid indisposed due to illness, Deputy Chair Dr. Madeline Berma led the presentation to the Minister (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara) (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). The handover of the report marked the beginning of a planned implementation process within the Ministry of Education (MOE).

Initial government response (2019): Minister Maszlee immediately tasked the Ministry’s Education Performance and Delivery Unit (PADU) to study the 310 recommendations in detail (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). PADU, which also monitors the existing Education Blueprint, was directed to “flesh out the report and examine the implementation” of each recommendation, including conducting lab simulations for feasibility (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). By 24 June 2019, PADU’s analysis was ready – Minister Maszlee briefed Prime Minister Tun Dr. Mahathir Mohamad on the findings and proposed actions. Mahathir gave his agreement to all the committee’s recommendations and urged that they be carried forward (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). Following this endorsement from the PM, a roadmap was drawn: the MOE would prepare a Cabinet memorandum in 2020 outlining a comprehensive education policy review (encompassing the JKDPN report along with inputs from other bodies like the National Education Advisory Council, the TVET Empowerment Committee, and the Academy of Sciences Malaysia) (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). Subject to Cabinet approval, 2021 was earmarked as the start for rolling out the recommended changes in stages (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).

In essence, by late 2019, the JKDPN recommendations had been accepted in principle at the highest levels, and the Ministry was integrating them into a formal proposal for government adoption. This momentum indicated that significant reforms were on the horizon, backed by both the Education Minister and the Prime Minister at the time (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).

Change of government and shelving of the report: However, events in early 2020 derailed these plans. In January 2020, Dr. Maszlee resigned as Education Minister, and soon after, the Pakatan Harapan government collapsed (the February 2020 “Sheraton Move”). A new government under Perikatan Nasional (PN) took over, with a new Education Minister (Dr. Mohd Radzi Jidin). The JKDPN report’s fate became uncertain. It was never tabled to the Cabinet as originally intended, and the incoming administration did not continue with its implementation roadmap. In fact, the PN Education Ministry chose to disregard the JKDPN report and its recommendations entirely, effectively “dumping the report” ( Maszlee jelas isu kos yuran tadika, taska swasta tinggi – Sinar Harian ). When queried in Parliament about the committee’s findings, the Senior Minister of Education showed little interest, giving no indication of any plan to act on them (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).

Maszlee Malik, writing later about this episode, lamented that the change in leadership caused the comprehensive reform effort to be “left in limbo without clear direction” (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). He revealed that as Prime Minister (and interim Education Minister in early 2020), Dr. Mahathir “did not have the chance to bring the JKDPN report to Cabinet” before the government fell ( Maszlee jelas isu kos yuran tadika, taska swasta tinggi – Sinar Harian ). Subsequently, the new ministry leadership “refused to pursue the JKDPN recommendations and consigned the report to the wastebasket” ( Maszlee jelas isu kos yuran tadika, taska swasta tinggi – Sinar Harian ). Even a Parliamentary Special Select Committee on Education (formed in late 2021 and chaired by Maszlee as a government backbencher) could not revive interest – when the committee attempted to discuss JKDPN, the Education Minister declined to attend the meeting, and the Ministry “paid no heed” to the report’s contents ( Maszlee jelas isu kos yuran tadika, taska swasta tinggi – Sinar Harian ). In short, the JKDPN report was officially ignored between 2020 and 2022, with no direct follow-up actions by the PN government.

Later developments: After the general election of 2022, a new coalition government (dubbed “Kerajaan Madani” under Prime Minister Anwar Ibrahim) took office, including a new Education Minister, Fadhlina Sidek. This raised hopes among some stakeholders that the 2019 policy review might be revisited. By this time, the country was also dealing with educational challenges post-COVID-19, making long-term reforms even more pressing. While the Ministry of Education as of 2023 had not formally announced resurrecting the JKDPN report, public discourse about it re-emerged. Notably, officials indicated they would maintain the direction away from primary exams (discussed below) in line with the spirit of the JKDPN proposals (Usaha kembali UPSR perlu ambil kira Laporan Kajian Dasar Pendidikan Negara). In late 2024, calls were growing for the government to “re-open the 2019 Education Policy Review report to serve as the foundation for education reforms” going forward (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times). This suggests that although immediate follow-up actions were stalled by political shifts, the JKDPN’s work may yet inform future policy under a more receptive administration.

Influence on Subsequent Education Policy Reforms

Direct influence: In the short term, the JKDPN’s findings had limited direct impact on policy, solely because they were never officially adopted by the government of the day. The carefully crafted reforms were put on hold after 2019, and thus did not immediately translate into new laws or nationwide initiatives under the PN government ( Maszlee jelas isu kos yuran tadika, taska swasta tinggi – Sinar Harian ). The reform momentum essentially paused with the shelving of the report. As such, many of the committee’s 310 recommendations remained on paper through 2020–2022, awaiting a government willing to implement them.

Indirect and partial influence: Interestingly, some key changes in Malaysia’s education landscape during 2020–2022 ended up aligning with the JKDPN’s proposals – even though they were carried out by a different government for different reasons. A prime example is the abolition of UPSR (Primary School Achievement Test). The JKDPN had recommended replacing the long-standing Year 6 exam with a holistic assessment model (plan to replace, abolish upsr not new, says former education minister), to reduce over-emphasis on exams. In 2021, Education Minister Radzi Jidin (of the PN government) announced the abolishment of UPSR, citing the need for a more comprehensive evaluation of students. By 2022, UPSR (as well as the Form 3 PT3 exam) were fully abolished and replaced nationwide by School-Based Assessment (Pentaksiran Berasaskan Sekolah, PBS) and classroom assessments (Usaha kembali UPSR perlu ambil kira Laporan Kajian Dasar Pendidikan Negara). This policy shift mirrored what the JKDPN had envisioned. However, it was driven in part by the disruptions of the COVID-19 pandemic (which forced exam cancellations) and the ongoing push within MOE to reduce exam-oriented learning, rather than an explicit reference to the JKDPN report. The PN ministry did not credit the JKDPN for this move, but former Minister Maszlee noted that “the plan to replace UPSR with a holistic assessment had been proposed since 2018” by his committee (plan to replace, abolish upsr not new, says former education minister) – underscoring that JKDPN’s ideas did find their way into reality albeit via a different route.

Beyond exams, other reforms and continuity in policy also indirectly aligned with JKDPN themes. For instance, the focus on inclusion (MOE’s Zero Reject Policy in 2019 admitted stateless and special-needs children to school) and teacher workload reduction (halving teachers’ administrative burden, introduced in 2019) were very much in line with the committee’s thrust on equitable access and empowering educators (BERNAMA – Maszlee first minister to submit report card) (BERNAMA – Maszlee first minister to submit report card). These were initiatives started under Maszlee’s tenure, likely bolstered by the committee’s ongoing findings at the time. Later on, despite the change in government, no drastic policy reversal occurred in areas like inclusive education, technical/vocational education (TVET) emphasis, or digital learning push – indicating that the broad direction set by the Education Blueprint (and supported by JKDPN recommendations) carried on. The PN ministry’s continuation of certain programmes (e.g. expansion of TVET, reading programmes, etc.) inadvertently kept some of the JKDPN-endorsed ideas alive (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara).

Stance of subsequent governments: The return of a coalition including the original reformers (post-2022) has opened the door for JKDPN’s influence to be rekindled. In 2023, Education Minister Fadhlina Sidek stated the Ministry had no intention of reverting to UPSR or PT3, affirming the commitment to the school-based assessment approach initiated in 2021 (Usaha kembali UPSR perlu ambil kira Laporan Kajian Dasar Pendidikan Negara). This continuity aligns with the JKDPN’s vision of a less exam-centric system. Moreover, when some politicians suggested reintroducing UPSR due to concerns about basic skills, Maszlee publicly urged that any such decision must take into account the 2019 JKDPN report and its “New Education Model” recommendations as a reference point (Usaha kembali UPSR perlu ambil kira Laporan Kajian Dasar Pendidikan Negara). In effect, he was reminding policymakers that a blueprint for holistic assessment reform already exists and should guide them, rather than reversing course arbitrarily.

Looking ahead, the JKDPN report is increasingly seen as a valuable resource for the next wave of education reforms. Malaysia’s current 12-year Education Blueprint will conclude this year in 2025, and deliberations are expected on a new long-term plan. Education experts argue that the JKDPN’s comprehensive study provides an excellent foundation. “Between 2019 and 2024, the one report that can be the main source for education reform… is the 2019 Policy Review. It would be a shame if such an important report is ignored,” said Dr. Anuar Ahmad of UKM (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times). Indeed, by late 2024 there were calls for the government to revive and utilise the JKDPN findings in crafting the post-2025 agenda (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times) (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times). In summary, while the committee’s work did not immediately overhaul policies (due to extraneous political factors), its influence is evident in certain reform measures that coincidentally followed its recommendations, and its long-term impact may yet be realised if the current or future governments formally integrate its proposals into policy planning.

Reactions and Commentary from Stakeholders and Media

The work of the JKDPN and its aftermath elicited a range of responses from education stakeholders, academics, and the media:

• Praise for the Comprehensive Approach: There was widespread acknowledgement that the JKDPN conducted an extremely thorough review. Observers noted that “the effort to gather as many stakeholder opinions as possible was unique and a first in our nation’s history since Independence”, with a truly comprehensive “whole system reform” approach and extensive grassroots feedback (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). Dr. Anuar Ahmad (Senior Lecturer, UKM) lauded the 2019 JKDPN report as “the most comprehensive and up-to-date education review document that we have”, especially relevant in the post-COVID context (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times). He emphasized that since no similarly extensive study was done after 2019, the JKDPN report stands out as the key resource for anyone looking to reform Malaysia’s education system today (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times). The committee’s inclusive methodology – with thousands of inputs from educators, parents, students, NGOs and experts – was seen as a model for participatory policy-making. Various education groups (for example, councils representing vernacular and mission schools) had submitted memorandums to the JKDPN during 2018–2019, and felt that their voices were heard in the final recommendations.
• Emphasis on Depoliticising Education: Many commentators picked up on the theme of removing political interference from education. “Pendidikan Bebas Politik” (Education free of politics) became a catch-phrase associated with the JKDPN. Committee members like Hasrizal Abdul Jamil later publicly shared details of the recommended independent education oversight unit, engendering discussion on social media about its merits (Pendidikan Bebas Politik: Meni — Hasrizal — Apple Podcasts) (Pendidikan Bebas Politik: Meni — Hasrizal — Apple Podcasts). Education observers concurred that frequent policy flip-flops due to ministerial changes have hurt Malaysia’s schools, and welcomed the idea of a consistent, apolitical body to drive long-term reforms. This particular recommendation spurred debates about how such an independent commission could be structured in the Malaysian context.
• Disappointment and Criticism over Inaction: Perhaps the loudest reaction came in the form of disappointment that the JKDPN report was not acted upon (after the change in government). In an op-ed column titled “Laporan sepi Kajian Dasar Pendidikan Negara” (The Policy Review Report that went silent), Maszlee Malik – who had commissioned the JKDPN – expressed regret that the “comprehensive effort to overhaul the system… was left to gather dust” despite being completed (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara). He and others felt it was a huge missed opportunity for Malaysia to progress. Media outlets like Malaysiakini, Utusan Malaysia, and others reported on the shelving of the report, often with critical undertones. For instance, Sinar Harian quoted Maszlee describing how the report “ended up buried” when the new government chose to ignore it ( Maszlee jelas isu kos yuran tadika, taska swasta tinggi – Sinar Harian ). This narrative of the report being abandoned became a point of contention, especially as some educational problems persisted or worsened (exacerbated by the pandemic) in the absence of the recommended reforms.
• Calls to Release the Report Publicly: A number of academics and civil society voices argued that the JKDPN report should be made public for the sake of transparency and continued discourse. Dr. Anuar Ahmad asserted that the document “should be shared openly with the entire rakyat so they can scrutinise its contents. Let the people discuss what kind of education reform they dream of” (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times). As of 2021, the full report had not been published for public access (it was an internal document for the Ministry). This led to some frustration among stakeholders who wanted to delve into the details. There were suggestions that publishing the report could build public pressure to implement the best ideas, or at least serve as an important reference for researchers and policymakers. By 2024, with the change in political climate, there were renewed hopes that the Education Ministry might finally release the JKDPN findings or integrate them into a new policy blueprint.
• Media and Public Discourse on Specific Issues: The JKDPN’s work also entered public discourse indirectly through debates on specific education issues. For example, when basic literacy and numeracy levels post-pandemic became a concern, some commentators (including Deputy Prime Minister Ahmad Zahid in 2023) suggested re-introducing exams like UPSR to tackle perceived declines. This prompted responses citing the JKDPN’s approach – Maszlee famously responded that any decision on UPSR must refer to the JKDPN 2019 report and its proposed New Education Model (Usaha kembali UPSR perlu ambil kira Laporan Kajian Dasar Pendidikan Negara). Such instances show that the committee’s ideas still serve as a reference point in policy debates. Similarly, discussions on teacher autonomy, curriculum updates, and technical education have occasionally referenced that the 2019 committee had made relevant recommendations, indicating stakeholders’ desire not to reinvent the wheel but to build on that prior work.

In summary, the JKDPN (2018–2019) was met with initial enthusiasm and later frustration from the education community. It earned praise for its comprehensive and consultative approach, signaling a new hope for evidence-based, inclusive policy-making. Yet the lack of official follow-through drew criticism and disappointment, with many imploring the government not to let the valuable insights “go to waste”. Even as it remained unpublished, the report gained a near-legendary status in some circles – frequently cited by educationists as the roadmap Malaysia already has in hand for reform. Going forward, the JKDPN’s legacy will depend on whether policymakers heed these calls to resurrect its recommendations. As one analyst noted, “the JKDPN report is the single most important education document of the past decade – it deserves to be the basis of our Education Reform, not an archival piece” (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times) (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times). The collective hope among stakeholders is that this extensive review will ultimately find its rightful place in guiding Malaysia’s education policy towards quality, equity and excellence.

Sources:

1. Malaysia Kini – “Laporan sepi Kajian Dasar Pendidikan Negara” (Maszlee Malik column) (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara) (KOLUM | Laporan sepi Kajian Dasar Pendidikan Negara)
2. Sinar Harian – Maszlee jelas isu kos yuran tadika… (News report, 29 Dec 2022) ( Maszlee jelas isu kos yuran tadika, taska swasta tinggi – Sinar Harian ) ( Maszlee jelas isu kos yuran tadika, taska swasta tinggi – Sinar Harian )
3. Free Malaysia Today – “National Education Policy Review Committee submits report” (News, 3 May 2019) (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times)
4. The Star – “Panel to review education policy” (News, 19 Oct 2018) (Panel to review education policy | The Star)
5. Astro Awani – Maszlee kemuka pelan cadangan… (News, 24 Aug 2021) (Pendidikan Bebas Politik: Meni — Hasrizal — Apple Podcasts) (Pendidikan Bebas Politik: Meni — Hasrizal — Apple Podcasts)
6. Utusan Malaysia – “Usaha kembali UPSR perlu ambil kira Laporan JKDPN” (News, 17 Sep 2024) (Usaha kembali UPSR perlu ambil kira Laporan Kajian Dasar Pendidikan Negara) (Usaha kembali UPSR perlu ambil kira Laporan Kajian Dasar Pendidikan Negara)
7. The Merdeka Times – “Buka semula Laporan Kajian Dasar Pendidikan 2019…” (News, 18 Dec 2024) (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times) (Buka semula Laporan Kajian Dasar Pendidikan 2019 untuk reformasi pendidikan negara – The Merdeka Times)
8. Bernama – “Maszlee first minister to submit report card” (News, 12 Dec 2019) (BERNAMA – Maszlee first minister to submit report card) (BERNAMA – Maszlee first minister to submit report card)
9. The Edge Malaysia – “Revisit the National Education Policy Review (JKD) report” (Interview, Nov 2021) (The State of the Nation: Deep assessment needed to correctly target remedial action on Covid-19 learning loss)
10. Nabalu News – “Plan to replace, abolish UPSR not new” (News, 2021)