Mandarin classes get green light in national secondary schools, 200 teachers planned for 2025

A policy tied to demand, access, and teacher supply

Malaysia has taken a clear step to expand language learning in public education. The Education Ministry has reaffirmed that Chinese language classes can be offered in national secondary schools when parents ask for them. A class can start once a request comes from at least 15 parents, a threshold that aligns with the Education Act 1996. Education Minister Fadhlina Sidek said access will not depend on race, status or background. Every national secondary school may run the subject as long as demand meets the requirement and the school can arrange staff and timetables. The ministry will support schools that take up the option.

To back the policy with staff, the ministry plans to recruit 200 new Chinese language teachers in 2025. The number of appointments will follow the strength of the applicant pool and where schools need teachers most. The ministry has also said that the option is school wide. It is not limited to select districts or to schools with a Chinese majority. Any Sekolah Menengah Kebangsaan that receives valid requests can apply for the subject to be timetabled. The approach signals a practical balance between demand, teacher supply and school level planning.

This move sits within a wider national conversation about language learning, national unity and future skills. Malaysia conducts instruction in Bahasa Melayu in national schools, with English as a second language. Many schools already provide Arabic, and selected schools take part in the Dual Language Program for science and mathematics in English. Opening more paths to study Mandarin at the secondary level gives families a tested way to build multilingual skills in public schools. It also brings the secondary level closer to practices already visible in parts of primary schooling where additional language classes can start when enough pupils request them.

What the rule means for families and schools

For families, the rule is simple. When at least 15 parents submit a request to the principal, usually through the Parent Teacher Association, the school can form a Mandarin class. The subject is open to all ethnic groups and to students from Form 1 through Form 5. Schools may place the class inside the regular timetable or at the end of the school day, depending on teacher availability and timetable constraints. Students who wish to be examined can sit for the SPM Chinese Language paper, which is already part of the national examination suite. Students who want the language for communication can focus on class based learning, if the school provides that track.

The threshold of 15 parents is familiar to many in national primary schools. Education experts note that several primary schools already run Mandarin and Tamil classes when sufficient requests arrive. Secondary schools can now act with the same clarity. The standard keeps the bar reachable for smaller communities while allowing schools to plan staffing and group sizes with predictability.

Rising interest in Mandarin across communities

Interest in Mandarin has grown across communities. Chinese primary schools have seen a steady rise in non Chinese enrolment over the past decade. By 2020, about one in five pupils in Chinese primary schools came from other ethnic groups. Many of these students are Malay, with some schools recording a majority of Malay pupils. Observers point to a mix of factors. Parents value strong school ethos and discipline. They also see Mandarin as a practical skill for a career in business, engineering, healthcare and public service.

Chinese schools have adapted to welcome a more diverse intake. Many provide halal food, prayer rooms and bilingual communication with parents. Recent coverage highlighted Malay students who excel in these environments, including a Malay head student at a Chinese school in Penang. As this cohort moves to secondary school, demand for Mandarin classes inside the national system is likely to grow. The option to learn Mandarin in SMK allows students to remain in their neighborhood national school while keeping their language learning on track.

What leaders and experts are saying

In her official reply to Parliament, Education Minister Fadhlina Sidek underlined that the objective is equal access for every child and a fair chance to learn languages that matter for their future.

We remain committed to providing balanced access to education regardless of race, status or background.

Dr Anuar Ahmad, deputy director at the Malaysian Inclusive Development and Advancement Institute at Universiti Kebangsaan Malaysia, has said that the system already accommodates parent driven language classes in certain schools. He stressed the simple trigger that schools can use to begin.

If there are 15 students, then Mandarin and Tamil classes will be opened. The education system does celebrate the existence of languages other than Malay, English and Arabic.

Political leaders have also framed language learning as a bridge between communities. PAS deputy president Tuan Ibrahim Tuan Man urged national schools to make space for Mandarin and Tamil with the goal of better mutual understanding.

Can we introduce Tamil and Mandarin as subjects in national schools so that our children can learn and understand each other?

Benefits for students and the economy

Mandarin competence complements the national language and English. Together, these three open doors in higher education, trade and regional work. Malaysia trades deeply with China, while many Malaysian firms also serve Chinese speaking customers and suppliers in ASEAN. Engineering teams, exporters, tourism operators, healthcare providers and technology firms all value staff who can switch between Bahasa Melayu, English and Mandarin. Graduates with this profile often bridge teams and reduce miscommunication in projects.

Beyond the workplace, language learning builds cultural literacy. Students who read in multiple languages gain access to literature and ideas that might be hard to translate. Research on bilingual education links it to improved executive function, better focus and resilience in learning. Parents who choose Mandarin for their children often cite these academic benefits as much as career goals. The policy gives them a way to keep that momentum without moving out of the national school network.

Malaysia is also expanding elective offerings to other languages, including Thai, Khmer and Vietnamese. Leaders have argued that preparing youth to be multilingual and regionally aware will strengthen ties across ASEAN. A wider language menu inside national schools pairs well with continued emphasis on Bahasa Melayu as the language of unity and English as the key international language.

Teacher recruitment and how classes will run

The ministry plans to hire 200 new Chinese language teachers in 2025. Appointments will depend on applications and on school needs by state. Teacher education institutes and universities with Chinese language programs supply candidates, while existing teachers can apply to transfer to schools that start new classes. Placement priorities normally follow vacancy lists submitted by state education departments. Schools that signal demand early are more likely to receive postings in time for timetabling.

Teacher supply can be tight in rural districts and in fast growing urban corridors. Schools can work with district offices to share teachers across nearby campuses or to combine smaller classes at a common venue. Digital tools can fill gaps for short periods, but the classroom remains central for a subject that relies on listening, speaking, reading and writing practice. Mentoring for new teachers, access to aligned materials and time for co planning will help new programs settle. Quality will matter as much as access. Schools should ensure that syllabuses match the national standards for Chinese Language under the Secondary School Standard Curriculum. Materials need to fit student proficiency levels, since some learners will arrive with years of prior study while others will be beginners. Training on mixed ability instruction and practical assessment will help teachers serve both groups without discouraging either.

Each school will design the timetable. Many will place Mandarin within the normal school day once a teacher is in post. Others may start with after school periods if there are timetable clashes. The size of the first cohort will guide grouping. Larger schools can offer separate classes for beginners and for continuing learners. Smaller schools may start with one mixed group for the first year while they build enrolment. Students who want certification can sit for the Sijil Pelajaran Malaysia Chinese Language paper at the end of Form 5. Those who aim for practical communication can focus on class based outcomes with school assessments. For beginners, bridging units can help them reach basic literacy and conversational skills before moving to the main syllabus. Schools can also support parents with updates on progress and tips for practice at home.

Challenges schools will need to solve

Several practical issues may arise during rollout. The first is sustaining enrolment year on year so classes continue as cohorts advance. This will require clear communication with parents and regular outreach to incoming Form 1 families. The second is timetable pressure, since schools juggle many elective subjects. Principals will need to shield core learning time and avoid conflicts with science labs or co curricular activities that matter to students.

Teacher placement is another pressure point. Small towns might find it harder to attract qualified teachers. Incentives for postings, travel support for cluster arrangements and careful matching between teachers and schools can ease this. Textbook supply and classroom resources also need attention. Schools can lean on local alumni groups, community organizations and Parent Teacher Associations for support while formal budgets catch up with demand.

Equity will be a recurring theme. Demand often starts in urban areas. Rural families should have the same pathway when numbers permit. Transparent criteria, a straightforward request process and periodic updates from district offices can help parents in every region understand what to expect. Secondary schools should also treat Tamil, Arabic and other language requests with the same clarity so that no community feels overlooked.

Legal and historical backdrop

The Education Act 1996 sets Bahasa Melayu as the main medium in national schools. It also allows schools to teach other languages when there is a demand for them. That legal space supports the current policy on Chinese classes in SMK. Malaysia has long supported multiple school types at the primary level, including Chinese and Tamil national type schools that are publicly funded. Parents choose these schools for language and for perceived school quality.

The courts have affirmed this plural arrangement. In 2024, the Federal Court upheld the constitutionality of vernacular schools. Debate continues about the best way to achieve social cohesion, but the legal footing of Chinese and Tamil education is firm. The current step for SMK does not change the medium of instruction in national schools. It provides an optional subject that any student can take, in line with existing laws and within the national curriculum framework.

Malaysia has also tried other language policies, such as the Dual Language Program for instruction in English for selected subjects. That program has raised issues of equity and consistency across schools. The renewed attention to Mandarin as a subject, with a clear demand threshold, offers a targeted path that depends on parent choice and on school capacity rather than on blanket changes to the language of instruction.

How parents can request a class

For families who want to start a class at their school, the steps are straightforward. The key is to organize interest early so the school can plan for the next academic year.

• Gather at least 15 parents who want their children to take Mandarin at the school.
• Submit a joint request to the principal, preferably through the Parent Teacher Association, including student names and Forms.
• Ask the school to forward the request to the district education office so a teacher can be posted or assigned.
• Discuss timetable options with the school. Ask whether the class can run within the school day or at an agreed time after lessons.
• Confirm whether the class will prepare for SPM Chinese Language or offer a communication track for beginners.
• Stay in touch with the school so enrolment stays above the requirement as cohorts move up each year.

Schools should keep the subject open to any interested student. The language belongs to all communities in Malaysia. In many towns, parents from different backgrounds will make up the 15 requests together. That shared effort sets the tone for classrooms where language learning supports respect across cultures.

What to Know

• Chinese language classes can run in any national secondary school once at least 15 parents request them.
• The policy follows the Education Act 1996 and applies nationwide to all SMK.
• The Education Ministry plans to recruit 200 new Chinese language teachers in 2025, subject to applications.
• Classes are open to students of all backgrounds and can be timetabled during or after the school day.
• Students may sit for SPM Chinese Language at Form 5 if the school offers exam preparation.
• Rising interest in Mandarin across communities supports likely uptake in national schools.
• Schools will manage staffing, timetables, resources and mixed ability instruction to make programs work.
• Courts have affirmed the legality of vernacular education, and the current policy keeps Bahasa Melayu as the main medium while expanding language choices.