Emotions run deep whenever there is an attempt to discuss the shortcomings of the national schools. Utusan Malaysia's orchestrated reaction to Gerakan president Dr Lim Keng Yaik's statement on the overemphasis of religion as the prime factor which turns away non-Malay students is not helping to encourage an open dialogue and discussion on these shortcomings.

However, the prime minister responded that the issue should have been discussed in cabinet or within the Barisan Nasional framework and 'not released for public consumption'.

The government should recognise and respect public consultation as part of a people-oriented public policy formulation process.

The Malaysian society should not be denied its democratic right to speak up and be heard just because some unscrupulous parties decide to abuse their access to the mass media to sensationalise issues of public concern.

Moreover, it is outdated and unacceptable to conduct policy discussion within the closed parameters of an administration. A democratically elected government should consider the views from all parties - especially its electorate - and demonstrate its willingness to accept criticisms in good faith. No administration is perfect and omnipresent.

Lim explained that he did not oppose religious studies in national schools but he was concerned with the overemphasis on religion in these schools. Granted, zealots have not taken over all national schools but the education system is undeniably suffering from both performance and perception problems.

Rightly or wrongly, Lim may not be the only one with such perceptions and thousands of parents may have a similar opinion. Instead of chastising the messenger, the government should conduct a thorough review and assessment of the whole education system and identify prevalent issues which ought to be addressed in order to enhance its quality and attractiveness.

The government should avoid taking a simplistic approach in rectifying the problems plaguing the national schools. While the introduction of Mandarin and Tamil lessons should be lauded, efforts must be undertaken to address the systemic weaknesses of the education system which comprises the national and the national-type schools.