AUKU ABOLITION: AN OPPORTUNITY TO STRENGTHEN AUTONOMY AND DEVELOP A NEW HIGHER EDUCATION FRAMEWORK

This article is contributed by Muhammad Nuraiman bin Mohd Yusrino. He is the Speaker of the Student Parliament of Universiti Sains Malaysia and the President of the Student Representative Council, Tuanku Syed Sirajuddin Engineering Campus.

The debate on the abolition of the Universities and University Colleges Act 1971 (AUKU) is not a new debate in the history of higher education in the country. For decades, AUKU has been a symbol of a larger question: to what extent do public universities in Malaysia truly have autonomy, and to what extent are students entrusted to determine their own future?

Now, this question has once again drawn national attention.

On 15 August 2026, Prime Minister Datuk Seri Anwar Ibrahim announced that AUKU would be abolished. The announcement came after years of amendments to the Act aimed at providing greater space for students and universities. Although several amendments have been implemented from time to time, discussions on the extent to which the existing framework meets the current needs of higher education are still ongoing.

The question is no longer whether students should be given a little more freedom. The real question is whether the country's higher education legal framework is still appropriate when built upon an Act that was established in the context and needs of Malaysia more than five decades ago.

Amendments Are No Longer Sufficient

There is no denying that positive changes have taken place.

Students are now allowed to participate in partisan politics. Student Representative Councils and student bodies have also been given greater room in financial management and association activities. Recent amendments have also seen efforts to strengthen the autonomy of student organisations and democratic processes on campus.

However, the question remains: does granting certain forms of autonomy mean that universities are truly autonomous?

This question provides an opportunity to reassess the relationship between the autonomy granted and the overall university governance framework.

Universities need a clear and appropriate governance framework that enables institutional autonomy to be implemented effectively, in line with the requirements of accountability and public interest.

The same applies to students.

Students should be given appropriate space to participate actively and responsibly in the university ecosystem. If students are mature enough to become voters at the age of 18, participate in national politics, manage associations, organise large-scale programmes and voice the concerns of society, then it is time to place greater trust in them in determining the democratic space within universities.

Abolition Does Not Mean Universities Without Rules

One of the biggest misconceptions about the call for the abolition of AUKU is the assumption that its abolition would cause universities to lose control or allow students to act without limits.

This is not the actual meaning of the call for the abolition of AUKU.

The abolition of AUKU does not mean eliminating the laws governing universities. Instead, it provides an opportunity to replace the existing framework with a new legal system that is more modern, progressive and suited to the needs of higher education today.

Universities will still require rules. Students also have their own responsibilities.

Academic freedom will still have boundaries that need to be guided by the law.

However, the question is whether such laws are built on the principles of control or trust.

Malaysia needs a higher education framework that continues to balance institutional autonomy with governance, accountability and national interests.

University Autonomy Is Not a Threat to Students.

A university with autonomy is not a university that is free from accountability.

Instead, autonomy must go hand in hand with accountability.

Universities should be given greater space in determining their academic, research and institutional governance directions, while at the same time remaining accountable to society, the nation and the public interest.

The same applies to students.

Student autonomy does not mean that students can act as they please. Autonomy means that students are given space to make decisions, manage organisations and learn from real-life experiences.

Democracy will not mature if its people are never given the opportunity to practise it.

Leadership will also not develop if students are only allowed to make decisions within overly limited spaces.

Universities should be places where students learn to engage with differing views maturely, debate based on facts, manage organisations, uphold principles and take responsibility for their decisions.

That is the true function of a university.

The Time Has Come for a New Framework

The abolition of AUKU should not be viewed as a victory for any particular group.

It should be viewed as an opportunity to undertake comprehensive reforms to the country's higher education system.

If AUKU is indeed to be abolished, then the greater task actually begins after the abolition.

What form will the new legislation that replaces it take?

How will university autonomy be guaranteed?

What will be the actual position of students within the university governance system?

How will academic freedom be protected?

In the process of developing the new framework, student participation alongside other stakeholders is important to ensure that the views of various parties within the higher education ecosystem are taken into consideration.

Students should not merely be parties who receive decisions.

Students should be part of the decision-making process.

The development of a new framework requires the involvement of various parties within the higher education ecosystem, including the ministry, universities, academics, students, administrators, industry and society.

From Abolition to Liberation of the Mind

Ultimately, the struggle for the abolition of AUKU is not merely about an Act.

It is about how we view universities.

Are universities merely institutions for producing a workforce?

Or are universities spaces for developing critical thinking, leadership, democracy and intellectual courage?

If Malaysia truly wants to produce world-class universities, we cannot only build more modern buildings, improve rankings or increase research publications.

We also need to build a courageous university culture.

Dare to think. Dare to have differing views. Dare to give students space. And dare to trust our universities.

The abolition of AUKU is not the end of the university legal system. Instead, it should mark the beginning of a new era of Malaysian higher education that is more democratic, more mature and more respectful of university and student autonomy.

Students themselves now have the opportunity to build something better.

Ultimately, the abolition of AUKU is not merely a change to an Act, but an opportunity to reassess the country's higher education legal framework comprehensively. The development of a new framework through the One Higher Education Act approach provides an opportunity to take into account the needs of universities, students and the entire higher education ecosystem, while ensuring that aspects of autonomy, academic freedom, governance and accountability continue to be strengthened.

In this context, the reforms undertaken need to look ahead and take into account the changing higher education landscape. The involvement of various stakeholders is also important to ensure that the framework developed is comprehensive, responsive and suited to current and future needs.

Editor's Note: This article represents the personal views of the author and does not necessarily represent the official position of Universiti Sains Malaysia (USM), the Tuanku Syed Sirajuddin Engineering Campus or any related party. Its publication is intended to encourage the sharing of views and mature, constructive and responsible academic discussion.