In response to the report University intake: true meritocracy needed , I must state that just meritocracy based on examination results is not the solution.

Considering examination results, or even the results of common qualifying examinations, as the only basis for entry into our local universities would be an injustice to many because it presupposes that all these applicants are on equal footing when they sat for these examinations.

On entering standard one, some students already know their alphabets and are already able to read and write, whilst others may not even know the alphabets yet. The poor, in particular, cannot afford to send their kids to nurseries, pre-schools or kindergartens.

Sometimes, the reason is not even poverty but the availability of such facilities in some of the rural areas in Malaysia. The parents' education background is yet another factor for an illiterate parent is not going to be able to provide literacy training for their child themselves.

The quality of schools and teachers is also a factor that must be taken into consideration in the processing of university applications.

Access to universities and institutions of higher learning must be based on fairness, not mere results in examinations. After the students have entered universities, standards must be maintained, especially for the professional courses.

If there is a high rate of failures, the solution is not to lower of the pass mark but improving the quality of teaching and education.

The banking methodology employed in schools, and the suppression of critical thinking and dissenting views amongst students in schools, universities and other institutions of higher learning are some of the reasons for the deterioration in our education system, and the people it produces.

Ethnicity, race and religion should never be a factor when it comes to university entrance. At the same time, examination results should also not be the only consideration.

To ensure justice and equal access to universities and institutions of higher learning, other socio-economic factors must be also considered. Hence the simplistic call for 'meritocracy' or a common university entrance exam is not the answer.