Friday, November 13, 2026

Quiet Flags and Stark Divides: What Melaka’s 2026 State Election Reveals to an Indian Observer

 


Pic credit: Yours truly

Quiet Flags and Stark Divides: What Melaka’s 2026 State Election Reveals to an Indian Observer

For an Indian observer accustomed to the scale, noise and spectacle of Indian state assembly and general elections, Malaysia’s political landscape feels both familiar and distinctly different. Much like India, Malaysia follows a Westminster-style parliamentary system with first-past-the-post elections, where coalition arithmetic often determines who governs. However, Malaysian politics is shaped more explicitly by ethnic and religious representation, alongside competing demands for reform and political stability.

The Political Landscape

At the centre of the political stage is Prime Minister Anwar Ibrahim’s Pakatan Harapan (PH), a multi-ethnic, reform-oriented coalition comprising his People’s Justice Party (PKR), the predominantly Chinese-supported Democratic Action Party (DAP), and the moderate Islamist party AMANAH. Its traditional rival is Barisan Nasional (BN), the grand old coalition anchored by the Malay-nationalist United Malays National Organisation (UMNO), alongside its long-standing minority partners, the Malaysian Chinese Association (MCA) and the Malaysian Indian Congress (MIC).

Adding a third force to this political contest is Perikatan Nasional (PN), a conservative Malay-Muslim bloc dominated by the Islamist party PAS and the Malay-centric BERSATU. If Indian coalition politics revolves around caste equations, regional interests and ideological flexibility, Malaysian politics involves an equally complex balancing of ethnicity, religion and shifting political alliances.

An interesting feature of Malaysian politics in recent years has been the unlikely alliance between PH and BN in the federal government. Following the November 2022 general election, Malaysia found itself with a hung Parliament. PH emerged as the largest coalition with 82 seats, followed by PN with 73 and BN with 30. None could independently reach the 112-seat majority required in the 222-member Parliament. After several days of political uncertainty and intervention by the Malaysian King, Anwar Ibrahim was appointed Prime Minister on November 24, 2022. His administration brought together traditional rivals PH and BN, along with regional political coalitions from Sabah and Sarawak, under what came to be known as the "unity government".

For an Indian reader, this would be somewhat akin to the Congress and BJP agreeing to share power in New Delhi following a fractured electoral verdict. The arrangement was born more out of political necessity than ideological convergence. While it brought stability to the federal government, the underlying political rivalries never entirely disappeared. 

And as Melaka prepares to vote on November 14, 2026, these contradictions have become particularly evident at the state level.

Coalitions & Competitions

The last Melaka state election was held on November 20, 2021. The results delivered a decisive victory for Barisan Nasional (BN), which secured 21 of the 28 assembly seats, while Pakatan Harapan (PH) managed just five and Perikatan Nasional (PN) won two. Interestingly, BN secured this commanding three-fourths majority with only 38.4% of the popular vote, compared with PH's 35.8% and PN's 24.3%, demonstrating how Malaysia's first-past-the-post system can translate relatively modest differences in vote share into substantial differences in legislative representation. Something Indian election observers are well familiar with.

Following DAP’s dramatic exit from the Melaka state government in July 2026 over a contentious constitutional amendment allowing the appointment of seven unelected assembly members, the political equations in the state changed significantly. Ahead of Saturday's vote across 28 state constituencies, Malaysia's Election Commission confirmed 79 candidates in the fray, resulting in 11 straight fights, 11 three-cornered contests and six four-cornered battles.

In a striking political realignment, incumbent BN, fielding 23 candidates under caretaker Chief Minister Ab Rauf Yusoh, entered into an electoral understanding with PN, which is contesting five seats, to consolidate the Malay-Muslim vote. Meanwhile, PH is contesting 24 seats largely on its own. Bersatu, facing differences with its PN partners, is fielding seven candidates under its own party symbol. Another 16 candidates represent Parti Bersama Malaysia (Bersama), one represents Putra, and three are independents.

The Campaign Cart

For anyone who has witnessed an Indian state election, where mega-rallies draw enormous crowds, LED campaign vehicles blare political anthems, and helicopters ferry star campaigners from one constituency to another, the Melaka campaign presents a remarkable contrast.

There are no deafening loudspeaker convoys, no sprawling flex banners covering every available building facade, and little of the street-corner theatrics that characterise Indian elections. Instead, much of the visible campaign is conducted through what Malaysians call a "flag war". Along highway dividers, roundabouts and quiet coastal junctions, neat rows of blue BN flags, red PH banners and green-and-white PN pennants announce the political contest.


Pic credit: https://theedgemalaysia.com/node/825257

Campaigning also relies heavily on ceramahs, small evening neighbourhood meetings, coffee-shop walkabouts where candidates interact with voters over morning kopi and roti canai, and increasingly, targeted social media campaigns. The political contest is intense, but its public expression is remarkably restrained.

This relatively subdued atmosphere is not entirely accidental. Malaysia has strict campaign regulations, municipal bylaws and statutory expenditure limits. Under the Election Offences Act 1954, a state assembly candidate can officially spend no more than RM100,000 (approximately ₹23 lakh) on election campaigning. Candidates must also deposit RM5,000 with the Election Commission, which is forfeited if they fail to secure at least one-eighth of the votes polled.

The financial obligations do not end there. Local authorities such as the Historic Melaka City Council require an additional refundable deposit of RM5,000 and an advertisement permit fee of RM2,000 for displaying flags and other campaign materials.

Contrast this with India, where the Election Commission prescribes expenditure limits ranging from ₹28 lakh to ₹40 lakh for assembly candidates, depending on the state. Yet, the actual political machinery surrounding elections often involves spending running into crores of rupees through extensive publicity, digital war rooms, large rallies, chartered aircraft and organisational mobilisation.

Of course, statutory limits do not necessarily capture everything political parties spend. Nevertheless, the difference in campaign scale is difficult to ignore. In Melaka, candidates have openly acknowledged reusing flags from previous elections in neighbouring Johor and Negeri Sembilan to reduce expenditure. The sight of political parties recycling election flags is itself an interesting contrast to the enormous campaign machinery routinely deployed in India.

Contrast and Conundrums

To appreciate this difference, however, one must also consider the scale and economic context of Melaka.

With a population of approximately 1.06 million and an annual state budget of RM621.8 million (roughly ₹1,432 crore), Melaka's demographic and fiscal footprint is comparable to that of a Tier-2 Indian city such as Mysuru (1.34 million people; ₹1,301 crore municipal budget), Chandigarh (1.27 million people; ₹1,712 crore budget), or Bhubaneswar (1.27 million people; ₹1,050 crore budget).

The comparison is not entirely like-for-like, since Melaka is a state whereas these are Indian cities. However, it provides a useful perspective on the scale of governance involved. Malaysia has a relatively centralised federal structure in which major responsibilities such as education, healthcare and policing are largely financed and administered by the federal government in Putrajaya. Consequently, the Melaka state administration focuses considerably on land, water, local development, tourism and related matters, responsibilities that overlap with those of municipal governments in India.

Yet, despite the similarities in population size and budgetary scale, the everyday realities of Melaka and its Indian urban counterparts reveal an important economic divide.

Melaka has a nominal per capita GDP of approximately RM55,606 (around $13,000) and a Human Development Index (HDI) of 0.829, placing it in the "Very High" human development category. In comparison, per capita incomes in the Indian examples range from roughly $2,210 in Odisha to $5,848 in Chandigarh, while HDI estimates range from 0.610–0.649 in Odisha to 0.796 in Chandigarh. Although these indicators are not perfectly comparable across different administrative units, they underline the difference in economic development and living standards.

This difference becomes particularly evident in the issues that dominate electoral discourse.

In Indian Tier-2 cities, basic civic infrastructure continues to generate considerable political anxiety. Mysuru has grappled with drinking water shortages and a controversial 36% water tariff hike. Bhubaneswar continues to confront recurring monsoon waterlogging and inadequate drainage, while Chandigarh faces persistent disputes over property ownership and civic taxation. 

In Melaka, where paved roads, public healthcare and much of the essential civic infrastructure are already well established, the electoral debate has a somewhat different emphasis. Voters are discussing targeted relief from the rising cost of living, proposals for free water for households consuming up to 20 cubic metres a month, freezing quit rent increases, better-paying technical and vocational education and training (TVET) jobs for young people, and long-term coastal flood resilience in the face of rising sea levels.

The distinction is important. While Indian urban voters continue to demand improvements in foundational civic services, the debate in Melaka increasingly reflects the concerns of a middle-income society: affordability, quality of public services, economic opportunities and long-term sustainability.

This is not to suggest that Melaka has solved all its governance challenges, or that Malaysian politics is free from the divisiveness and populism familiar to Indian voters. Ethnic identities, religious considerations, coalition rivalries and economic grievances remain central to the electoral contest. Indeed, the realignments ahead of this election demonstrate how quickly political alliances can change when electoral calculations take precedence.

Interesting Watch

Nevertheless, watching Melaka prepare for its state election offers an interesting lesson in democratic proportionality.

(Closer to where I am, Bukit Katil, the constituency where I reside, was among the few seats retained by PH. Its candidate, Adly Zahari of Amanah, who served as Melaka's Chief Minister from 2018 to 2020, won by a margin of 1,057 votes. Having represented Bukit Katil since 2018, Adly's victory in an otherwise overwhelming BN wave made the constituency one of Melaka's interesting political exceptions.)

Both India and Malaysia grapple with identity politics, coalition arithmetic and the everyday economic concerns of voters. Yet, Melaka demonstrates that political competition need not always translate into sensory overload or astronomical campaign expenditure.

Democracy does not become more meaningful merely because rallies are larger, banners are taller or campaign vehicles are louder. Ultimately, what matters is whether elections allow voters to evaluate competing political choices and hold governments accountable (non-voters and people not interested in elections aplenty too).

Sometimes, a quiet street lined with recycled political flags, a modest campaign budget and a neighbourhood coffee-shop debate may be sufficient to decide the political future of a million people.



Sunday, May 3, 2026

Manipal to Melaka - One Year Later

 

The beautiful Melaka

One Year in Melaka

On this day, 3rd May, last year, we moved to Melaka.

This was after living for 20 years in Manipal, a place we had made our home.

It was always meant to be a tough call. I have not moved enough in life to make moving cities feel normal. When I was 17, I moved from a small town, Talcher, to Bangalore for graduation. After that, in 2005, it was Manipal for post-graduation.

And it was Manipal since then.

Leaving Manipal

The thought of changing workplace had been in the offing for some time, to be honest. And among the choices, Malaysia seemed the most appropriate one.

Appropriate because it was the parent program we were teaching. Appropriate because Malaysia is relatively closer to India. Also appropriate because there is no drastic cultural change.

But theory and practice are different, of course.

There was a certain ecosystem I had developed in Manipal. Friends cutting across all categories, colleagues, contacts, organizational work, the goodwill of a vast number of people, and the home that we built ourselves.


Our home in Manipal

In 17 years of working, and 3 years as a postgraduate student, there was a lot that Manipal meant.

It was not easy to leave it all behind.

Because moving is never just about changing a city or a workplace. It is also about stepping away from routines, familiar faces, old comforts, and the invisible support system that quietly holds daily life together.

Arriving in Melaka

When we landed after a tiring flight, it was a Saturday. We were lucky to have a few ex-colleagues who made moving in comfortable.

I joined Manipal University College Malaysia on 5th May. The Fourth was with us. :P

The initial few weeks were not easy. There was the usual uncertainty that comes with settling into a new place. New systems, new roads, new routines, new ways of getting things done.

But easing into Malaysia was eventually not that difficult.

Malaysia was welcoming.

The workplace and colleagues have been welcoming. Slowly, I eased into work. Thanks to the top management, I also got into a few organizational activities, something I cherish.

But essentially, I love teaching. That is something I will always find an opportunity to do to the best of my abilities. Student experience is something that, as a teacher, has always been and will always be my focus.

Work & Teaching 

In this one year, I started an innovative biochemistry learning drive in the department. Under it, we will hold a unique theater competition this week.

Our interest in Extended Reality also helped us do interesting things in Malaysia. It also got us invited to Monash University, one of Malaysia’s top universities, as guest speakers at their medical education conference.

These are the kinds of academic and organizational opportunities that make the transition meaningful.

MUCM comes with a 28-year legacy of medical education, and it feels special to become a small part of that continuing journey. To contribute to an institution with such a history, while also being part of its next phase of growth, is something I deeply value.

MUCM campus pic I took on 3rd May 2025

In many ways, work gave me rhythm. Teaching gave me familiarity. Students gave me purpose. And the possibility of building something new gave me the energy to look ahead.

Personal Side of Moving

In this one year, I also did the interesting thing of getting a driving license and a car. The driving license process was a real long and learning process. It warrants a separate blog post.

Car in Nov 2025

On the home front, the cancer diagnosis of my mother-in-law last year made things more complex.

In the past year, we have also connected with a couple of friends from early years, and that has been interesting.

Yes, it has not been easy for me.

As most NRIs will vouch, the big change is doing household chores by yourself. Washing utensils takes a lot of time. Lol.

There are small things that one learns only after moving. That comfort has to be rebuilt. That convenience has to be earned again. That a new place becomes familiar not suddenly, but slowly, through repeated acts of everyday living.

A Year Later

There is a lot more to discover in Melaka. The pace of the city, the quiet, does feel like Manipal sometimes.

There is also a lot to discover in Malaysia, and hopefully we will get to do it more.

One year later, the move still feels significant. But it no longer feels only like a disruption. It feels like a new chapter that has slowly started finding its own rhythm.

There is nostalgia for Manipal, and I think that will remain. It should remain. Twenty years cannot and should not disappear. 

But there is also gratitude now for the people who helped us settle in, for colleagues who made the workplace warm, for students who made teaching meaningful, and for the opportunities that came along the way.

Melaka has been kind in its own quiet way.

A year ago, we arrived with fatigue, uncertainty and many questions. Today, there is still much to figure out, but there is also a sense of beginning again. A sense that one can build, contribute, learn, and belong in a new place too.

Hopefully, the coming years will allow us to understand Melaka better, experience Malaysia more fully, and contribute meaningfully to the institution and community we are now part of.

For now, one year later, I can say this: the move was difficult, but it was worth taking







Monday, January 12, 2026

What is it really like turning 18.


I was 18 many moons ago. But this is not my reflection of life 23 years ago.

While 13 January happens to be my birthday; my birthday as a teacher, coincidentally falls a day prior. 

On a crisp January morning I had joined Kasturba Medical College International Center and began a journey that I have thoroughly cherished until now. I wrote a post in 2019 on completing a decade as a teacher (https://sambitspeak.blogspot.com/2019/01/a-decade-in-teaching-reflection.html) and ended it with "Next update could be at least 5 years down the line." But as you can see, it has taken couple of years more to pen this.

Stepping into the 18th year of teaching, becoming an adult in experience, what do I think?

I have had the unique opportunity to teach various programs.

I started with KMC-IC which was a USMLE based program with American Indians as the student cohort. I taught for 4 years in that program. After that I moved into Melaka Manipal Medical College (MMMC), with Malaysian (and later few Sri Lankans) MBBS students. I was posted to KMC Manipal for 6 months and taught the Indian MBBS program. During the MMMC stint I taught the Allied Health Science courses which had Indian students. Later, after MMMC was turned into Manipal University College Malaysia (MUCM) and moved to Melaka, I taught the BDS program at Manipal College of Dental Sciences (MCODS, Manipal) along with Manipal College of Nursing (MCON). Along with these I have also briefly taught biochemistry to Dietetics students of our hotel management school (WGSHA), Biotechnology students of our Life Sciences school (MSLS), pharmacy students of Manipal College of Pharmaceutical Sciences (MCOPS). And then a few more... I moved to Melaka, Malaysia last year and currently teach MBBS & BDS programs at MUCM.

Change & Constant

Being a Millenial, I have seen that transition from chalk-&-talk to OHPs (people of a vintage will know) to PPTs to GPTs. I have also now seen students of two different generations (in policy we consider a minimum of 15 years as a generation). 

Having always been close to the student population, as I reflect on the change (and reams have been written about it) that is undergoing, I feel a lot remains the same. 

Technology might have advanced, the maturity levels of young adults might have advanced, the approach and interactions with teachers might have changed, but what essentially makes a students remain similar.

A class will always be filled with motivated and not-so-motivated students, a class will have chaos, a class will have overtly active students and massively passive students. The struggle for exams, the need for fun, the vagaries of late teen years, the experimentation with authority all remain similar through the years.

And therefore at the core of what remains as a function of a teacher is to care.

The care to go well-prepared into the class. The care to give hundred percent in the class and outside of it. The care to read the room. The care to correct where necessary. The care to lend a hand of help when needed. The care to go out of the way to understand. The care to chastise when appropriate. The care to stand up for students. The care to stay extra hours to explain a concept. The care to be passionate about the job. The care...

As famously our great teacher Dr Ramnarayan used to say of students, "They do not care how much you know, till they know how much you care".

I have come to understand that it is equally important to know too, for from that knowledge flows other things, but care should be at the heart of things.

And this concept of care is not at loggerheads with modern concepts of student care. In fact and contrary to the movement that is happening in that direction, teachers should be at the heart of student care, complemented or supported by trained non-teaching professionals. The needle has moved a lot on that front, but with experience I can say, higher education institutes must re-evaluate those priorities.

Personal Philosophy/Education Philosophy

It is said that one of the few most important things one must do when one teaches adult students is to understand oneself first. Our personal philosophies guiding our education philosophy matters a lot.

While a standardized approach is seen in higher education, what our core values are as teachers remain. That is why we see some lamenting that students must be sincere self learners, some believing that students will always not be interested and is fine if they scrape through, some believe that sage-on-the-stage is the best 

While we do not think about it overtly, it is sometimes good to reflect on what drives us internally. There are many resources and very simple ones at that, that might take a minute or two. Examples include Philosophies Held by Instructors of Lifelong-learner (PHIL), https://www.dovepress.com/teaching-philosophy-in-a-teaching-portfolio-domain-knowledge-and-guida-peer-reviewed-fulltext-article-AMEP, etc. 

Our education philosophies also change with the passing of time. As I have written in my decade long journey essay, I was an "angry young man" when I started teaching. Growing up on being stickler for rules and discipline made me so, but now, on turning 18, I have changed that since many years. That has again come from a change in philosophy essentially.

It is not appropriate to call it mellowing down with age (not that I feel old or something). It is rather understanding that a classroom environment can be many things on many days and perhaps from this ability to have the focus of the class and having fun in the class, that does not necessitate being angry.

A lot of focus over the years has been around involving the students, more project based teaching, etc, but I feel it is important to know your audience. And which a lot of higher education centers are misreading. A MBBS student from US who joins medical school at the age of 30 cannot be compared to a 18 year old from India. The motivation level will be different, the ability to grasp concepts will be different, the approach, the knowing self will be different. And this I am just talking about MBBS students. Change the discipline and the story changes.

Therefore the teaching philosophy must factor in all variables. In being a service provider, a teacher, can only provide good service if she is aware and at peace with her core philosophies.

Be more to preach

We teachers are preachers. 

Not the charlatan kinds (well there are many but let's not talk about them).

When we come from a genuine place, we always want our students to do well. We want them not to do well just academically. 

In early years of teaching we are made to believe or understand that the true reflection of a teacher is how the students perform. The grade inflation issue that plagues higher education (primary too) comes from this place. Higher grades because of more objective than subjective, more continuous than summative assessment, is fine. But the massive inflation is not fine. It stems from the "jo dihkta hai wahi bikta hai/ what can be measured can only be improved" type of philosophy. 

I feel and have observed that there is a massive shortfall in skilling for the world because of this shift. Soft skills, non-verbal communication, co-curricular activities have been on a decline owing to various factors, including GenZ things.

Therefore, the only way for us teachers, to emphasize to our students the importance of all this is by doing it. Leading by example is never going to go old and happens to be the sure-shot way to make an impact.

I have always felt that my foray into organizational activities, public speaking, writing, taking student-facing initiatives, have helped me be a better teacher over the years. While it will be a minority of students that will see it and get inspired, I have come to believe it is always like that and it is worth it.

The road ahead

I did not talk about many other things that capture my thought space as a teacher. The exponential increase in research activities, output and expectation. The adapting to GenZ reliance on AI. The changing technology landscape. The psychological shift in youngsters. The commodification and corporatization of higher education. The quality of teachers and quality of students. And so on...

Perhaps I should write more and not just on work anniversary. I strongly believe writing clears the thoughts. Writing, and not academic alone, helps formulates thoughts. 

A teacher has so many things to say. Classroom makes us so.

As I have written earlier, I will state it again that classroom for me is a meditative space. 

So much has happened in life in all these years, and there have been umpteen unkind moments. But once inside a classroom, all outside noise dies for me. I am at complete peace. I am with the class. I am with my students. And that is a litmus test that I enjoy teaching more than ever.

And I am pretty sure I will love to continue be a teacher, continue do things that help students, find ways to make academics enjoyable, bring new technology to the youngsters, help gain more knowledge, all in the hope that they become complete professionals.

It is like these things and more on turning 18...

PS: Just as I was about to enter a class an hour back, a 2nd year MBBS student, who I have not taught came up to me and said she searched through my research work, especially in policy and gender and my newspaper writings and she was so impressed and she wants to come discuss about her work on these domain with UN Sec Gen office. These are the rewards a teacher lives for eventually!