SCHOLARS, teachers, and parents are demanding more details on the government’s proposal to establish special schools for poor children.

They said though the initiative is welcome, the government must still explain how it plans to operate such schools and get the budget and teachers.

Anuar Ahmad, educationist at Universiti Kebangsaan Malaysia, questioned the practicality of the plan and whether it is in line with education principles.

“We welcome Anwar’s commitment to help poor children get an education, but in terms of implementation, can the government afford to provide for these schools?

“Or are there just going to be a few schools that heed Anwar’s suggestion, which are later abandoned … because it is difficult to (operate)?” Anuar said in a Facebook video.

The proposal was mooted by Prime Minister Anwar Ibrahim to ensure children from poor families are not left behind.

Education Minister Fadhlina Sidek said her ministry will launch the special schools next year.

Education Ministry (MOE) data showed there are 10,232 schools nationwide – 7,779 primary and 2,453 secondary – with 5,100,762 students and 410,091 teachers.

Anuar said the number of poor students, especially those in the B40 category, could go into the hundred thousands.

“Will the government be able to provide dozens of schools for these children?

“Looking at Budget 2023, (the government) can only afford to build seven new schools.

“To say it wants to provide for poor children, who are in the hundred thousands, the number of schools will be quite high, so can it afford to do so?”

Anuar said executing the plan will take a while.

“I agree with the suggestion to help poor children, but I disagree with the method.”

He suggested the government look into day-boarding schools (DBSs), which were started in 1976.

He said MOE data showed close to 1,500 DBSs in the country.

“If one DBS can take in 500 students, then 1,500 DBSs can accommodate up to 750 needy students.

“If the MOE can come up with a new policy and get cabinet approval to include the poor students, this will help (the students).

“This is where (poor students) can get the care, meals and education they need.”

Anuar said Putrajaya should look into providing more DBSs in rural areas.

“The DBS concept should be (implemented in) big cities for the urban poor.

“This will save the government costs of building new schools, and DBSs will not separate poor students from their friends who are better off and of other races.”

‘New schools unnecessary’

National Union of the Teaching Profession secretary-general Fouzi Singon said there is no need to build new schools to educate the poor.

“It (the poor students’ programme) can be started in existing boarding schools, where the facilities and staff are available.

“This process can happen in phases and stages, but needs to start immediately,” he said.

He said the establishment of full boarding schools is to place excellent students from outside urban areas someplace with complete facilities to allow them to focus on their studies.

“When they succeed, they can help lift their families and siblings from poverty.”

Ikram economic prosperity cluster and public policy consultant head Mohammad Abdul Hamid agreed that DBSs could be the answer.

Mohammad said if the government wants to start schools for the poor, it must have proper funding and support.

“The budget must be done accordingly, as education is key to social mobility and must be given due priority in resource allocation.

“I think the ministry (MOE) should invest in more teachers. As it is, class sizes at government schools are large.

“(The MOE) needs to verify and standardise the teacher-student ratio.”

‘Solve existing problems first’

Parent Action Group for Education head Noor Azimah Abdul Rahim said similar schools already exist.

“Is this an effective way to ensure equal access to education?

“Such schools are already in existence, like MRSM (Maktab Rendah Sains Mara) and SBP (full boarding schools).

“We do not think it is a good idea to have schools specific for the B40 (group).”

She said it is not an effective way to tackle education equity.

“Adequate teaching resources, effective teacher training, and identifying and intervention for weak students and those with learning disabilities would be more important to focus and improve on.

“As it is, teachers are stretched and not being properly trained to conduct intervention on weak and disadvantaged learners.”

Azimah said stakeholders have yet to see allocations to build and equip such schools for operational longevity. – August 11, 2023.