UNDER a newly proposed system, work to fix crumbling buildings and leaky ceilings will be expedited to create safer schools for kids. But a conducive learning environment is about more than just bricks and mortar.
While work gets underway to repair some 1,000 damaged school buildings nationwide, stakeholders are calling for better facilities, passionate teachers and quality programmes to be put in place simultaneously to ensure students learn optimally.
Husaina BanuAssoc Prof Dr Husaina Banu Kenayathulla from Universiti Malaya (UM) Faculty of Education Educational Management, Planning and Policy Department said facilities such as computer labs, science labs, technological devices, sports facilities and up-to-date libraries are also necessary to create a conducive learning environment.
“Providing students with the opportunity to use and learn from the latest technological facilities will stimulate their intellectual growth and encourage their curiosity,” she said, adding that it is also essential that schools have these facilities as it might be the only way that students from low-income families can access these resources.
Educationist Tan Sri Dr T. Marimuthu said many schools, especially in rural areas, still lack adequate digital infrastructure.
“Digitalisation and information technology are very important in today’s technology-savvy society.
“If schools still lack Internet facilities, it will definitely affect the teaching and learning process because teachers who use computers to teach need Internet facilities to be effective,” the former UM professor of education, said.
Calling for more funds to be allocated in Budget 2025 to equip schools with good digital facilities, he said this would lead to better academic results.
In addition to improving the infrastructure, Husaina Banu said class sizes should be reduced, especially those with a very high number of students.
“Smaller class sizes will enable teachers to provide more individualised attention to students so that they can catch up with the teaching and learning process.
“It also helps to facilitate 21st century teaching and learning where project-based assessments and student-focused teaching and learning can be implemented,” she said.
If splitting large classes is not an option, she said teacher assistants could be hired. She, however, acknowledged that this would require significant funds.
Nor AzniUrging the government to adopt a holistic approach in creating an optimal learning environment, Universiti Putra Malaysia Educational Studies Faculty deputy dean (Academic, Student and Alumni Office) Dr Nor Azni Abdul Aziz said allocating resources for professional development of teachers and for establishing support structures like mentorship programmes is necessary.
School heads, she added, should be given autonomy to address student and staff needs effectively.
“Health and nutrition initiatives should also be implemented to ensure students’ physical well-being and academic readiness.
“Non-governmental organisations can also step in and provide supplementary resources and active support for educational enhancement initiatives, especially in underserved areas.
“This approach will help create a comprehensive and nurturing educational environment, rather than focusing solely on physical facilities,” she said.
On the mend
Under a proposed fast-track system, hundreds of school buildings will be fixed to make them safer for our kids. There are a total of 1,075 school upgrading and redevelopment projects nationwide, with the bulk of them located in Sarawak, followed by Sabah.
According to the Performance Acceleration Coordination Unit (Pacu), a dilapidated school building has physical components, buildings or facilities that are not perfect, not functional and unsafe to use, The Star reported on Aug 8.
The old block in SK Bandar Baru Bangi, Selangor, before it underwent reconstruction.
Students in these poorly maintained schools, which often lack proper classrooms, facilities and amenities that affect the overall learning environment, are also exposed to safety risks, Pacu director Nurdiana Puaadi had said.
As of July 13, almost 65.9% of the projects had been completed, while 19.3% were in the pre-construction stage.
Some 66 (6.1%) projects were late, while 207 (8.7%) were on schedule (see infographic).
The Education Ministry has also established a Steering Committee and a Technical Committee to oversee the implementation of projects at various levels and to present updates on the project’s progress during the Madani Malaysia Action Council Meeting.
The newly rebuilt school block.
Nor Azni said dilapidated schools in Malaysia have long been a cause for concern since they adversely affect the schools’ standard of education and jeopardise the safety of both students and teachers.
She said issues like inadequate airflow, mould and and sanitary amenities can lead to respiratory problems and allergies.
“Classrooms and buildings in disrepair significantly affect teachers and students, impacting their physical health, mental state and overall educational experience.
Some of the covers over the walkways in SK Bandar Baru Bangi have holes in them.
“Structural issues like leaky roofs, damaged windows and incorrect electrical systems pose safety hazards, causing accidents and injuries.
“Insufficient resources like tables, chairs and equipment hinder students’ participation in education,” she said, adding that students end up being distracted by the unsafe learning environment.
Students might also not attend school due to the hazards, leading to reduced involvement and passion for learning, she added.
A construction worker carrying out upgrading works at one of the blocks in the school. — Photos: FAIHAN GHANI/The Star
Teachers, said Nor Azni, face similar risks as their students.
“They also experience diminishing morale and motivation when their enthusiasm and dedication to teaching are hampered by unsafe classrooms.”
As teachers are the ones in charge of the class, they are also responsible for addressing classroom challenges by providing the resources themselves or by dedicating more of their time to help their students, she said.
Unchecked, schools left in disrepair can worsen educational disparities, especially for underprivileged students, and hinder the development of a competent labour force, leading to long-term economic repercussions, said Nor Azni.
“Prioritising the resolution of dilapidated school infrastructure is crucial for cultivating a learning atmosphere,” she said.
Given the necessity of a proper learning environment, Husaina Banu said the Education Ministry has ensured that all students have access to classrooms that are conducive to learning.
“This is evident through the inclusion and prioritisation of the upgrading of dilapidated schools and school facilities within the Malaysia Plans and the national annual budget,” she said, adding that dilapidated schools are not restricted to certain places or states.
School buildings are rated on a scale from one to seven, with seven being the most unsafe and needing to be demolished and rebuilt.
The Education Ministry, said its development division, prioritises repair, renovation and redevelopment projects at schools with Scale 6 and 7 buildings or facilities.
To ensure no leakage of funds, the implementation of the projects is done in accordance with their current financial and procurement procedures, assured the ministry.
With large-scale efforts already underway to fix dilapidated buildings in schools, Nor Azni said the renovated structures would need to be properly maintained.
“Federal and local governments, communities and the private sector can collaborate to ensure proper maintenance of schools in their areas,” she suggested.
‘Invest in teaching and learning tools too’
“It would be good if we at least have smartboards in schools so that students can learn and keep up with technological advancements. This prepares them for their future, where they will use not just mobile phones or tablets but also smartboards and many other digital devices being developed. We need to provide proper facilities for our students because we want them to learn in a conducive environment.”
– Nur Syamila Izzati Azhar,
English language teacher “I have been bringing my own portable LCD display to my lessons but with this, students cannot engage in very interactive online activities. As a Science teacher, I would like the classroom to be equipped with a smartboard or smart TV so that our learning process can be more fun. I would also like the science lab to have at least one laptop so it is easy for students to access the Internet. We need a better Internet connection as right now, we teachers are using our own data for lessons.”
– Sheila Teoh Yih Hua, Science teacher
