DESPITE dropping school enrolment and declining birth rates, the expenditure for education is expected to rise exponentially in the coming years.
This, academics say, is because classrooms are becoming even more tech-dependent than ever.
Greater allocation is needed if Malaysia is to provide quality digital education for students nationwide, said Universiti Malaya Faculty of Education Department of Language and Literacy Education head Dr Shanina Sharatol Ahmad Shah.
The growing need for digital teaching and learning means that government education expenditure will rise, despite fewer babies being born and enrolling in schools in 2022 as compared to 2010 and 2015 respectively (see infographic), she told StarEdu.“As demand for the integration of technology in classrooms escalates, the government needs to allocate more funds for infrastructure development, by investing on upgrading Internet connectivity and providing schools, teachers and students, with the devices needed.
“These necessary amenities are still sadly lacking in most schools, be it in the urban or rural areas,” she said, adding that a substantial investment in digital education is crucial because it prepares us for survival and success in an increasingly digital world.
“Digital education equips students with essential skills for the future and modern workforce.
“It provides quick and convenient access to a wealth of resources,” she added.Allocations for the training of teachers are equally important, she said, as this would allow them to effectively integrate digital tools in their classrooms.
For the hardware and software to be accessible to all, and to empower teachers to make full use of technology, a substantive allocation specifically targeted at digital education, is needed.
“Yes, it will be costly but the long term benefit is that we have a digitally literate population not only among the urban rich, but also among those from underprivileged backgrounds,” she added.
Shanina Sharatol
Stressing that a quality digital education is the only way forward for youths, Shanina Sharatol said students, especially those from B40 families who do not have access to technology, would otherwise be denied access to higher education and job opportunities.
This inequality, she said, would perpetuate cycles of poverty and directly impact their families and communities.
With the many types learning institutions under the national education system dependent on government funding, she stressed that allocations should be based on factors such as the location of the institution and the socio-economic status of students.
Sufficient funds to improve and upgrade facilities and learning resources, and to conduct additional academic programmes as well as teacher development programmes, would reduce the achievement gap between rural and urban schools, she opined.
“Schools with students from lower socio-economic backgrounds should be provided with extra funding.
“Migration patterns must also be considered. Some rural regions or towns may need fewer schools as the youth population moves to the city.
“Also, in the cities, there could be parents who prefer to send their children to private schools or homeschools.
“In these situations, there is no need to spend on building new schools,” she said, adding that the funds could then be channeled to other areas.
Commenting on data from the Unesco Institute for Statistics (UIS) which indicated that primary school enrolment in Malaysia had shrunk to 3.02mil in 2022 (a drop of 63,420 persons from the previous year), while the growth in school enrolment has been slowing down since 2014 due to shrinking birth rates, Shanina Sharatol said there is a possibility that fewer national schools would need to be rebuilt.
“If this is the case, then existing national schools may have to be consolidated.“Nonetheless, sufficient funds must still be allocated to ensure that classrooms in these schools are equipped with better infrastructure.
“Despite a smaller number of schools being needed in lower population areas, the government must still ensure that the needs of students in these institutions are met.
“Budgeting cannot be based solely on enrolment numbers,” she said, adding that the uneven distribution of students may exacerbate inequities in education where students in urban areas might benefit from better facilities and educational programmes while rural students could be at a disadvantage due to poor facilities and limited resources which will impact their educational outcomes.
While the number of students might decrease in some areas, there is still a pressing need for a robust and high-quality education system, said UCSI University Faculty Of Social Sciences and Liberal Arts Education Department head Assistant Prof Dr Zaida Mustafa.
Lower enrolment and birth rates, she said, should not be equated with smaller budgets.While less funds will be needed for operational costs, including maintenance of school facilities and administrative expenses as fewer children are enrolling in schools, savings from teacher salaries and educational materials should be allocated to pressing areas that need urgent attention.
Zaidi
“Government allocations must ensure high-quality education for all. And, this will require bigger budgets as we progress towards becoming a high-income nation.“The focus could shift from quantity to quality, ensuring that every child receives the best possible education.
“Existing school infrastructure may need upgrading and maintenance works, regardless of the number of students.“Additionally, addressing the needs of marginalised groups and investing in future-oriented educational initiatives will likely require sustained or even increased funding,” she said, stressing that even with fewer students, improving the quality of education is a costly affair.
Investments in teacher training, curriculum development, and educational technology can enhance learning outcomes, she said, adding that lifelong learning, which requires continued or increased funding, is increasingly important in a VUCA (volatile, uncertain, complex, and ambiguous) world.“Maintaining a high standard of education is essential for the nation’s competitiveness on the global stage. “This requires sustained or increased investment,” she added.
The government has to set aside a large investment for infrastructure. Most IT infrastructure in schools is limited and not up-to-date. There is still a lot of dependence on parent-teacher associations (PTA) to obtain the funding to provide and to upgrade the school’s infrastructure for the benefit of students, especially those facing examinations. The burden falls on the PTA. We must have a mechanism in place so that there can be some form of partnership between the Education Ministry and PTAs. This will allow us to apply for funding when the need arises. The government should also consider providing digital devices for students from the B40 community who cannot afford these devices, similar to what was done for university students from underprivileged families. - SMK Cochrane PTA chairman Faizal Mohammad Arshad
Digital education needs to be prioritised when the government is allocating funds as schools and their PTAs cannot cover the cost of IT infrastructure on their own. This is especially so as technological needs are increasing and we must give students the best educational experience possible. Most times, the spending focus of schools and PTAs is on the development of students in academics and co-curricular areas as well as improving basic infrastructure. Having limited facilities and equipment in schools have been an obstacle for teachers to implement the digital aspects of teaching and learning (PdP). On top of that, students from disadvantaged families often face difficulties accessing digital devices for their studies which could potentially cause them to fall behind in class. - Parent Anita Md Idris
