ALL eyes are trained on the unveiling of Budget 2024 this month.
As stakeholders await in anticipation of the announcement, those in the education sector hope that it will continue receiving the lion’s share of the allocation when Prime Minister Datuk Seri Anwar Ibrahim, who is also the Finance Minister, tables the budget on Oct 13.
In the revised Budget 2023, tabled last February, the education sector was the largest beneficiary, just as in previous budgets (see infographic). The Education Ministry (MoE) received RM55.2bil and the Higher Education Ministry RM15.3bil, amounting to a total of RM70.5bil out of the RM388.1bil budget.
During the retabling of Budget 2023 on Feb 24, Anwar said RM2.3bil of the allocation for the MoE would be dedicated to ensuring the best infrastructure and learning facilities for students.
MakAmong the other allocations were RM108mil for the Preschool Food Aid (BMP), benefiting more than 240,000 MoE preschool pupils, and RM777mil for the Supplementary Food Programme (RMT), targeted at 700,000 primary school pupils from underprivileged families.
While the education sector had received the biggest slice of the pie, stakeholders are hoping for more.
Speaking to StarEdu, National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon said it hopes that the allocation will include administrative expenses to appoint new teachers so that the student-teacher ratio can be met.
“In this expenditure, the award of cash in compensation for rest leave (GCR) given to public service members should be added with a special provision to ensure that their early redemption applications can be paid,” he said.
He also called for an increased rate for the provision of food for the RMT, for example, from RM3.50 to RM5 in Peninsula Malaysia.
“The proposal to increase the rate for the RMT is because the meals provided use expensive ingredients that do not complement the budget,” he said.
FouziAsserting that the district education offices (PPDs) and the state education departments (JPNs) no longer receive enough funding to manage and organise state and district level sport tournaments, he expressed the union’s desire to see adequate funds allocated to support this initiative.
“Schools are forced to pay high participation fees, causing small schools to limit their participation. Pupils’ meals are also sometimes contributed by the teachers, because the food provisions are often limited.
“Similarly, the cost of transportation for student participation in various co-curricular and co-academic events is high,” he said.
He added that with the thriving digitalisation in education, funds are required to improve the digital infrastructure in schools, making the Internet more accessible.
“Stronger Internet servers should be provided to rural zones so that there are no more online interruptions, reducing the pressure placed on teachers who are trying to conduct lessons effectively.
”More fund allocations should also be provided for the maintenance of dilapidated infrastructure in schools.
“The funding can ensure the proper maintenance of air conditioners that have not been replaced for a long time, and guarantee the comfort of students and teachers,” he said.
Melaka Action Group for Parents in Education (Magpie) chairman Mak Chee Kin said that although the education sector had received the most allocation in previous budgets, it is essential to ensure the funds reach the target groups with proper follow-up and interventions.
He said upgrading and repair works in schools should not be based on application requests made by the schools themselves; instead, the funds to carry out such works should be promptly provided after inspections, directly to schools via parent-teacher associations.
“There have been countless instances where schools in need still await funds to improve basic infrastructure and facilities, whereas other schools have got the chance to upgrade theirs.
“The Tun Fatimah Form Six College, where I currently serve as chairman, is among the schools desperately awaiting such contingency allocations,” he said.
He added that the school’s poor state was made worse with the occurrence of flash floods, which then contributed to cracked walls and an uneven internal school compound.
He also said the school did not even have a field despite offering a sport science course.
“It takes a long period for these damages to be repaired. Therefore, the ministry should not just depend on reports from the PPDs and JPNs. In most cases, these reports do not mirror the actual situation,” he said.
Citing data from the MoE that the proportion of upper secondary students enrolled in the science, technology, engineering and mathematics (STEM) stream had decreased from 45.2% to 40.9% between 2017 and 2022, Mak expressed hope that the government would equip more schools with resources to acquire teaching aids and materials for STEM learning.
He added that STEM fields are significant forces of innovation and development, resulting in modern technology and advances in artificial intelligence.
“The need for digital talent preparedness must be prioritised in Malaysia since automation has put existing jobs in jeopardy with the lack of qualified individuals.
“We hope Budget 2024 will guide Malaysians in the right direction for the benefit of their future. They must realise the urgent need for them to continuously upskill and reskill themselves with digital trends and it begins from the roots of STEM learning,” he said.
With the Dual Language Programme (DLP) in place, Mak also hopes that the initiative will continue to strengthen through an allocation to fulfil set criteria.
The DLP, which was announced in Budget 2016, allows selected schools to teach Mathematics and Science in English.
“We are hopeful that special allocations will be given to strengthen the DLP programme. More focus should be given to ensure its success like in Sarawak.” he said.
Non-governmental organisation Teach For Malaysia (TFM) spokespersons Loh Ken Ming and Haafiz Nordin said they look forward to a budget allocation to develop the professional capacity of existing teachers in the education system and in finding ways to reduce children’s dropout rate from schools.
Together with Yayasan PETRONAS, TFM has implemented the Program Duta Guru (PDG), which provides training and support to develop STEM teachers; the programme has benefited more than 330,825 students from 893 schools nationwide.
“To support the MoE’s focus on strengthening STEM learning and teaching among students and teachers, TFM proposes using the PDG as a model. This could serve as a foundation to properly allocate funds in improving STEM learning,” they said in a joint statement.
They also added that TFM would highly welcome tax exemptions for NGOs to continue supporting and bringing impact to schools in Malaysia.
‘Prioritise TVET and higher edu’
IN the revised Budget 2023, technical and vocational education and training (TVET) initiatives were awarded RM6.7mil under various ministries.
Despite the significant amount, more funds need to be allocated to expand and strengthen TVET programmes, said Universiti Tun Hussein Onn Malaysia Faculty of Technical and Vocational Education Prof Dr Razali Hassan.
“The Budget 2024 announcement should prioritise investment in the education sector, focusing on improving infrastructure, promoting research and development, and supporting TVET.
“These measures would contribute to the development of a skilled workforce, foster innovation, and create a conducive learning environment for students,” he said.
Prof Razali (pic) proposed allocating more funds in high-tech skills training, adding that a positive step towards promoting gender equality and empowering women in line with the Unesco-Unevoc vocational education vision is to establish centres for women in TVET.
“This could involve providing scholarships, upgrading training facilities, and facilitating industry partnerships for practical training and job placements,” he said.
Prof Razali also recommended investing in opportunities for upskilling and reskilling for teacher training and professional development in TVET.
“TVET instructors and teachers play a vital role in delivering quality education and training. It is essential to invest in their professional development too.
“Provide them with funding to discover opportunities that can help enhance their pedagogical skills to effectively teach and mentor students in emerging areas,” he said.
‘Invest in RM30bil sector’
On the higher education sector, which received RM15.3bil in the revised Budget 2023, Vice Chancellors’ Council for Private Universities Malaysia (VCCPU) chairman Prof Mushtak Al-Atabi said a more substantial allocation is not only essential, but also transformative.
“The government should allocate substantial resources to promote Malaysia as a global educational hub. This strategic investment will not only elevate our international standing, but also stimulate economic growth,” he said, adding that the higher education sector in Malaysia holds immense potential, with an annual worth of RM30bil.
He also called for the provision of tax incentives to higher education institutions (HEIs) for implementing initiatives to attract foreign students, such as online educational programmes and global transfer education programmes.
The implementation of tax incentives can be a catalyst for collaborative efforts between public-private partnerships in accelerating research and development, he added.
Another avenue, said Prof Mushtak (pic), who is also Heriot-Watt University Malaysia (HWUM) provost and chief executive officer, is reintroducing the MyBrain grant programme to assist students pursuing postgraduate studies.
“This initiative will provide crucial support to those seeking advanced education,” he said, adding that the government could also explore the possibility of granting double tax deductions for scholarships awarded to students by private HEIs.
“To alleviate the financial burden on parents who take out bank loans to fund their children’s education, they should have the opportunity to claim the interest paid as a personal tax relief.
“This measure aims to ensure access to education for Malaysian children remains unaffected during challenging times,” he added.
Prof Mushtak also said expanding scholarship programmes and financial aid, with a particular emphasis on M40 and B40 students, is essential to ensure equitable access to high-quality higher education.
“This entails offering scholarships, grants, and low-interest loans tailored to the needs of B40 students, along with providing transparent information about available financial aid options,” he said.
Prof Mushtak also recommended funding or grants to support sustainability research, campus sustainability initiatives, and renewable energy projects.
“Funding for sustainability research enables scholars to delve into critical topics, such as climate change mitigation, biodiversity conservation, and sustainable resource management, producing knowledge and innovations that can drive positive change,” he said.
He added that it is a valuable investment to allocate funding for tax incentives to support community engagement.
“This not only benefits the local community, but also enriches the educational experience for students and faculty.
“Outreach initiatives, skills development workshops and educational events serve as bridges between HEIs and their surrounding communities, offering tangible benefits, such as improved access to education, job opportunities, and enhanced quality of life.”
Hopes of student leaders
I hope to see a bigger allocation for better infrastructure in universities.
This is a common necessity for students, especially for those who reside in hostels. Living off-campus can be more expensive and most students are not able to afford such accommodation.
I would also like to see more subsidised student exchange programmes to draw in and enable different academic communities, as well as a waiver of all student fees for B40 students to help reduce their financial burden while pursuing their studies.
– Umairah Farisah Ahmad Yuzri, 21, Universiti Putra Malaysia
Access to healthcare, including mental health services, can be important for students. Expectations might include funding for student health centres and insurance programmes.
I also hope for policies that can help promote job creation and provide opportunities for graduates to enter the job market. This could involve incentives for companies to hire fresh graduates or funding for job placement programmes.
– Mohamed Yusuf Hassan Roslan, 22, Universiti Teknologi Mara
I would like to see a sufficient sum being allocated for the Teacher Practice Allowance.
There has not been any action taken yet to safeguard the welfare of trainee teachers who undergo training in schools.
The allowance amount provided to them is lower compared to students who undergo industrial training in government institutions and government-related companies.
There are also many prospective trainees from B40 families who are in dire need of help in the face of the rising cost of living.
I suggest that the allowance be adjusted to a minimum of RM800 per month and for the provision of additional allowances on a regular basis every year.
– Nik Ahmad Nuri Nik Ismail, 23, Universiti Pendidikan Sultan Idris
