Fouzi
ALL eyes are trained on the unveiling of Budget 2026 on Friday, with those in the sector hoping that education will again receive the lion’s share for the seventh consecutive year (see infographic), and that it will be effectively used to strengthen the quality and resilience of the national education and higher education systems.
Stakeholders have also stressed the need to ensure that the budget, to be tabled by Prime Minister and Finance Minister Datuk Seri Anwar Ibrahim on Oct 10, is channelled to matters that require urgent attention.
Schools and teachers
Speaking to StarEdu, National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon said Budget 2026 must not only continue supporting access to quality education, but also enhance the teaching profession, strengthen school infrastructure, and address the growing cost burdens faced by parents and educators alike.
He said the NUTP is calling for the expansion and strengthening of preschool education, as well as increased allocations for co-curricular and student sports activities.
“Increased allocations are needed for the development of more preschools, upgrading of existing facilities, and hiring of trained early childhood educators, especially in underserved and rural areas.
“Schools also need sufficient funds to organise effective co-curricular and sports programmes, which are essential for holistic student development and mental health support,” he said, while also calling for more funds to better support schools and students.
Greater allocation, he said, is needed to fund the per capita grant (PCG) for technical and practical subjects such as Design and Technology (RBT) and Vocational Electives (MPV); teacher training and curriculum reform preparedness ahead of the new 2027 curriculum; and additional food allocation for preschool students to ensure nutritious meals.
“Current PCG rates are insufficient and must be revised to reflect actual classroom needs as subjects such as RBT and MPV require higher material costs.
“Apart from this, teachers must be properly trained and supported through structured and continuous professional development programmes,” he said, adding that as food prices rise, there must also be an increased allocation for student meals under preschool programmes to ensure children receive nutritious and sufficient food during schooling hours.
Schools should not have to go through lengthy approval processes, he said, urging for a direct small-scale maintenance budget to be set up. This budget, he stressed, should be managed at the school level to expedite the implementation of urgent projects.
“Schools must be given annual operational funds to carry out minor repairs and maintenance works without having to wait for central approvals.
“Schools need the flexibility to act quickly when immediate repairs are needed,” he stressed.
A dedicated fund, he said, would allow principals to manage minor operational works more efficiently, ensuring safer and more conducive learning environments.
He also stressed the importance of providing proper multipurpose spaces, especially for schools without basic facilities.
“Schools lacking basic multipurpose halls face limitations in organising assemblies, events, and indoor physical activities,” he said, adding that these are essential for both academic and co-curricular functions.
Turning to the welfare of teachers in rural and remote locations, Fouzi called for a special allocation to upgrade existing quarters, construct new housing in P3 zones, and incease the hardship allowance, stressing that these are critical to teacher retention in those areas.
“Teachers serving in P3 zones face extraordinary logistical and financial challenges.
“This is also why a more realistic allowance would help boost morale and reduce turnover in these hard-to-fill postings,” he said.
He said these initiatives are not merely operational expenses, but critical investments in the future of Malaysian education.
“By addressing real ground-level challenges faced by both students and teachers, especially in rural and underprivileged communities, Malaysia can move closer towards achieving educational equity, quality, and sustainable national development,” he said.
Language proficiency
Meanwhile, Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim called on the government to allocate funds specifically to address students’ weak proficiency in Bahasa Malaysia (BM) without undermining the Dual Language Programme (DLP).
“Since the DLP was introduced in 2016, it has been an important option for students to learn science and mathematics in English.
Azimah
“In 2024, the Education Ministry altered DLP guidelines by imposing one mandatory non-DLP class, regardless of parental choice.
“Students in Years One and Two, and Forms One and Two, were placed in these classes if their BM proficiency was deemed lacking,” she said, explaining that the move was supposed to improve the students’ BM proficiency as they were taught science and mathematics in the language.
“Has that been achieved?
“If the move has not resulted in measurable improvements in BM, Budget 2026 must include provisions for remedial measures to strengthen BM directly, rather than removing DLP opportunities.
“Such funding could go towards teacher training, targeted language support, and other interventions that help students improve their BM skills,” she opined.
Anti-bullying
As the Education Ministry prepares to roll out its anti-bullying framework under Budget 2026, stakeholders say the initiative must focus on shifting the cultural mindset that has normalised bullying and ensure long-term prevention through education, counselling and community involvement.
Malaysian Mental Health Association president Prof Datuk Dr Andrew Mohanraj said that a clear definition of bullying, covering physical, verbal, relational and cyber forms, must be central to the policy.
“There has to be a clear zero-tolerance policy towards bullying.
“This requires more than punitive measures; it must change the cultural attitudes that see bullying as acceptable,” he said.
He also called for anti-bullying education to be integrated into the national curriculum from primary school, alongside robust reporting systems and mental health support.
Dr Andrew
“Transparency and accountability are key to building the confidence of parents and the public,” he said, adding that further research and partnerships will be needed to keep the framework adaptable to emerging trends.
Noor Azimah said the framework must prioritise early intervention and counselling, noting that many bullies are children acting out trauma.
“Trained school counsellors should support both victims and perpetrators to break cycles of harm.
“This is why it is important for teachers and staff to be trained so that early warning signs can be consistently recognised and addressed,” she said.
Fouzi added that schools must back policy with action by activating anti-bullying committees in every institution and conducting large-scale awareness campaigns.
“The goal is to instil empathy, respect and positive behaviour among students,” he said, suggesting that agencies such as the Royal Malaysia Police and the Department of Social Welfare be part of the framework, providing enforcement, protection and victim support, while parent-teacher associations be empowered as active partners.
