An Analysis of Educational Inequalities in Malaysia: A Study

This essay provides a comprehensive analysis of educational inequalities in Malaysia, focusing on the disparities between rural and urban areas. It examines the factors contributing to these inequalities, including socioeconomic disparities, access to resources, and geographical distribution. The essay highlights the challenges faced by students from low-income families and those in rural areas, such as limited access to quality education, lack of awareness of scholarships, and inadequate infrastructure. It also discusses the Malaysian government's initiatives to address these issues, such as the Malaysian Education Blueprint. The essay emphasizes the importance of providing equal opportunities for all students, regardless of their background or location, and suggests interventions to minimize the education gap. It concludes by emphasizing the need for government intervention, qualified educators, and equal access to resources to create a more equitable education system in Malaysia.

Educational Inequalities in
Malaysia

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Education inequalities among students of rural and urban area creates isolation and
students are not aware of the scholarships granted to them for higher education. Education is a
process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits.
Education is one of the important most important part of everyone's life and each one possess
right to education. Right to education provides equal right to each person to get same opportunity
for education whether in rural area or in urban area. Education gives knowledge of the world and
changes that takes place around the world. Through education a different perspective towards life
is generated that helps in living life in better manner (Bailey, Nomanbhoy and Tubpun, 2015).
In this project inequalities in the the education system existed in Malaysia will be
elaborated. Together with this how education in rural area is different form urban area and
various gap among them with reasons for the same. Various suggestions will be made to the
students in the rural area to get information and aspiration to further their studies and achieve
their goals.
MAIN BODY
This thesis is to explores some of the association between inequality, education and
economic growth in Malaysia. This is one of the successful country for generating high
economic growth rate and development. In Malaysia education is used as a wheel that leads to
reduction of inequalities and promote more and more economic growth. The issue of inequality
in education system is one of the primary concern and the cause to such problem is not only
limited to the gap in quality and accessibility of education in rural and urban area. Gap among
the rural and urban education system is one of the driving factor of educational inequality in
Malaysia. The another factor contributing to education inequality in the country is the Socio-
economic class disparity as no equal rights is provided to individuals of different class group to
get education (Bakar, 2014).
In Malaysia existence of educational inequalities leads students who belongs to low-
income families to deal with various disadvantages in educational fields because of non
availability of required resources. Low income earned by the parents of students make them
insufficient to meet with the requirements of finances that are required for getting higher
education. When skills of students or educational group is analysed than it is recorded that
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students with poor families possess poor academic performance compare to other students with
medium and high class income group. Reason behind this inequality is the families as medium
and hight class income families are educated and understands importance of education. They
tends to send their children to schools and extra classes and provide them support and motivation
regarding education. On the other hand poor families are not that educated and do not possess
required resources to give education to their children (Chong and J. Graham, 2017). Availability
of required knowledge and resources become constraints to get equal education for children of
lower income group. One of the biggest example of inequality is that students belonging to lower
income group have to work after their school and have no time to read and enhance their
knowledge out their form school premises. Children in the high income level group takes extra
class and more access to education and this in long-run leads to creation of more and more gap
in the education and inequality got enhances. When this inequality is created this generates a
chain reaction in families regarding level of education. As higher income group gets more
opportunity to get education and secure a more fulfilling job. A good job will help in earning
more income and future children group can be provided with access to good education. This
repetitive system will not allow lower income group children to get education and good job and
shift towards middle or higher income group.
Factor that plays important role in generating more and more educational inequality is
geographical distribution. As per all the details and information assessed it is concluded that
academic achievement of students in rural areas is lower than the students in urban areas. As
families in urban area are more educated and possess more access to educational resources this
leads to generation of more and more educated group in urban area rather than rural area (Joseph,
2014). Equality is not mealy opportunities for education; it is also related to appreciating the
diverse abilities of students instead of merely focusing on their academic credentials. When the
statical information is considered it can be recorded that in Malaysia inequality with primary
education is increasing with 1%. when the average GDP per capita is considered it would
decrease by RM149 and it would decrease for secondary education by RM323. This gap of
education inequality is continuously increasing in different geographical areas due to lack of
availability and access to facilities such as tuition classes, computer and internet facilities.
Inequalities in education system is because lack of educational infrastructure development in
rural areas of Malaysia. Due to which no experienced staff is appointed their. Families in the
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rural area does not give priority to education because it is difficult for them to earn their living.
Primary education is provided to number of children's but in the age of secondary education they
get involved with some work and studies are left behind. Low level of income or income
inequality is contributing towards increasing the gap of educational inequality in rural and urban
areas in Malaysia (Joseph, 2014).
Malaysia's geography poses significant challenges for educators and aims to reach all
children whether they live in urban, rural or inland areas of Malaysia. Malaysian Educational
Blueprint, the ministry of Education defined 11 strategic and operational shifts required to bridge
the urban-rural digital divide in the country's school districts and promote uniform, quality
learning for all the schools. In rural areas connectivity to internet was slow and to remove this
satellite links are the only power and connectivity resources for rural area. Government funding
for development of educational system in rural areas was provided more importance.
Appointment of proper educational staff will be done for rural areas so that proper and quality
educational services are provided to rural area group.
Income and resources plays important role to develop required education system in the
country's rural area. As these are the two factors that stops developing a well establishing
educational system in Malaysia. Government intervention through development of educational
sector in rural areas through providing all the resources will bring significant changes in the
educational system in the country over the period of time. As inequality in the education system
is linked with low rate of development in the society (Khan and Flynn, 2016). Educational
inequality is one of the social problem as it is hindering growth and development of society as a
whole. Educational inequality was tried to be resolved by the government of the country but they
also gets veined at certain levels. There are number of issues that plays important role in
development of educational inequality system in country. For example- educational disparity is
because of the different educational income level. Some states in Malaysia do not provide equal
rights on the basis of skin colour. One of the important reason of this disparate is because in rural
areas gender preference is provided to get education. As despite of the skills and knowledge
possessed by a gender preference is provided to a particular gender. In rural areas education is
not considered important and for girls it is one of the last thing that is suggested.
When sex is given preference with the right to receive education than in that case
educational inequality keeps on increasing. Educational system of Malaysia needs to be
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developed in such manner that all the children's are provided with equal opportunities for right to
receive education. For this provision of education to all and specifically to disabled children and
individuals who are less fortunate to be treated equal. Government through introduction of
specific programmes for all the states and territories tries to minimise inequality over the period
of time. It is very important for disable to receive equality for receiving education as it will help
them to resolving the issue for earning. This inequality in the education system exists in various
other countries and appropriate solutions needs to be introduced so that over the period of time
this can be minimised (Langer and Stewart, 2012).
As far as primary education is concerned a small rate of growth is recorded year by year
in rural areas of Malaysia. Importance of education is provided to them and children's are sent to
schools to receive basic information. In rural areas primary education is provided more concern
because of non availability of resources for higher education. First issue is in relation to facilities
that are available in the rural area for providing higher education. Together with this teachers and
facilities that are required for higher education is lacking in rural areas. Government intervention
for enhancing education system in Malaysia is done for bridging the gap in the educational
system in different areas. For this students in rural areas are provided with various forms of
scholarships so that expense on higher education do not bound them from acquiring education.
Rural schools in Malaysia are so isolated that the students are not aware of the scholarships and
grants available to them. As rural people in the country are involved in the business of rubber
and whole economy is based on activities that are performed in primary and agriculture sector.
Forestry and mining brings income for rural people and children from small age group involved
in the business so that can contribute some money for family (Noor and Crossley, 2013). More
and more families are not concerned regarding what changes education can bring to their
children and in long run how life of all family can be improved in quality. Considering higher
education as an expense and not knowing regarding any scholarships provided in schools no
importance is given to higher education. Some families considering it important are not able to
provide appropriate education because of non availability of resources.
Students in rural area are not aware regarding initiative taken by government of Malaysia
to improve educational system in the country. As scholarship is one of the favourable step taken
to enhance higher education in rural areas of the country. In rural areas there are still minimum
facilities in relation to higher education as faculty and educated teachers are not their.
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Importance to education is not given in rural areas and no one considers schemes introduced by
government of the country for enhancing educational system. Rural schools are not well
established and no one bothers for availability of scholarship for children's to get higher
education.
Students in the rural school must be provided with information regarding scholarship for
education so that more and more candidates can be attracted towards education. Private and
government sector both have to work together so that educational inequalities in the countries
can be minimised. Government of Malaysia must possess full record regarding number of
educational institutes running all over the country (Perkins and Neumayer, 2014). This will help
in assessing level of education provided in rural and urban areas of the country. All the institutes
must be provided with tutors who are qualified and are not gender biased to provide education as
priority for one gender. Learning materials and opportunities must be provided to all students
regardless of gender or any geographical discrimination. When these will be followed in the
economy of Malaysia than in long-run it can become possible to disintegrate the kind of
inequalities faced in the educational system of Malaysia.
Government must have intervention in the educational system for initiating right to
education and doing it mandatory for all genders and in all geographical areas. The importance
of education is initiated through establishing more and more educational institutions in rural and
urban areas of the country. Government support through contribution towards financial
requirements and materials will help in establishing a educational system which favours
everyone so that best education system is developed. It is role of government and states to fund
education in a manner which promotes education provision and by doing so it will become
possible to realize the best of goals in the education system. Students in rural areas do not get
equal chance or opportunities to continue their higher education and they are required to get
educated and inspired for higher studies. It is seen that in rural areas of Malaysia only primary
education is provided to number of students and at the time of higher education they quite
education.
It is recommended to government to have a quick and effective intervention intervention
in the education system. Various informative programs must be introduced by the government so
that students gets aware regarding financial help done government for further studies. Schools in
rural areas must be informed with government programs and students must be inspired regarding
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higher education. Inspiration must be created through providing them best opportunities when
they will become qualified and experienced with the required skills and education. A unit must
be created in the government sector which only considers educational equality one and the most
important goal to be achieved. This unit must be available with specific funds and various
initiative ideas that will help in attracting more and more students to complete their education.
Rural areas where no establishment is present for education than a proper educational system
must be created so that educational equality is enhanced and information regarding various
scholarships provided by government is provided in all the rural areas of the country.
It is advocated that establishment of a level playing field in public education for all
school children will perform better when schools are well funded (Sreeramareddy, Harper and
Ernstsen, 2018). When schools are funded properly then more and more children's who can not
afford education will be attracted towards getting higher education. The support for more
equitable funding is funding is fueled by the need to focus on welfare of children's and provide
them equal opportunities through providing an equal playing field for every child. The
curriculum should be derived by qualified teachers and supported by effective school districts
and school leaders. Investing money for developing a education system which provides equal
opportunities to students of all the regions to get education and information regarding financial
help done by government in form of scholarship.
CONCLUSION
From the detailed information provided regarding the education system in Malaysia it can
be concluded that education inequalities existed in the country. Individuals residing in the urban
areas are provided with more and more opportunities to get education and in rural areas there is
no establishment of educational institutions. This is one of the biggest issues that creates various
other problems in the economy. Government of Malaysia needs to resolve this issue and steps for
this will show their effect over the period of time. Process needs to be provided effective
derivation so that all small and big issue is addressed properly. Education is one of the primary
elements that supports foundation of the society with realization of economic goals and at the
same time gives better life to large number of public. To enhance economy of the country
government must make each possible efforts to remove inequalities in the education system and
inform and inspire students to further their studies and achieve their goals.
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REFERENCES
Books and Journals
Bailey, L., Nomanbhoy, A. and Tubpun, T., 2015. Inclusive education: Teacher perspectives
from Malaysia. International Journal of Inclusive Education. 19(5). pp.547-559.
Bakar, M. Z. B. A., 2014. Education policy and ethnic relations in Malaysia: The socio-
economic perspectives. Journal of Educational and Social Research. 4(2). p.138.
Chong, P. W. and J. Graham, L., 2017. Discourses, decisions, designs:‘special’education policy-
making in New South Wales, Scotland, Finland and Malaysia. Compare: A Journal of
Comparative and International Education. 47(4). pp.598-615.
Joseph, C., 2014. Education politics in postcolonial Malaysia: ethnicity, difference and
inequalities. In Equity, Opportunity and Education in Postcolonial Southeast Asia (pp.
162-180). Routledge.
Joseph, C., 2014. Growing up female in multi-ethnic Malaysia. Routledge.
Khan, H. T. and Flynn, M., 2016. Self-reported health status of older adults in Malaysia and
Singapore: Evidence from the 2007 Global Ageing Survey. Applied Research in Quality
of Life. 11(3). pp.687-705.
Langer, A. and Stewart, F., 2012. International Trade and Horizontal Inequalities: Conceptual
and Empirical Linkages. The European Journal of Development Research. 24(5).
pp.665-687.
Noor, M. A. M. and Crossley, M., 2013. Educational innovation and the knowledge society:
development and issues of the clusters of excellence initiative in Malaysia. Asia Pacific
Journal of Education. 33(2). pp.156-169.
Perkins, R. and Neumayer, E., 2014. Geographies of educational mobilities: Exploring the
uneven flows of international students. The Geographical Journal. 180(3). pp.246-259.
Sreeramareddy, C. T., Harper, S. and Ernstsen, L., 2018. Educational and wealth inequalities in
tobacco use among men and women in 54 low-income and middle-income
countries. Tobacco control. 27(1). pp.26-34.
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