By Marlynda Meraw
KUCHING, Aug 28: The learning environment is the heart of education, shaping not only academic success but also a child’s perception of schooling. A well-maintained school fosters intellectual curiosity, while a deteriorating one may stifle potential.
The impact of physical surroundings on a student’s ability to learn cannot be overstated. Bright, well-ventilated classrooms, upgraded facilities, and clean spaces enhance focus and enthusiasm, allowing knowledge to flow seamlessly between teacher to student.
Conversely, dilapidated schools hinder learning, creating barriers to effective education. Safety and security are paramount; students transitioning from crumbling school buildings to modern, well-equipped institutions experience a profound shift, not just physically, but emotionally.
A safe and stable learning environment alleviates anxiety, reinforcing the value of education. Recognising the urgent need for improved school infrastructure, Sarawak Premier Datuk Patinggi Abang Johari Tun Openg has taken decisive steps to address the issue, demonstrating an unwavering commitment to the future of its students.
Definition of Dilapidated Schools
In 2017, a lab was initiated in collaboration with Sarawak Education Department and Public Works Department to identify and categorise dilapidated schools across Sarawak. The lab identified 1,020 schools in need of repair and placed them under three main categories of DS1, DS2 and DS3. Education, Innovation and Talent Development Minister Dato Sri Roland Sagah explained that DS1 refers to 25 per cent dilapidation involving schools of 30 to 40-year-old buildings, partially wood-based buildings with minimal damage that only require maintenance.
DS2 refers to 50 per cent dilapidation involving 40 to 50-year-old buildings which are mostly wood-based with more physical damage that require repairs and maintenance while DS3 refers to 75 per cent dilapidation involving more than 50-year-old buildings, which are all wood-based and suffer from major structural damage. Of the 1,020 dilapidated schools in Sarawak, 415 are considered DS3 category, 210 in DS2 category and 395 in DS1 category.
Following Sarawak’s move, in 2019, the Ministry of Education (MOE) redefined dilapidated buildings category into a scale from 1 to 7, with scales 6 and 7 being the most severely affected, upon verification by technical personnel from the Sarawak Education Department and the Public Works Department (JKR). From this redefined category, Sagah, on November 27, 2023 said there are 461 schools classified under Scale 6 and 7.
Filling in the Gap
School repair is under the purview of the Federal government. Following the delays in allocating funds for the purpose, Abang Johari took proactive measures, announcing in 2018 that RM81.7 million from the 2019 State Budget would be directed towards repairing and upgrading dilapidated schools. What followed was even more disappointing. Despite Sarawak’s urgent need in school repairs, the National Budget 2019 did not include allocations for the repairs of these schools, prompting Sarawak to take more aggressive measures to address the issue.
In March 2019, Abang Johari who was then the Chief Minister announced Sarawak’s initiative to fund the repair of dilapidated schools through a contra loan arrangement with the Federal government. Sarawak would offer a RM1 billion loan to the Federal government to address the issue of over 1,000 dilapidated schools in the State.
This loan was to be repaid by offsetting part of the RM2.38 billion that Sarawak owed to the federal government. The agreement was formalised in April 2019 with a tripartite committee comprising the Ministry of Finance, Ministry of Education (MOE), and the Sarawak government established to manage the RM1 billion fund.
On September 11, 2019, the first phase of the project to repair and upgrade dilapidated schools in Sarawak had commenced, involving 37 schools with an overall cost of RM100 million. The second phase of the redevelopment project for dilapidated schools would be rolled up after January 2020. By August 2020, the Sarawak government had repaid RM700 million of the loan, with the remaining RM300 million scheduled for repayment in phases.
Apart from the school repairs funded by the Federal and State governments, there were also schools that received direct assistance from the Sarawak government.
Among them were Sekolah Maludam in Betong and Sekolah Ulu Segan in Bintulu, with funding of RM35 million and RM29 million respectively. The Sarawak government also approved RM50 million to connect electricity supply to 128 schools and RM9 million to connect 41 rural dilapidated schools with a treated water supply. Meanwhile, RM160.5 million had been allocated to upgrade 62 schools under the Northern Region Development Agency (NRDA) and Highland Development Agency (HDA). Another RM21 million was allocated to repair and improve facilities of 66 schools through RTI (Rural Transformation Initiative) or RTP (Rural Transformation Programme), and a special funding of RM37 million to help government-aided schools, other than Chinese middle schools.
Financing Education not a Choice
Sarawak’s decision to finance school upgrades using its own funds shows its commitment to provide a conducive learning environment for its students. Addressing the delays in Federal funding, Abang Johari was unequivocal: the dire state of some schools left him no choice but to act.
“If we have the financial means, why not? This is what we need to do to ensure a better future for our children,” he stated, reinforcing the need for quality school environments.
On June 22 2024, he announced an RM100 million Advance Payment Project to expedite the redevelopment of severely dilapidated schools. With the approval of Prime Minister Datuk Seri Anwar Ibrahim, Sarawak became the first State in Malaysia to undertake such a bold initiative.
The Federal government has since assured reimbursement, but the message was clear—Sarawak would not wait when it came to the welfare of its students. Anwar Ibrahim lauded the State’s leadership, acknowledging it as the first within the nation to take such decisive steps.
Beyond infrastructure, Abang Johari’s administration remains committed to a holistic approach, ensuring students’ mental, emotional, and physical well-being are prioritised alongside their education. On November 22, 2023, Batu Kitang assemblyman Dato Lo Khere Chiang, during a sitting of the Sarawak Legislative Assembly, condemned the Federal government for its lack of commitment to repair schools in Sarawak.
He said at the Federal government’s rate of repairing only 11 dilapidated schools in a year, it would take 42 years to repair rundown schools in Sarawak. He compared Ministry of Education’s spending of RM2.5 billion from 2016–2023 to RM2.7 billion Abang Johari spent on matters related to education in Sarawak from 2020– 2023, and called on for the devolution of powers in education.
As of November 2024, Sarawak had completed the redevelopment of 58 dilapidated schools, backed by an allocation of RM1 billion. This effort has directly benefited approximately 10,000 students, ensuring they receive quality education in conducive environments. Additionally, the State has redeveloped three schools under its ‘Projek Rakyat’ initiative and another 28 under the Northern Region Development Agency (NRDA) project. Collectively, the combined efforts of ‘Projek Rakyat’ initiative and the NRDA project had directly benefitted nearly 9,000 students.
A Model of Transformation: SK Ulu Segan
The redevelopment of Sekolah Kebangsaan (SK) Ulu Segan in Kemena, Bintulu, stands as proof of the success of Sarawak’s commitment to education. Once a school plagued by inadequate facilities and frequent flooding, it underwent a remarkable RM26 million reconstruction project, emerging as a model for future school development. During his initial visit in 2018, Abang Johari recognised the urgency of the situation and made the decisive call to relocate the school to higher ground, ensuring a safer and more sustainable learning environment. With the State taking the initiative rather than waiting for federal intervention, the school’s redevelopment proceeded swiftly.
Today, SK Ulu Segan stands as a spacious and modern institution, boasting 12 classrooms, a large dining hall, hostels, teachers’ quarters, and administrative blocks. More than just a reconstruction, it represents a new standard for educational infrastructure in Sarawak.
“There are no schools in Malaysia in this category with such a beautiful and welcoming environment. It will become a model school for the development of other schools in Sarawak. I will send photos of this new school to the (Federal) Ministry of Education (MOE) to show them that this is the standard of school in Sarawak for them to emulate,” said Abang Johari during his visit to SK Ulu Segan after its completion in 2022.
The transformation of SK Ulu Segan is a beacon of what can be achieved when education is prioritised. It serves as an inspiration for future redevelopment efforts, ensuring that every child in Sarawak has access to a safe and enriching learning environment.
Ensuring Better Homes for Teachers
Teaching in rural areas comes with many challenges, and poor living conditions should not be one of them. Some teachers’ quarters have been compared to ‘rumah manok’ (chicken coops), describing the dire state of their accommodations. Acknowledging this, the Sarawak government has made upgrading teachers’ quarters a priority to provide educators with a comfortable and conducive place to live.
“Even the teachers’ quarters (in some rural schools) are in bad condition. Young teachers who have just graduated must have high expectations, but when they come to the school and see the teacher quarters… some like ‘rumah manok’ (chicken coop).
“How can that be? They are supposed to be motivated to become teachers, but the condition of the quarters is demotivating them. That’s why I immediately approved the upgrading of the school with Sarawak’s own fund,” said Abang Johari during his address at the Sarawak Education Awards 2024 held at the Construction Industry Development Board (CIDB) Kuching on June 22, 2024. On August 13, 2024, SK Batu Keling in the Bakun Resettlement Scheme, Sungai Asap, Belaga, saw the completion of newly upgraded teachers’ quarters. This ensures that teachers, especially those serving in remote areas, have a more comfortable place to stay.
Sarawak Leading the Way
Sarawak’s efforts serve as a model for other regions grappling with similar challenges. By prioritising education and taking decisive action, the State has demonstrated that transformative change is possible. Sarawak’s transformation of dilapidated schools is not merely about bricks and mortar; it is about reshaping futures. It is evidence of what can be achieved when leaders prioritise the well-being of their people. As more students step into
these revitalised schools, they carry with them the hope and confidence to build a brighter tomorrow. Sarawak has set the stage—and the future is theirs to create. – DayakDaily
