By Christine T
KUCHING, Nov 12: Sarawak is stepping up efforts to strengthen pupils’ performance in English and narrow the learning gap between urban and rural schools through more targeted interventions.
Minister of Education, Innovation and Talent Development Dato Sri Roland Sagah Wee Inn said based on this year’s Sarawak Dual Language Programme Assessment Test (UP-DLPS6) results, schools in rural areas and those categorised as Pedalaman 1 (Interior 1) generally performed below those in the city, and those categorised as Pedalaman 2 (Interior 2) and Pedalaman 3 (Interior 3), highlighting the need for additional support for schools where pupils require greater assistance.
He said the average score for English declined by 3.23 percentage points compared with 2025, although the subject remained the strongest in terms of pupils achieving Grade C and above, at 49.31 per cent.
“My Ministry will work with the Sarawak State Education Department (JPNS) to engage schools that recorded lower English scores and identify practical measures to improve their pupils’ performance.
“We will therefore continue working with JPNS to identify the schools that need additional support and ensure that interventions are directed where they are most needed,” he said during a press conference on the UP-DLPS6 2026 results here today.
Sagah said another important development in this year’s assessment was the first implementation of the UP-DLPS6 Online Marking System, which allows pupils’ performance to be analysed beyond their overall examination marks.
The ministry is currently studying the findings and will work with the Sarawak State Education Department (JPNS) and schools to develop more focused interventions based on the actual learning gaps identified.
Through the system, teachers and education authorities can examine individual questions to identify specific learning areas and concepts that pupils find challenging.
“With this system, we can now analyse pupils’ performance beyond their overall marks.
“We can examine individual questions and identify specific learning areas and concepts that pupils find difficult,” he said.
He said the system would give teachers and schools a clearer picture of what pupils had understood and where additional teaching support was needed.
Sagah said this marked an important step towards making better use of assessment data to improve teaching and learning.
Following the 2025 assessment, the ministry had worked with JPNS, schools and other stakeholders to introduce several interventions, including teacher training, additional learning resources, STEM activities and support for schools requiring greater assistance.
While acknowledging the improvements recorded in the 2026 results, Sagah stressed that the focus should extend beyond examination grades and percentages.
“What matters most is whether our pupils are making progress and developing a better understanding of Science, Mathematics and English.
“We will continue to work closely with JPNS, schools, parents and our partners to address the gaps identified and provide the necessary support,” he said. —DayakDaily
