Education is the most powerful weapon which you can use to change the world.
— Nelson Mandela
Why did 222 of the 3,227 one-off specially recruited teachers assigned to Sarawak fail to report for duty as of Sept 30 last year? Did they reject their postings?
On the parliament website recently the Ministry of Education (MoE) said the teachers were among the 2,621 offered permanent posts while 606 others were on contract basis.
They were meant to help resolve the acute shortage of trained teachers in schools throughout Sarawak.
It is learned that this is not the first time that newly trained teachers from the institutes of teacher education (ITEs) in Malaya had declined to accept placements in Sarawak.
There have also been extreme cases of teachers who quit before they even started teaching as they refused to teach in Sarawak.
I was told by a friend about a Malayan couple who willingly paid the government close to RM30,000 in compensation for breach of their daughter’s employment bond.
The couple had asked their daughter, who had just completed her teacher training to quit becoming a teacher after they found out her first posting was to a school in Sarawak. Again, I asked why?
I would understand if the couple is not willing to be separated from their daughter, who may be their only child, or if the daughter had coincidentally been offered a better job in Malaya.
Or is the lack of incentives or benefits that come with the posting package one of the possible reasons? I doubt it. Why? I learned that Malayan teachers posted to serve in Sarawak are offered attractive monetary benefits especially if they are to serve in rural schools. They get paid a handsome cost of living allowance or COLA in addition to other perks.
Some say many Malayans, not just teachers but also those in other branches of the civil service, are quite hesitant to serve in Sarawak as they seriously lack information about the state and fear hardship. Many perceive the state as being still backward and fear their working conditions would hence be most undesirable.
But whatever the reason may be, the MoE, must thoroughly investigate the refusal of the teachers-to-be to serve in Sarawak.
The ministry must also take proactive measures to resolve the never-ending shortage of qualified teachers in Sarawak.
It could also take stern action against the individuals concerned lest the government appears weak or indecisive, and in the event the actions of the few may be ultimately considered normal and acceptable.
It is also time for the institutes of teacher education to be more stringent when screening applicants for teacher training institutes. Don’t just look at their academic achievements and credentials. They must also be willing to serve anywhere in the country.
Many times, individuals undergo training without a clear understanding of the expectations attached to the training they have applied for. Can it be that they apply to undergo the training as a last resort to secure a job?
It is also crucial for the individuals to be well-informed of what is next after they have completed their training and that as civil servants they are subject to be posted to serve anywhere within the country if deemed necessary.
The acute shortage of trained teachers has been plaguing the schools in Sarawak for far too long. The MoE must address and resolve these problems soonest to ensure the learning process of the students in the affected schools will not be unduly disrupted, or else the gap in academic standards between the students in the urban and rural areas will grow even wider.
At the same time, the government must consider incentivising individuals to comply with posting requirements. This can include offering higher salaries or other benefits to those who agree to take on postings in areas of critical need.
The specially trained workforce must be utilised effectively to benefit the entire nation. It is essential to understand that training and development of individuals require significant resources, and as such, it is imperative to make the best use of these resources by ensuring that individuals who undergo training take up the positions they have been trained for.
Should they refuse to take up the positions they have been trained for, it not only amounts to a waste of government funds but also leaves critical positions vacant. Therefore, taking action against individuals who reject postings after years of training is somewhat necessary to ensure government resources are utilised efficiently.
The government must also enforce consequences for individuals who reject postings after years of training. These consequences should be severe enough to deter individuals from rejecting postings.
For instance, the government can impose financial penalties on individuals who refuse postings or revoke their certificates. This can include fines, restrictions on future employment opportunities, or even legal action. Such measures will discourage individuals from rejecting postings and ensure that government resources are utilised effectively.
Alternatively, the MoE must prioritise Sarawakians to become teachers in their homeland by accepting more eligible Sarawakians to undergo teacher training. After all, who else better understands local culture and tradition alongside the language?
Or perhaps, a better alternative will be for the federal government to grant full autonomy to the state government to manage its education affairs. What matters most is for the acute shortage of teachers for schools in Sarawak, especially in critical areas, be resolved without any further delay.
