I am happy Sarawak has made headlines by becoming first state in Malaysia to abolish the quota-based university admission system, implementing a purely merit-based approach. This shift represents a bold statement in favour of equal opportunity and intellectual meritocracy, reflecting the state’s ambition to foster a competitive academic environment.
The decision received accolades from various quarters, including former Law Minister Datuk Zaid Ibrahim, who praised it as a brave model which Malayan states should consider emulating.
The merit-based system presents multiple advantages, not only as a platform for fair competition but also as a commitment to nurture the best talents for our state’s future. By selecting students based on academic merit alone, we aim to build a knowledge-based economy, positioning itself as a competitive force within Malaysia and on a global scale, as envisioned by Premier Datuk Patinggi Tan Sri Abang Johari Tun Openg.
This move, however, raises valid concerns about equity for students from rural and less privileged backgrounds, who may lack access to the educational resources their urban peers enjoy.
To truly achieve a fair system, the Sarawak government will need to balance these potential disparities with targeted support measures.
Photo: Ghazali Bujang
Breaking the shackles of quotas
For decades, our country’s education system has grappled with the implications of quota-based admissions, primarily implemented to uplift economically disadvantaged groups and improve social mobility.
Initially introduced to level the playing field for Bumiputera students, these quotas were intended as a temporary intervention, ensuring opportunities for those from remote regions and marginalised communities. Unfortunately, as highlighted by some observers, this system has at times been exploited for political purposes, with benefits often diverted away from the truly needy.
The shift to a merit-based admission system is a portrayal of Sarawak’s vision of prioritising excellence in education. Deputy Minister of Education, Innovation, and Talent Development Datuk Dr Annuar Rapaee didn’t go wrong when he said that the change would foster a more competitive spirit among students.
“Students must realise the importance of competition to pursue their studies in university,” Dr. Annuar said, reinforcing that academic achievement, rather than socio-economic or racial considerations, should determine university access.
The progressive shift aligns with the aspirations of many Malaysians, who envision a society where meritocracy is embraced, fostering pride in academic and professional excellence.
Addressing educational inequities
While the decision to eliminate quotas marks a positive step toward fairness, questions loom about whether our rural and weaker students can realistically compete on an equal footing. The educational landscape in Sarawak remains highly unequal, with rural students often facing limited access to quality schooling, infrastructure, and learning resources.
Students in remote areas frequently attend schools lacking modern facilities, skilled teachers, and access to digital technology – disparities that create a significant handicap compared to their urban counterparts.
UCSI University’s Professor Dr Mohd Tajuddin Mohd Rasdi voiced this concern, questioning if students from Sarawak’s diverse native communities are indeed on an “equal footing” to compete in a merit-based environment. Rural students have limited exposure to preparatory resources, creating a significant disadvantage as they strive to compete on academic performance alone.
For Sarawak’s merit-based policy to be genuinely equitable, the state government will need to support these students actively and consistently. To address this, the government has already taken steps to bridge the educational divide.
It has invested RM15 million this year alone in free tuition programmes for Form 3 and Form 5 students. This initiative aims to provide supplementary academic support, improving students’ preparedness for crucial exams.
Such efforts are commendable and indicate that Abang Johari’s government is aware of the disparities and is working to level the playing field. However, more comprehensive support will be essential to ensure rural students do not fall behind.
I am suggesting five measures that the government could consider implementing to maximise the inclusivity of its merit-based system.
Firstly, the government must enhance scholarships and financial aid which will provide more financial support to deserving rural students. Sarawak could establish dedicated scholarships for those from disadvantaged backgrounds – Bumiputeras as well as non-Bumiputeras – covering tuition fees, accommodation, and living expenses. These scholarships would ensure that financial constraints do not bar talented students from pursuing higher education, despite their rural origins.
Secondly, educational infrastructure should be strengthened in rural areas. The government could allocate additional funding to improve infrastructure in rural schools, including digital tools, science labs, and libraries. Improved infrastructure will facilitate a more conducive learning environment and allow students to compete academically.
Thirdly, accessibility to digital resources is critical for educational success. By investing in technology initiatives – such as distributing tablets, offering internet access in remote areas, and developing online learning platforms – Sarawak can help bridge the digital divide, ensuring rural students are not disadvantaged in a technology-driven academic environment.
Fourthly, establishing mentorship programmes to connect rural students with university mentors or alumni can boost their motivation, provide guidance, and prepare them for competitive university admissions. And, pre-university preparatory courses can help rural students transition smoothly into higher education, equipping them with skills needed to succeed.
Finally, emphasis should be given to teacher development and retention in rural schools. To improve the quality of education in rural areas, Dr Annuar could focus on attracting qualified teachers to these regions. Offering incentives, professional development opportunities, and support for teachers willing to serve in remote locations can create a positive impact on students’ academic performance.
Sustaining meritocracy with sensitivity
Sarawak’s policy shift marks a significant ideological departure from the past, acknowledging that academic merit, rather than socio-political quotas, should drive university admissions. However, as Zaid rightly pointed out, simply eliminating quotas without addressing underlying inequalities could lead to unintended consequences.
Many talented professionals in the country have come from underprivileged backgrounds. Thus, it is crucial that meritocracy be applied with sensitivity, ensuring it does not inadvertently sideline those it originally sought to empower.
The move towards a merit-based system should be viewed as an opportunity to uplift Sarawak’s entire educational ecosystem, benefiting students from all walks of life.
While some may argue that limited quotas might still be necessary as a transitional measure, the ultimate goal should be to create an environment where every student, regardless of background, has access to the same quality of education and resources, thus making meritocracy truly meaningful.
Sarawak has taken a bold step forward in embracing a fair and merit-based society. It sends a clear message that excellence and hard work will be rewarded and that every individual has the potential to succeed.
This policy, however, must be accompanied by strategic initiatives to address the challenges faced by rural students, ensuring they are not inadvertently disadvantaged in a meritocratic system.
If we can implement these support measures effectively, it will set a precedent for other states, showing that meritocracy and inclusivity are not mutually exclusive. Sarawak has demonstrated courage and foresight in its education reform, paving the way for a system that values both fairness and competitiveness.
With sustained commitment and sensitivity to the needs of rural students, the Abang Johari administration can indeed realise its vision of developing a diverse and capable talent pool, ready to drive its aspirations of becoming a developed and prosperous region.
In the meantime, the Madani federal could emulate Sarawak and move in tandem with the state government’s bold measure. The ball is in Putrajaya’s court!
The views expressed here are those of the writer and do not necessarily represent the views of New Sarawak Tribune.
