By Ms Cynthia Aling
I recently came across a social media reel that asked university students which university has the highest number of wealthy students enrolled.
It was disheartening to hear universities being labelled as exclusive to the wealthy.
Why should someone’s social class be linked to their pursuit of higher education?
Socio-economic diversity is an important aspect of society that has significant effects on education, employment, economic mobility, social cohesion, and public policy.
Promoting socio-economic diversity aligns to reduce inequality and create a more inclusive and equitable society.
In higher education, socio-economic diversity refers to having students from a wide range of economic backgrounds, including different income levels, family financial situations, and social classes.
Labelling higher education institutions as exclusive to a particular demographic reinforces existing disparities and hinders the goal of providing equal opportunities for all.
Education is a powerful tool for personal and societal development, and limiting access based on demographics can perpetuate inequality.
It also reinforces stereotypes and assumptions about who belongs in academia, further widening socio-economic disparities in education.
This discourages students from lower-income backgrounds from even considering applying to these institutions and pursuing higher education.
Moreover, it affects individuals’ self-belief and sense of belonging, contributing to biased perceptions that certain groups are not capable or deserving of higher education, which leads to discrimination.
Even high-ability students who qualify to attend but are in the low-income bracket may feel intimidated to join these so-called “exclusive” universities due to concerns about fitting in with the elite crowd, making them feel unwelcome or discouraged from pursuing higher education.
As a result, qualified and capable individuals are deterred from applying, limiting the diversity of the student body.
Perceiving educational opportunities as only available to specific demographic groups can contribute to societal divisions, tensions, and the perpetuation of socio-economic inequality.
Sarawak’s mission is to achieve high-income developed state status by 2030, and one way to achieve this is through the development of well-trained and knowledgeable human capital with a world-class education system.
While education is under the jurisdiction of the Federal Government, the Sarawak government continuously strengthens its education system by the provisions of Paragraph 17 of the Inter-Governmental Committee Report (IGC), which gives Sarawak the authority to determine its education policy.
This effort aims to provide an alternative avenue for Sarawakians to attain education, complementing the federal education system and enabling them to make their mark on the world stage while producing quality human resources that Sarawak needs for its development and progress.
The proposed establishment of five international schools using the Cambridge syllabus demonstrates the determination and commitment of the Sarawak government to create an inclusive society for the betterment of Sarawak and Sarawakians.
When education is accessible to everyone, regardless of their socio-economic background, it can play a significant role in narrowing the gap between the wealthy and the less privileged.
By enabling upward mobility, the government is sowing the seeds for a fairer and more equitable Sarawak, where opportunities are not limited by economic constraints.
All these efforts ensure that talent, rather than financial capacity, becomes the primary determinant of success.
The various efforts carried out by the state government and Yayasan Sarawak signify the government’s recognition of the transformative power of education and its commitment to creating an inclusive society.
Bursaries and scholarships that help offset tuition costs are ways to ensure that students with the ability but without financial means can access the benefits of state-owned higher institutions.
Eliminating the burden of paying fees indirectly paves the way for a highly skilled and educated workforce.
The Sarawak Education, Innovation, and Talent Development Minister, Dato Seri Roland Sagah Wee Inn, recently reported a significant increase in student enrollment in state-owned universities, ranging from 60% to 300%.
One of the key contributors to this increase is the affordable fee structure introduced by Yayasan Sarawak and the respective state-owned universities. This has made higher education more affordable for students from different income backgrounds.
The free tertiary education policy announced by the Sarawak Premier is an applaudable move to provide students from low-income or rural backgrounds with a chance to benefit from free education.
According to the State Deputy Education, Innovation, and Talent Development Minister, Datuk Dr Annuar Rapaee, 25,000 Sarawakian students are expected to benefit from the free tertiary-level education policy that will be implemented in the state starting in 2026.
This policy will help close the gap of socio-economic inequality in higher education. By removing financial barriers to entry, free education reduces socio-economic inequality.
It also ensures that students from all socio-economic backgrounds have equal access to educational opportunities, allowing them to pursue their academic and career goals based on merit rather than financial capacity.
This helps ensure that education is a tool for empowerment and social mobility, rather than a source of further division.
To sum it all up, promoting socio-economic diversity within higher education is crucial for addressing systemic inequities in access to educational opportunities.
Socioeconomic integration in higher education is not just a noble goal; it has the potential to enrich the experiences of all students by fostering campus diversity. Higher education should become more economically diverse without becoming less academically exclusive.
Education should be accessible to a wide range of students, especially those from low-income backgrounds, to empower them with the knowledge, skills, and opportunities necessary to improve their economic well-being and overall quality of life.
An educated workforce is vital for driving economic development, human capital growth, and fostering innovation.
● Ms Cynthia Aling if from the Faculty of Business, Design and Arts, Swinburne University of Technology Sarawak Campus
The views expressed here are those of the writer and do not necessarily represent the views of the New Sarawak Tribune.
