BETONG: Sarawak should be given autonomy over two foremost aspects in the field of education by the federal government.
“In my opinion, among the most important autonomy aspects are matters related to physical development to reduce the number of poor-condition schools,” said Spaoh Islamic Charitable Trust Board (Lakis) chairman Dr Abang Ismail Abang Julhi
“Secondly, authority over the recruitment of teachers for the children of Sarawak.
“I see this issue as having no end if we do not take an early approach from now on as day after day, month after month and year after year there will be compulsory and optional retirement of teachers in Sarawak,” he said.
Recently Deputy Prime Minister Datuk Seri Fadillah Yusof revealed that the federal government had in principle agreed to return autonomy over education and health to Sarawak.
This will further strengthen Sarawak’s rights as enshrined in the Malaysia Agreement 1963 (MA63).
“When retirement situation occurs, it will cause vacancies in schools and the government has introduced the MyStep channel to overcome the problem,” said Abang Ismail.
“Most of the teachers recruited through MyStep are university graduates who do not specialise in education and they are given the opportunity to follow the Postgraduate Diploma in Education Programme (PDPP) if they meet the conditions set by the Ministry of Education (KPM).
“However, this method needs to be improved. Thus, the Sarawak government is advised to obtain the autonomy to recruit teachers to be trained in universities owned by the Sarawak government such as Swinburne University of Technology Sarawak, Curtin University and Universiti Teknologi Sarawak (UTS) in addition to the recruitment of teachers at teacher education institutes (IPG) and other public universities.
“UTS for example has the strength to introduce Technology Design (RBT) courses since most of the programmes offered there involve engineering and information technology related to the subject of RBT, which is a core and elective subject in primary and secondary schools,” he said.
Similarly, Swinburne and Curtin should also be recommended to introduce an education programme to increase the number of teachers in Sarawak.
“Another right of autonomy that should be given to Sarawak is the development of schools which require the full attention of the Sarawak government through the Ministry of Education, Innovation and Talent Development.
“Most of these schools are in the interior of category two and three, especially in the districts of Baram, Belaga, Betong, Saratok, Sibu and so on.
“If the physical conditions and facilities can be upgraded, I believe the teaching and facilitation process will be more conducive,” he added.
He is also of the view that the government should use only one model to develop these schools in Sarawak so that uniformity can be established.
“I had the opportunity to visit the Community Learning Centre (CLC), a school for Indonesians at Ladang Tiga, Miri, which is shaped like a “U”, it’s beautiful.
“I think the Ministry of Education, Innovation and Talent Development can use this CLC school model with a relatively low budget.
“This is because the school does not need a large area, it is enough to complete all the components required by an educational institution such as a school,” he said.
