Noor Azimah Abdul Rahim, head of the Parent Action Group for Education (PAGE), said boarding schools and Mara Junior Science Colleges (MRSMs) are already meant to cater to students from poor communities and have been around for decades.
She said the 69 boarding schools and 59 MRSMs spread across the country should be adequate to take in these students.
“Unfortunately, enforcement has been poor as children enrolling into these schools have not been from the poorest communities. Therefore, their intake needs to be reviewed to ensure its main purpose of providing quality education to the poorest communities is strictly carried out.
“What would be a game changer is to ensure all boarding schools and MRSMs fully adopt the Dual Language Programme (DLP),” she said, referring to the programme which allows for the learning of certain subjects in English.
Azimah also said building more of these schools would be counterintuitive if Putrajaya was confident of eradicating poverty by the end of this year, a pledge that Prime Minister Anwar Ibrahim has repeatedly made.
“Building more of such schools implies that the government has either failed to eradicate hardcore poverty or has little intention to do so,” she said.
Earlier this month, Anwar said the government will introduce a new type of school for children from poor families to ensure they are not left behind in their studies. The education ministry aims to set up the schools by next year.
However, Sarawak deputy education, innovation and talent development minister Dr Annuar Rapaee has opposed the idea, warning that it could lead to further segregation among young Malaysians.
Annuar had said students should mix around with others irrespective of race and social background. He also voiced concern about the likelihood that children labelled as coming from schools set up for the poor may suffer negative self-esteem.
Azimah and Melaka Action Group for Parents in Education (Magpie) chairman Mak Chee Kin agreed with Annuar, saying students should be exposed to various communities to broaden their worldview on cultures, lifestyles, socio-economic opportunities and values.
“To think that the poorest communities are unable to mentally and socially fit into the mainstream education system is undermining them. It’s a bad idea. Inclusivity should be key in education rather than molly-cuddling poor communities. No one wants to be labelled as B40 or poor,” said Azimah.
Mak also raised concerns that “segregating” poor students from the rest would make them feel inferior and said this could lead to less competition.
“Quality education is for all, not only the poor. Why can’t the education ministry improve on the present mechanism to identify those really in need and provide further help?” he said.