Budget 2027 must tackle rural opportunity gap, says academic

KUCHING: Budget 2027 should go beyond fixing dilapidated schools and providing digital infrastructure by addressing the opportunity gap faced by rural students in Sarawak.

Universiti Malaysia Sarawak’s (UNIMAS) Faculty of Education, Language and Communication Associate Professor Dr Souba Rethinasamy said education spending should prioritise equity rather than merely equality in resource allocation.

She said every child, regardless of location, deserves access to quality education and meaningful learning opportunities, with rural students given resources, facilities, technology and learning experiences comparable to their urban counterparts.

While infrastructure remains important, she said investment should increasingly focus on the quality of students’ learning experiences.

This includes ensuring rural schools have sufficient teachers, particularly those with relevant subject expertise, strong learning support systems, reliable digital connectivity and opportunities for students to engage beyond their immediate environment.

“In my 30 over years as an educator and having worked with students especially in Sarawak, I have witnessed that every child has the capability to learn.

“What rural students usually lack are opportunities, exposure and resources, rather than ability.

“Therefore, to make the greatest difference for rural students, Budget 2027 should invest in closing this opportunity gap,” she told Sarawak Tribune.

Souba said dilapidated schools and basic infrastructure remain fundamental issues that cannot be overlooked, as students cannot learn effectively in unsafe environments or those lacking basic facilities.

However, she said the rural-urban education gap has become more complex and could no longer be addressed through infrastructure alone.

She said attention must also be given to who teaches rural students, the teaching and learning resources available to them, the support they receive and whether they have the same digital learning opportunities as their urban counterparts.

“Teacher availability and expertise, learning support and digital access are therefore equally important, with rural schools requiring sustained support rather than one-off interventions.

“A good school requires good infrastructure, good teachers, appropriate resources and meaningful learning opportunities,” she added.

If Budget 2027 could substantially address only one gap affecting rural education, Souba said she would prioritise ensuring every rural child has sustained access to quality learning opportunities.

For her, this ultimately comes down to teachers, whom she described as the primary drivers of educational equity.

“Infrastructure can be built, devices can be provided and internet connectivity can be improved, but it is the teachers who transform these resources into truly meaningful learning opportunities for students,” she said.

She said rural schools therefore need sufficient well-trained, motivated and digitally empowered teachers, particularly in areas where shortages persist, as well as the support needed for them to remain effective.

On Budget 2027’s expected emphasis on digital and artificial intelligence (AI) capabilities, Souba said the necessary digital foundations must first be established to prevent rural students from falling further behind.

These include reliable and affordable internet connectivity, electricity, suitable devices and technical support.

However, she said these alone are insufficient, as teachers and students must also have the digital literacy and skills to use technology meaningfully.

“I would emphasise that we should not introduce AI simply because it is the latest technology. We need to ask: What educational problem are we trying to solve with AI?” she said.

For rural students, Souba said AI could potentially provide access to learning resources, language support, personalised learning and opportunities that might otherwise be unavailable.

However, these benefits depend on teachers being adequately trained and supported to integrate such technologies into their teaching practices.

“The priority should therefore be digital equity, not simply digital access,” she said.

Beyond providing connectivity and devices, Souba said Budget 2027 should invest in continuous professional development for teachers so they are equipped to use technology effectively to improve teaching and learning.

Investment is also needed in locally relevant digital learning content, technical support and ongoing monitoring of learning outcomes.

She therefore advocated investment across the entire education ecosystem, encompassing teachers, connectivity, devices, content, technical support and pedagogy.

“From my experience, meaningful learning happens when technology is combined with good pedagogy, teacher support and opportunities for students to apply what they learn.

“Simply putting a device into the teachers’ or a child’s hands does not necessarily improve learning,” she said.

Souba said her guiding principle remains that every child deserves quality education regardless of their background or geographical location.

A child living in a remote part of Sarawak, she said, should not have fewer opportunities simply because of where they were born or live.

“If Budget 2027 can narrow not only the infrastructure gap but, more importantly, the opportunity gap, I believe it can make a significant and lasting difference to the lives of rural children — and, ultimately, to the future of Sarawak,” she said.