The Conditions of Rural School in Malaysia

It is undeniable that Malaysia is a developed country in the eyes of the world but those are just the ones in the urban areas. The schools, malls and offices are equipped with high quality materials and thus they have high tech design and  operable wall system Malaysia that are important in the image of a developed country. But what about the places in the rural area where they only make use of what materials that they have and some places might not even have the right materials. This is the undeniable truth of the rural area in Malaysia. The lack of materials and the low quality of it made learning that is an enjoyable thing to be done now lack a certain aspect to it. 

When it comes to initiatives to reform rural schools, the situation is more difficult. Some schools, for example, are in places that can only be accessible by a limited access road or even a river transport system, as in Sarawak state. This issue, without a doubt, has an impact on the school rehabilitation effort. However, the specific condition is unknown, and more research is required to assess the quality of educational delivery and services in these types of institutions. The government’s dilemma with this chronic situation will take a long time to resolve. In other words, transforming rural schools is not an easy undertaking that can be completed in the near future. This is due to the fact that many rural schools are located in large, isolated locations with unique topography.

Students from rural and distant schools may do much worse on examinations than their urban counterparts as a result of less favourable conditions in rural schools. Disparities between rural and urban areas within states are more frequent in poorer states such as Sabah, Kelantan, and Melaka. One reason for their low performance is a lack of resources, but other factors also play a role. For example, there is a significant turnover of teachers at these institutions, as well as a shortage of English, mathematics, and science teachers. Because of the tiny size of these institutions and people, many teachers in rural schools are expected to cover many classes at once which means they are unable to transmit each grade’s curriculum separately. Furthermore, the infrastructure of these schools is frequently poor. Some schools may not have access to electricity or a reliable supply of power 24 hours a day.

Schools whether they are the urban areas or the rural area serve an important role in helping a country educate its citizens. In practise, however, they frequently receive less attention from the government’s reform programme. This is most likely related to the fact that the office or the headquarters of education is typically located in urban regions as well as the remote location of the school itself. Nonetheless, this phenomena of lack of interest in the rural school, particularly in industrialised countries such as the United States of America and Australia and even Malaysia is no longer a trend. Today, the focus of educational reforms has shifted to revitalising rural schools so that they can compete with their urban equivalents particularly in developing nations.