Kota Kinabalu: The Sabah Infrastructure Development Plan 2025 should prioritise upgrading dilapidated schools, expanding digital connectivity and increasing boarding facilities to ensure consistent education for students in remote areas, according to Prof. Vincent Pang of UMS.
“Improvements should also extend to enhancing sanitation facilities, ensuring students have access to clean water and providing electricity through renewable energy sources such as solar panels to support digital learning tools,” he said.
This was highlighted in Sabah Action Body Advocating Rights (Sabar) and Kopitiam Council Podcast’s second episode of “Voices to Action” on March 21.
Pang and Datuk Mohd Hanafiah bin Mohd Kassim, Permanent Secretary in the Ministry of Science, Technology and Innovation spoke to hosts Adi and Haffisz.
Building mobile classrooms in areas with difficult access can also improve learning opportunities for isolated communities.
These mobile units should be equipped with modern educational resources, internet connectivity and adaptable learning spaces that cater to children of varying age groups and educational needs.
Mobile teachers can also be assigned to accompany these classrooms to ensure students receive dedicated instruction tailored to their unique learning challenges.
“Improving rural transport networks would further reduce commuting challenges for both students and teachers. Developing safer roads, expanding waterway connections for coastal villages and introducing dedicated school transport services can improve attendance rates and provide students with safer, more reliable access to education,” Prof. Vincent said.
He said financial hardships make it difficult for families to afford essentials like uniforms, transportation and stationeries.
This financial strain often forces children to leave school prematurely to support their families. For some families, investing in education is viewed as a secondary priority when faced with the immediate need for food, shelter and other basic necessities.
He recalled a 2019 Unicef Malaysia study which identified economic hardship as the leading factor preventing children from continuing their education.
Many families rely on children to assist with household chores, care for younger siblings, or contribute financially to the family.
This situation is particularly prevalent in rural farming and fishing communities, where children may be expected to help tend crops, fish, or other economic activities.
“In such cases, children’s education becomes secondary to economic survival. Additionally, indirect costs such as extracurricular expenses and digital learning tools further strain already struggling households, making continued schooling an unrealistic goal for some families.
“Economic hardship also has a noticeable impact on nutrition, which in turn affects students’ cognitive development and concentration in class.
“Many children in rural areas experience inadequate and unbalanced diets long before they start school, and this malnutrition hinders their academic performance,” he said.
