Preliminary-Blueprint-Eng

grouPs With sPeCiFiC NeeDs
The Ministry will ensure that students with specific needs, such
as students with special needs, indigenous and other minority
students like Orang Asli and Penan, gifted students and students
in under-enrolled schools have the opportunity to get an education
that is relevant to their needs.
There are a few groups of students whose circumstances or needs are
different enough from the mainstream that they are likely to fall
through the gaps and not reach their full potential unless specifically
catered to. These groups include children in under-enrolled schools,
students from indigenous and minority groups including Orang Asli
and Penan, gifted children, and children with special needs.
Programmes, schools, and initiatives that cater to the additional needs
of these students will allow them to benefit equally from the Malaysian
education system.
under-enrolled schools
Currently, 34% of Malaysian primary schools have fewer than 150
students and are officially classified as under-enrolled schools or
Sekolah Kurang Murid (SKM). They account for just 7% of total
primary school enrolment.
On average, SKM produce weaker educational outcomes in comparison
with other public schools. Their average composite scores of 68% trail
other public schools by 4 percentage points. This under-performance
is linked to three structural challenges. Firstly, 73% of under-enrolled
schools are located in distant rural areas. This requires students to
travel long distances to attend school and reduces the likelihood of
securing high-performing teachers and principals. Secondly, these
schools lack the benefits associated with scale: co-curriculum offerings,
better facilities, and interactions with a more diverse set of peers.
Thirdly, many of these schools are located in low-income areas and
face difficulties associated with lower socio-economic status. Lowincome
families face greater challenges in keeping their children
in school due to the costs associated with supplies, uniforms, and
transport, which often leads to higher rates of student absenteeism.
Maintenance expenses are seven times more per student at SKMs
compared to those of regular schools (Exhibit 4-8). These higher costs
coupled with lower teacher-student ratios of 1:6 versus the national
average of 1:13 results in SKMs being more expensive to operate.
Despite the significant challenges involved, there are some highperforming
SKMs that have beaten the odds to produce exemplary
student outcomes and become the pride of their communities.
Examples include SK Ulu Lubai, an under-enrolled school in Sarawak
that was one of the best primary schools in the country in 2011. These
schools are encouraging case studies that provide unique insight on
what works in the unusual circumstances that under-enrolled schools
face.
EXHIBIT 4-8
Infrastructure maintenance expense by school type
Average infrastructure maintenance
expense per student
RM
SKM
1,468
SOURCE: EMIS database; Development Division
Case study: sK ulu lubai
195
Average
primary schools
Malaysia Education Blueprint 2013 - 2025
Chapter 4 Student Learning
Despite being situated in a remote farming community, SK Ulu
Lubai actively engages and involves the community in improving
student outcomes. Through its efforts, SK Ulu Lubai has
continuously achieved 100% passes in UPSR since 2006.
SK Ulu Lubai has received significant national and international
recognition. Recently in 2011, the school selected as one of the
High Performing Schools under the NKRA initiative -- the first
rural school in the country to achieve this status. In 2009, SK Ulu
Lubai beat 49 other submissions to receive the Commonwealth
Award for its ability to deliver effective education in difficult
circumstances. Additionally, SK Ulu Lubai is also the recipient of
five national education ministry awards, 14 state awards, and 26
district level awards.
4-12