By: Simon Tee
A child’s introduction to school should always be an exciting time, brimming with anticipation and curiosity. However, 24% of Malaysian children lack school-readiness skills as they take their first steps into primary education. It is even more disheartening as 61% of said children, who hail from lower-income families, fail to meet adequate reading proficiency levels even up until the age of 11.
So, are our children adequately prepared for the life-changing first day of school? Will they be able to communicate with peers and teachers and absorb new knowledge and skills? These questions weigh heavily on the minds of parents of today.
These numbers are not just statistics to be analysed – it represents the many young lives with boundless potential if given a fair start and the correct opportunities for growth.
Geographical Disparities in Preschool Access
In Malaysia, there is a constant disparity in education access between urban and rural areas. Urban centres such as Kuala Lumpur, generally have better infrastructure and preschools in both business and residential areas. In contrast, rural children often travel long distances to attend school, and sometimes preschools are entirely unavailable, putting them at a significant disadvantage.
Meanwhile, things aren’t as smooth sailing in urban areas as one might think. Despite having access to various preschools – both private and public – families often struggle with the rising costs associated with early childhood education. From materials to fees, these costs can quickly add up into a staggering monthly investment. For example, Eduwis Preschools across Malaysia provide 8 different fee categories to accommodate various markets, whether in urban or rural areas. This way, all children will benefit from having access to the same high-quality program and learning approach.
Establishing More Quality Preschools Nationwide
Regardless of location or socioeconomic status, however, every child has the right to access proper early education. According to Budget 2024, Malaysia has allocated RM58.7 billion for numerous enhancements in the education sector and part of this sum will go into building new preschools across the country.
Establishing more preschools, particularly in sub-urban and rural areas is essential. Accessibility is the first step towards providing better education and academic opportunities for children from all backgrounds. At the same time, existing preschools should also be upgraded to provide a safer and more conducive learning environment. Citing Budget 2024, RM1.9 billion will be allocated for this mission which includes improving infrastructure, providing modern educational materials, and ensuring basic amenities such as clean water and sanitation.
Empowering Early Childhood Care and Education Professionals
Preschool teachers have one of the biggest responsibilities in shaping future generations. They are entrusted to build a secure and enriching environment for children to develop essential life skills. By providing training programmes for early childhood care and education (ECCE) professionals, preschools can ensure all teachers and caretakers are well-equipped to run a nurturing and stimulating space. At the same time, running proper systems for quality assurance and accreditation of preschools, both public and private, can help maintain higher educational standards.
Addressing the disparities in preschool education access in Malaysia requires a multifaceted approach that takes into account the unique challenges faced by all families. Holistic and integrated preschool systems should be expanded as demonstrated by Eduwis. In an effort to promote accessibility for all children, Eduwis is currently striving to open 20 more preschools across Malaysia by 2024. Additionally, by empowering ECCE professionals, and providing proper quality assurance, Malaysia can create a more equitable and effective early childhood education system.
Every child deserves a chance to thrive. It is time we bridge the gap and ensure that all Malaysian children, no matter where they live or their family’s income, have the opportunity to begin their educational journey on solid ground.
The author is a Chief Executive Officer of Eduwis Education
