Letter to editor
ACCORDING to Education Minister Fadhlina Sidek at the national-level MADANI Scout Jamboree 2024, each allocation distributed to schools is based on their specific needs and priorities.
She said that this refutes claims by certain quarters that the government provides a larger allocation to Sekolah Jenis Kebangsaan than to Sekolah Kebangsaan.
In Malaysia, the allocation of funds to schools is generally based on a combination of factors that take into account the specific needs and priorities of each school.
The overview of how this allocation is typically distributed can be understood according to the guidelines.
Schools receive per capita grant funding based on the number of students enrolled. This includes a per capita grant which is used for operational costs such as utilities, learning materials, and school maintenance.
Schools in need of building repairs, expansion, or new facilities may receive special allocations. This is often determined through assessments conducted by the Ministry of Education or the local education authorities.
Schools with targeted programmes with specific programmes, such as special education or vocational training, may receive additional funding to support these initiatives.
Schools under social economic factors in rural or underdeveloped areas may receive more funds to address issues such as accessibility, basic infrastructure, and attracting qualified teachers.
Schools demography with a higher proportion of students from low-income families might receive additional support to provide meals, uniforms, or other necessities.
Schools identified for academic performance initiatives improvement may receive extra funds to implement targeted educational programs or professional development for teachers.
Schools that propose innovative teaching methods or community engagement projects can further apply for special grants.
The Malaysian Education Blueprint along with the annual budget often guides funding allocations, focusing on long-term goals like increasing equity, quality of education, and efficiency within the education system.
The Ministry of Education (MoE) fresh initiatives might allocate funds based on annual priorities, such as digital learning, STEM education, or reducing the urban-rural education gap.
There are schools under the SBM (School-Based Management ) programme that have some level of autonomy to manage their funds based on their specific needs and priorities. The school administration, together with the school board, decides on the best use of the funds allocated.
We found a multi-faceted approach allowing the allocation process to be tailored to the unique circumstances of each school, ensuring that resources are distributed in a way that addresses the specific challenges and opportunities they face.
However, how are these allocations transparent and accounted to the general public and how are these schools utilising the allocations?
Transparency and accountability in the allocation of funds to schools in Malaysia are crucial to ensure that resources are used effectively and for their intended purposes.
However, the extent of transparency and accountability can vary based on several factors. The Ministry of Education (MoE) policies framework and other relevant agencies are responsible for auditing school finances.
These audits are meant to ensure that funds are used appropriately and according to the guidelines. The government often releases reports or statements regarding the allocation of funds to education in general, which may not include specific details about how funds are distributed to schools or breakdowns.
The local governance of the school-based management (SBM) system, have some autonomy over their budgets.
Transparency and accountability in this context depend on the local management’s adherence to financial guidelines and their willingness to be transparent with stakeholders, including parents and the community.
This is lacking as the parents and community do not have access to such information. Schools internal audits under SBM are usually subjected to the school board or committee and is responsible for overseeing financial matters and this only adds a layer of accountability.
Only in some schools where public and stakeholder involvement particularly those with active Parent-Teacher Associations (PTAs) engagement are active, there is greater transparency as parents are involved in discussions about school finances and priorities.
There is no transparent public feedback system at districts or schools for the public to provide their thoughts or to report concerns regarding the use of funds. Either that or they are ignorant or lack the awareness.
There are instances where discrepancies in reporting between allocated funds and actual spending have been reported. These discrepancies can sometimes lead to questions about the effectiveness of the allocation process.
While there may be high-level reports on allocations or detailed financial information from individual schools, these are not always readily accessible to the public.
As in many countries, corruption and mismanagement can occur, impacting the accountability of how funds are used.
The Malaysian Anti-Corruption Commission (MACC) sometimes investigates cases involving misuse of school funds which shows that the financial system at the school level has loopholes which need to be rectified.
The Malaysian government has recognised the need to improve transparency and accountability in public spending, including education.
Reforms and initiatives aimed at increasing digital reporting and public access to financial information are part of these efforts but these need to be comprehensive and speedy.
The non-governmental organisations (NGOs) and the media are also playing a role in monitoring and reporting the transparency of fund allocation to schools, at the same time, holding authorities accountable.
Though there are systems in place to promote transparency and accountability in the allocation of funds to schools in Malaysia, the effectiveness of these systems can vary due to various factors.
Challenges remain, but ongoing reforms and increased public scrutiny are required to enhance these aspects. In the nutshell, the allocations distributed to the schools and the utilisation of the allocations must be made public for the public, NGOs and media. – Aug 11, 2024
K.Tamil Maran
Seremban. N.S.D.K
The views expressed are solely of the author and do not necessarily reflect those of Focus Malaysia.
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