MP13

by AKMAR ANNUAR

THE 13th Malaysia Plan (MP13) earmarks RM67 billion for education development over five years, reflecting the government’s strongest fiscal commitment yet to improving schools, infrastructure and early childhood education.

Among the key reforms are the mandatory enrolment of children in preschool at age five, developer-linked school construction in new townships and a renewed focus on technical and vocational education and training (TVET).

Malaysian Inclusive Development and Advancement Institute (Minda-Universiti Kebangsaan Malaysia) deputy director Dr Anuar Ahmad said the extensive list of initiatives under MP13 clearly shows education is being prioritised by the government.

“For instance, RM67 billion has been allocated to address overcrowded schools through new construction, as well as to resolve dilapidated school issues and upgrade preschools,” he told The Malaysian Reserve (TMR).

Anuar noted that these are longstanding problems the public has frequently raised over the past decade, including overcrowded schools, dilapidated classrooms and under-resourced preschools.

However, he cautioned that simply increasing allocations will not be sufficient. Structural changes within the Education Ministry and delivery ecosystem are crucial for ensuring impact.

He called for the formation of a dedicated taskforce that can oversee the full implementation of 13MP’s education agenda, particularly in handling preschool reform and school upgrading.

Anuar explained that the task force should function beyond the usual bureaucracy to track outcomes and make timely adjustments. Without it, the traditional administrative model would be too slow and fragmented.

He also proposed the creation of a public dashboard under the ministry to show real-time progress on key targets, including how many dilapidated schools have been fixed, new schools built and which schools are meeting quality benchmarks.

Such transparency, he argued, would keep stakeholders informed and ensure accountability. The dashboard could also highlight schools with academic or innovation achievements to spur community pride and healthy competition.

A complementary metric he suggested is a School Wellbeing Index. This would assess facilities, safety, cleanliness and teaching equipment across all schools and help direct resources more effectively.

One of the most applauded policies in MP13 is the requirement for developers to build schools as part of new residential townships. Anuar, who had advocated this for years, called it a gamechanger in addressing long-term classroom congestion.

“For large-scale housing developments, one of the conditions should be that developers not only provide the land but also build primary schools in the area,” he said.

Historically, housing developers were only required to provide land for schools. The result was plots left vacant for years, even as thousands of families moved in. Children often had to attend schools in nearby neighbourhoods, worsening overcrowding.

In many cases, schools were only constructed years after the houses were already occupied, with some children completing their entire primary education without ever attending a school within their residential area.

This lag, according to Anuar, affected not only students in the new housing areas but also those in nearby communities who had to share limited school resources.

The MP13 proposal requires developers to construct schools according to Education Ministry specifications, with the possibility of tax deductions or reimbursement for costs incurred.

Anuar believed this shift can yield significant social benefits. Children would be able to walk to nearby schools, communities would feel more connected to education institutions and teachers might live closer to where they work, strengthening parent-teacher relations.

“If the school is nearby, teachers might live in the same area too. This helps strengthen relationships between teachers, parents, and the community,” he said.

He added that such proximity would ease traffic congestion during school runs and allow parents to head to work without long detours.

Another standout feature in MP13 is the government’s plan to make preschool mandatory for all children aged five. Anuar considered this a major leap forward in improving learning outcomes and ensuring early intervention for issues like learning disabilities and malnutrition.

He added that early identification of cognitive abilities, health needs and emotional development could shape more effective education and healthcare pathways for each child.

The burden of early education costs would also be lifted from low-income families, as public preschools become standardised and more accessible.

This, he said, would help reduce social inequality and detect cases of child neglect or abuse earlier through regular classroom interaction.

To support this, the government must ensure sufficient preschool capacity and teacher readiness. Anuar reiterated the importance of long-term planning and cross-agency coordination to avoid bottlenecks.

He also urged the Education Ministry to consistently publish implementation updates to maintain public trust and allow for timely intervention where needed.

TVET, long considered a fallback option, also receives renewed emphasis under MP13. Anuar viewed this as a strategic move to uplift marginalised youths, particularly Bumiputera school leavers.

While he acknowledged the growing opportunities in TVET pathways, he stressed the need for industry alignment, professional certification standards and clearer upward mobility for graduates.

Anuar believed MP13’s education blueprint is ambitious but grounded in the right priorities. He credited Prime Minister (PM) Datuk Seri Anwar Ibrahim for placing children’s education at the forefront of the national agenda.

“So far, the PM’s intent and commitment to prioritising education have been very clear,” he said.

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