The Concept of Inequality of Educational Opportunities in Malaysia

By Chai Kian Xin Emmee Kuek Kim Dalila Abdullah Dayang Faseeha

Introduction 

The relative importance of education in a country is normally measured in terms of the percentage of Gross National Product (GNP) and the percentage of total government expenditure that are allocated to education.

Introduction (cont.) 

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In 1960s or earlier, many countries were experiencing greater expansion of education, as portrayed by greater educational expenditure during that period. Malaysia however, started her educational expansion in 1970s. This was only after the launching of the new Economic policy (NEP) in 1970. In this policy, education was given its priority in achieving the NEP objectives, which were among other things, to eradicate poverty and restructure society to reduce the socio-economic imbalances between and within the ethnic group. For greater expansion at all levels of education, government allocations for education have been increasing every year .

Factors that may cause inequality of educational opportunities. 1. 2. 3.

Family background of students

 Access to resources Social immobility

Family background of students 

There is a proven correlation between the academic success of parents with the academic success of their children

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Family background also influences cultural knowledge and perceptions. Middle class knowledge of norms and customs allows students with this background to better navigate the school system.

Family background of students 

Parents from this class and above also have social networks that prove to be more beneficial than networks based in lower classes. These connections may help students gain access to the right schools, activities, etc.

 Access to resources  Access to proper nutrition and health care influence the cognitive development of children   Children who come from poor families experience this inequality, which puts them at a disadvantage from the start.  Not only important are resources students may or may not receive from family, but schools themselves vary greatly in the resources they give their students. 

 Access to resources 

High poverty schools have less-qualified teachers with a much higher turnover rate. In every subject area, students in high poverty schools are more likely than other students to be taught by teachers without even a minor in their subject matter. Better resources allows for the reduction of classroom size, which research has proven improves test scores

Social immobility 

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Expresses itself in lower class children who follow in the same path as their parents, mainly not obtaining higher education. Reasons for poor children opting to not pursue higher education range across a variety of different explanations. Lower class children have not grown up with the same expectations of life because these have not been instilled in them by their parents, or most importantly, by the educational system.

Social immobility 

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Middle and upper class students grow up with parents who foster their intellectual and educational development by engaging in a child raising approach known as concerted cultivation. This approach values education and learning, and parents engaged in this form of parenting value visits to the museum, extracurricular activities, homework, tutoring, and reading to their children. Furthermore, middle and upper-class parents can afford to place their children in significantly better childcare centers before they enter grade school.