OVER the past few years, Sarawak has been quietly but confidently charting its path in education. These efforts go beyond strategy — they embody a larger vision: to reclaim our identity, grow local talent, and make sure no Sarawakian is left behind in the pursuit of knowledge.
And now, the rest of Malaysia, including Sabah, is beginning to notice.
Just recently, Daniel John Jambun, President of the Borneo’s Plight in Malaysia Foundation (BoPiMaFo), urged Sabah to look to Sarawak’s education model.
His message was clear: Sabah’s younger generation is becoming increasingly disconnected from their roots, and part of the problem lies in the lack of autonomy to shape what students learn.
Currently, education in Sabah is managed by the federal Ministry of Science, Technology, and Innovation (KSTI). Daniel highlighted that this setup leaves the state with minimal authority over its curriculum, particularly in incorporating local history into the teaching framework.
As a result, key topics like the Malaysia Agreement 1963 (MA63), the Cobbold Commission, and Sabah’s role in forming Malaysia are either glossed over or missing altogether.
“These are critical parts of our national story,” Daniel said. “But they’ve been watered down — or even left out — because we don’t have the power to decide what our students should know about our past.”
Sarawak, on the other hand, has taken clear steps to change that narrative. By pushing for more say in education matters, the state has started developing a curriculum that reflects its story, culture, and hopes for the future.
It instils in young Sarawakians a deeper understanding of their identity — not solely as Malaysians but as proud Sarawakians with a rich heritage deserving of celebration.
Sarawak has also made other bold moves. Unlike in Peninsular Malaysia, the region recognises the Unified Examination Certificate (UEC) — a qualification offered by Chinese independent schools.
This decision shows Sarawak’s inclusive and practical approach to education. It acknowledges the contribution of Chinese schools and gives students more pathways to pursue higher education and build meaningful careers. It’s a step forward that puts opportunity and merit above politics.
And Sarawak didn’t stop there.
Earlier this year, Premier Datuk Patinggi Tan Sri Abang Johari Tun Openg announced a groundbreaking decision. Starting next year, tertiary education at state-owned institutions will be free for Sarawakians.
This landmark initiative underscores the state government’s deep commitment to making education more accessible.
In a country where rising tuition fees are often a barrier, especially for rural and low-income families, Sarawak’s decision is a breath of fresh air — and one that could transform lives for generations.
The move has not only drawn praise from educators and parents alike but also piqued interest from across the South China Sea.
Sabah, facing similar developmental and demographic challenges, is now looking at Sarawak’s education model with renewed interest.
Daniel’s call for Sabah to consider a similar path is not merely political — it is logical. Autonomy in education allows a state to tailor its curriculum to reflect its people, environment, economy, and aspirations. It is about making education work for the people it is meant for.
Sarawak’s approach also aligns with its broader development agenda. The state has made clear its intention to become a regional hub for renewable energy, digital innovation, and sustainable development.
To meet these goals, Sarawak needs a generation of skilled, knowledgeable, and grounded individuals — products of an education system that understands and responds to local realities.
The MEITD is not just about history textbooks or classroom autonomy. It is about building a pipeline of talent that aligns with Sarawak’s economic ambitions.
Through initiatives such as the Centre of Technical Excellence Sarawak (CENTEXS), TVET programmes, digital upskilling efforts, and now free higher education, the state is taking a comprehensive approach beyond traditional schooling.
The interest expressed by Sabah also hints at something more profound — perhaps a quiet shift in how we view the federation itself. For too long, education in Malaysia has been treated as a uniform, top-down affair.
Yet, Malaysia is anything but uniform. We are a federation of diverse states with unique histories, cultures, and challenges.
Acknowledging the diversity within our education systems isn’t merely desirable; it’s a crucial step toward building a more inclusive and efficient future for all learners.
Of course, Sarawak’s education journey is still ongoing. Autonomy presents a distinct array of challenges, including securing funding, crafting curricula, providing teacher training, and ensuring alignment with federal standards, among others.
However, the state has demonstrated a readiness to take ownership and be held accountable for the outcomes. That in itself is progress.
As Sabah weighs its options, perhaps the most important lesson from Sarawak isn’t just about policies or systems — it’s about mindset.
It’s about believing that our local voices, stories, and needs matter — and that education should reflect that.
In the years ahead, more states might look to Sarawak as a model for what’s possible.
If that happens, Sarawak’s bold choices today could help reshape the future of education in Malaysia — one that’s more inclusive, more grounded, and more in tune with the people it’s meant to serve.
The views expressed here are those of the writer and do not necessarily represent the views of Sarawak Tribune. The writer can be reached at drnagrace@gmail.com.
