URBAN-RURAL GPK GAP STILL EXISTS DESPITE IMPROVING SPM PERFORMANCE - WONG

KUALA LUMPUR, Jan 22 (Bernama) -- The National Average Grade (GPK) gap between urban and rural candidates still exists, despite Sijil Pelajaran Malaysia (SPM) examination results showing consistent improvement for both groups.

Deputy Education Minister Wong Kah Woh said that in 2022, urban candidates recorded a GPK of 4.73 compared with 5.16 among rural candidates, resulting in a gap of 0.43 points. In 2023, the GPK stood at 4.58 for urban candidates and 5.01 for rural candidates, maintaining the same gap of 0.43 points. In 2024, the figures improved to 4.47 for urban candidates and 4.92 for rural candidates, with the gap widening slightly to 0.45 points.

“In terms of its impact on student achievement, the analysis report on SPM examination results by location shows continuous improvement in average grades among both urban and rural candidates.

“The integrated approach and measures implemented demonstrate the Ministry of Education’s (MOE) ongoing commitment to enhancing teacher competency regardless of location, whether in urban or rural areas,” he said during a question-and-answer session at the Dewan Rakyat today.

He was responding to a question from Ahmad Tarmizi Sulaiman (PN-Sik) on the ministry’s plans to strengthen teacher training programmes in rural areas to further narrow the 0.45-point GPK gap between urban and rural candidates, in order to ensure educational equity and teaching standards comparable to those of high-performing schools.

Commenting further, Wong said that in 2024, the MOE implemented 587 teacher training programmes involving 68,126 teachers nationwide, including those in both urban and rural areas.

“The training focused on strengthening high-impact pedagogy, enhancing mastery of subject content, improving effective teaching and learning (PdP) practices, as well as providing continuous professional guidance tailored to the context of rural schools,” he said.

He added that this year, the ministry will continue to roll out teacher training programmes using allocated funds that have been planned and coordinated in a more structured manner, based on the actual needs of schools identified through the state education department and district education offices. The initiatives are expected to involve a total of 23,000 teachers in rural areas.

“The allocations are channelled into four key areas, namely Science, Technology, Engineering and Mathematics (STEM); the Upholding the Bahasa Melayu and Strengthening Command of English (MBMMBI); curriculum intervention; and preschool education, once teachers are ready to implement the 2027 school curriculum,” he said.

Responding to a supplementary question from Dr Richard Rapu @ Aman Begri (GPS-Betong) on teacher placement and incentives in rural areas, Wong said that teacher placement and transfers are determined based on school needs and applications submitted through the eGTukar system.

He added that rural schools are categorised into three levels - rural one, rural two and rural three - and teachers serving in these categories are entitled to receive additional monthly allowances.

-- BERNAMA