A NATIONWIDE survey has revealed a significant gap in digital access across Malaysia’s Tamil schools, with many still lacking basic ICT facilities despite the country’s growing emphasis on digital education and artificial intelligence.
The survey, conducted by the Association for Advocacy & Community Empowerment (ACE), found that 68 per cent of Tamil schools (SJKTs) do not have a Ministry of Education (MOE) computer laboratory, while 56 per cent are not offering formal ICT classes.
Based on responses from 523 of the country’s 528 Tamil schools, the group described the findings as evidence of a widening digital divide that could leave thousands of pupils at a disadvantage as technology becomes increasingly integrated into teaching and learning.
ACE said the issue goes beyond the availability of computers, arguing that many schools also lack dedicated learning spaces, structured ICT lessons and trained personnel to equip pupils with essential digital skills.
It warned that the disparity is particularly pronounced among pupils from lower-income and rural communities, where participation in after-school ICT programmes often depends on parents’ ability to provide transport, meet additional costs and adjust their work schedules.
“The digital divide is no longer just about access to devices. It is about ensuring every child has an equal opportunity to acquire the digital competencies needed for the future,” the group said.
To address the issue, ACE proposed six immediate measures, including a nationwide audit of ICT facilities in Tamil schools, targeted assistance for schools with critical shortages, formal ICT lessons during school hours, structured digital literacy modules for primary pupils, specialised training for teachers, and greater collaboration with parent-teacher associations, school boards, alumni and corporate partners.
However, the group stressed that community support should complement — not replace — the government’s responsibility to provide equitable access to education.
It also called on the Education Ministry to introduce interim guidelines allowing schools to mobilise stakeholder support to improve ICT facilities and conduct lessons during official school hours while long-term investments are being rolled out.
ACE said any such arrangement should ensure parental contributions remain voluntary, maintain transparency over donated funds and equipment, prevent disparities between schools and preserve the government’s accountability for education.
The group also cited a Tamil school in the Klang Valley where ICT lessons had been conducted during school hours for more than a decade through funding from the parent-teacher association and board of governors.
According to ACE, the programme was halted following instructions from the state education department. Although the school’s PTA later resolved to continue funding the initiative without imposing fees on parents, the proposal was ultimately rejected.
ACE said investment in ICT infrastructure should be viewed as a long-term investment in Malaysia’s future workforce, urging Putrajaya to address the digital gap before it widens further. – July 7, 2026
