Autonomi Pendidikan di Sarawak Pasca Pembentukan Malaysia: Ke Arah Pembangunan Pendidikan Berterusan, 1963-1970 (Educational Autonomy in Sarawak Post-Malaysia Formation: Towards Sustainable Educational Development, 1963-1970)

Abstract

The formation of Malaysia in 1963 united Sarawak, Sabah, Singapore, and Malaya for political stability, economic cooperation, and strategic protection. The rights and interests of the people of Sarawak and Sabah were safeguarded through the IGC agreement, including in the field of education.  This study examines the development of education in Sarawak through educational autonomy following the formation of Malaysia in 1963. It explores how autonomy in education influenced policy formation, curriculum design, and efforts to bridge the educational access gap between urban and rural areas. Using a qualitative approach, this research is based on primary sources such as government reports, archival documents, and official policies, as well as secondary sources, including academic publications. Greater emphasis is placed on primary sources, such as the IGC report, education department reports, newspaper articles, and the Sarawak Gazette.  Findings indicate that educational autonomy in Sarawak, granted through the Malaysia Agreement 1963 (MA63), has driven educational development by preserving local cultural identity, increasing access to education in rural areas, and enhancing infrastructure and community schools. This also focuses on the training of local teachers, supporting the role of missionary schools, and introducing technical and vocational education and training (TVET) that is aligned with the economic needs of the state. Additionally, this autonomy has enabled community involvement in education management and ensured inclusive education for all segments of society, thereby reducing the educational gap between urban and rural areas and advancing the overall standard of education in Sarawak