An optimal environment crucially contributes to a better quality of teaching and learning outcomes.

Between 2016 and 2019, there are 633 'sekolah daif' all over Malaysia consisting of both primary and secondary public schools. (2)

A total of 1,639 primary schools do not have science laboratories, and 42 schools are still boarding at other schools. As for secondary schools, 138 schools do not have computer labs, 25 schools do not have science labs and 26 are still boarding at other schools. (3)

Sabah as a whole is still lagging behind in the aspect of education especially in rural areas. Studies also show that there are still schools that are not equipped with electricity and clean water. In addition, the situation is still not encouraging with 83.3% of schools not having a facsimile machine and another 75% not having a telephone. The unsatisfactory quality of rural teachers' houses as well as the canteens which are still at a moderate level as well as the absence of security huts reduce the attraction of experienced teachers to rural schools.(4)

Many areas in the country face unstable Internet access. In fact, the difference in Internet access in urban and rural areas is very significant. According to the official data of the National Statistics Department 2019, there has been no improvement in Internet access in rural and urban areas between 2014 to 2016. In 2018, the internet distribution gap between urban and rural is wide, which is 70:30. If e-learning is implemented, it will definitely exacerbate the education quality among students in urban and rural areas. (5)

What: (6)

• Transportation amenities

• Safety and conduciveness of buildings

• Laboratories for natural sciences and technical vocations

• Information communication technology

• School-bound residences

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