WHAT ETHICAL PRINCIPLES REINFORCE PUBLIC COMMITMENTS TO FREE EDUCATION? A CASE STUDY OF SARAWAK’S FREE EDUCATION SCHEME AND INTERGENERATIONAL FAIRNESS
DOI:
https://doi.org/10.35631/IJMOE.830044Keywords:
Free Higher Education, Equity, Public Good, Intergenerational Justice, Qualitative Study, Higher Education PolicyAbstract
This research observes the government of Sarawak’s Free Tertiary Education Scheme (FTES), in a bid to provide free university education to its residents. The study adopts a qualitative approach by conducting semi-structured interviews with 20 Sarawakians (e.g. students, parents, educators) from different backgrounds and perspectives, focusing on issues like social justice, equity and intergenerational fairness. The main data is accompanied with a comparative analysis of comparable policies of free education. The findings revealed that the respondents largely perceived FTES as a transformative move. Primarily, students observed it as a “game-changer” as it removes financial barriers and improves access, while parents expressed the relief of avoiding educational debt for themselves, or their child. Besides, policymakers framed it as fulfilling a shared obligation to future generations, meanwhile, university leaders approved that FTES had equity benefits but noted the need to protect quality of education and sustainable financing. The thematic investigation identified several themes namely, equal opportunity, public vs. private good, intergenerational mutuality, and economic responsibility. The aforementioned insights suggest that FTES mainly embodies morality of justice and the public good by widening access. Yet, respondents also raised concerns about long-term funding, the inclusiveness of non-beneficiaries, and meritocracy. In a nutshell, with sustainable funding mechanisms and targeted equity measures, the long-term paybacks of free tertiary education are expected to outweigh its costs. By intertwining stakeholder voices with ethical and policy perspectives, this study enriches the conversation on higher education reform. In line with international principles that call for free higher education, our findings suggest Sarawak’s FTES reflects core ethical values. At the same time, participants stressed the necessity attention to sustainable funding and quality safeguarding.
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