05/03/2026

THURSDAY | MAR 5, 2026

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Support must follow free access T HE announcement of free education for students with disabilities in the Higher Education Plan 2026–2035 should be welcomed as a bold and principled and more stable emotional well-being. This applies to deaf students with appropriate communication access, blind students supported by alternative learning materials and students with physical disabilities who benefit from mobility-friendly campus environments. and economic contribution. International studies show that students with disabilities who receive comprehensive support during post-secondary education exhibit higher employability rates, greater independence and reduced reliance on social assistance in the long term. COMMENT By Dr Hasrul bin Hosshan

Circle serves as a strategic bridge between post-secondary education, evidence-based research and national policy development, particularly in ensuring that free education for students with disabilities is translated into quality engagement, graduate employability and stronger social and economic returns on investment. In line with Upsi’s aspiration as the national education university, this inclusive agenda affirms that education for persons with disabilities is not merely a matter of welfare or access but a human capital development strategy that directly contributes to societal well-being and national competitiveness. Free education for students with disabilities, when implemented through the right approach, should not be viewed as an additional cost to the nation. It is a strategic investment in human capital, with the potential to reduce long-term social costs and enhance national productivity. However, this investment will only yield results when the policy is supported by inclusive learning environments, meaningful engagement and clear post-secondary pathways. Measuring the success of free education should therefore go beyond enrolment figures or the amount of waived fees and instead focus on the extent to which graduates with disabilities are able to contribute as functional, independent, and dignified adults. If Malaysia truly intends to capitalise on the opportunities presented by the Higher Education Plan 2026–2035, free education for students with disabilities must be viewed not merely as a symbol of compassion but as a foundation for building an inclusive, productive and competitive nation. Ultimately, the success of this policy will be determined not by enrolment statistics but by the quality of engagement, post-graduation contributions and the return on investment delivered to the country. DrHasrul Hosshan is the director of Centre for Inclusive Research on Community and Disability, Faculty of Human Development, Universiti Pendidikan Sultan Idris. Comments: letters@thesundaily.com those on board. Hopefully these roof-mounted beacon lights for heavy vehicles would be reintroduced as they have been effective in reducing heavy vehicle crashes and the loss of lives of innocent passengers and road users. And why are drivers with unpaid summonses driving express buses on our highways? The maximum speed permitted for heavy vehicles is 90kph on our highways. Puspakom should engage engineers and technicians to recalibrate the speedometer and limit the speed capacity of express buses and lorries to 90kph. This would prevent heavy vehicles from speeding recklessly and turning our roads into “killing fields”. It is heartbreaking to read about express bus crashes on our highways, especially during festive seasons. Happy and joyful occasions are turned into sad and painful moments for the loved ones of victims who lose their lives in such tragic incidents. Since changing the attitude of heavy vehicle drivers is an uphill task, implementing speed limiters is a practical way to reduce road fatalities caused by speeding. The longer we wait to implement these fool proof devices on heavy vehicles, the more accidents will happen and lives be lost because of speeding heavy vehicles. Samuel Yesuiah Seremban

This includes all categories of disability – physical, visual and hearing impairments – where individuals, when given appropriate opportunities and support, are able to contribute actively to the workforce and societal development. Within the national

Conversely, students with disabilities who are physically present but lack meaningful engagement often experience social isolation, emotional distress and eventual withdrawal from their studies. This reality requires us to

move. It signifies a clear recognition that higher education is no longer a limited privilege, but a right that must be enjoyed by all citizens regardless of physical, sensory, learning or mental health conditions. However, as we celebrate this policy, a more strategic question must be addressed: How can free education be translated into a meaningful learning experience and ultimately generate a tangible return on investment (ROI) for the nation? International experience shows that the removal of tuition fees does indeed increase the enrolment of students with disabilities in post secondary institutions. Nevertheless, numerous studies also demonstrate that financial access alone does not guarantee academic success or student retention. Students with physical disabilities, visual impairments and hearing impairments who enter universities or post-secondary institutions without adequate academic, communication and social support face a significantly higher risk of attrition. In many cases, failure does not stem from students’ lack of ability, but from a mismatch between their needs and institutional structures. Free education, if not accompanied by systemic support, risks becoming a policy that looks good on paper but delivers weak real world impact. More importantly, international evidence consistently highlights that the quality of student engagement is the most critical factor in determining success in higher education for students with disabilities. Students who are actively involved in classroom discussions, collaborative learning, campus activities and social networks demonstrate stronger academic achievement ROAD safety campaigns, stringent fines, speed traps and the media splashing pictures of crashed, mangled and twisted vehicles involved in horrific accidents have failed to impact the attitudes of heavy vehicle drivers. The onus is on the driver to obey the traffic rules and keep to the permitted speed limit. Many drivers of heavy vehicles tend to throw caution to the wind and speed recklessly beyond the permitted speeds. And when there is hardly any traffic on the highway, especially during the early morning hours, they will accelerate to the maximum. When heavy vehicles are driven at high speeds, it can cause braking problems during an emergency or when a tyre punctures. The heavy vehicle will either skid or crash into another vehicle in front. Horrific pictures of twisted metal and wrecked carriage are the result of speeding. The speed limit of heavy vehicles including express buses, trailers and lorries on the highways and expressways is 90kph. But sadly, no heavy vehicle driver observes that speed limit. Heavy vehicle mishaps are generally due to driver fatigue, carelessness, poor vision and driving dangerously at high speeds. If the government is serious about reducing heavy vehicle road casualties, then it has to take proactive and drastic measures. LETTERS letters@thesundaily.com

view higher education not merely as a site of instruction, but as a space for living and social participation. From a policy perspective, the International Classification of Functioning, Disability and Health (ICF) developed by the World Health Organisation offers a highly relevant framework. The ICF emphasises that disability is not determined solely by individual conditions, but by the interaction between individuals and their environments, attitudes and policies. In the context of higher education, this means that students with disabilities across categories – physical, sensory, learning or mental health – are

“Free education, if not accompanied by systemic support, risks becoming a policy that looks good on paper but delivers weak real-world impact.

education ecosystem, the post secondary level – encompassing community colleges, polytechnics and public universities – plays a decisive role in determining whether free education generates positive ROI or otherwise. For some students with disabilities, skills-based pathways in community colleges and polytechnics offer more immediate returns through faster employability and more cost-efficient training. For academically inclined students with disabilities, public universities contribute to long term ROI through leadership development, professional expertise and participation in

capable of achieving outcomes comparable to their peers when learning environments are designed inclusively. In many cases, failure lies not with the student, but with the system’s inability to adapt. The implications of these findings become even more pronounced when free education is assessed from the perspective of national ROI. Higher education requires substantial public investment not only in tuition fees but also in infrastructure, human resources and institutional support. Returns to the nation materialise only when students with disabilities move from access to participation and from participation to social

high-knowledge sectors. These pathways should not be viewed hierarchically but as a complementary ecosystem that collectively supports an inclusive national economy. It is within this context that the role of research and advocacy institutions becomes increasingly critical. The Centre for Inclusive Research on Community and Disability (Circle), introduced and strengthened through the support of the University Board of Directors of Universiti Pendidikan Sultan Idris (Upsi), stands as a clear manifestation of the university’s inclusive agenda that extends beyond policy rhetoric.

Bring back speed-limiting devices for heavy vehicles

It is a heartbreaking to read during festive seasons of express bus accidents on our highways.

alarm would trigger. This was a highly effective system that ensured heavy vehicles adhered to permitted speeds. The flashing beacon served as an indicator to the public and enforcement authorities, while the internal alarm provided feedback to

Speeding has been identified as one of the main causes of accidents in this country. Years ago, heavy vehicles – particularly express buses and lorries – were fitted with speed-warning beacons. When these vehicles exceeded the speed limit, the beacon would flash and an internal