SCHOOLS must be well built. It does not matter where they are. Given that they constitute childrens first entry into the world outside their given environment, they need the authorities special attention. Granted, in poor countries, a mud shack will have to do, but in Malaysia, with its claim of prosperity, badly built schools are inexcusable. The forensic examination to assess the destruction resulting from the Sabah earthquake recently found four schools suffering from serious structural damage. These four, the works minister said, œ¦require repair using engineering input and the latest technology, and some structures are not worth repairing. The state of these schools meant that they had to be vacated. A fair assumption is that bad construction is to blame because the other 21 schools assessed stood the tremors better, needing only minor repairs.
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