Towards quality education for Orang Asli children

 

The International Day of the World’s Indigenous Peoples, observed on Aug 9, underscores the urgent need for us to address the pressing education challenges faced by the Orang Asli communities in Malaysia.

Despite various efforts, we see that Orang Asli students continue to encounter significant barriers to accessing quality education, which severely impacts their academic progress and overall well-being.

We, the Seed Community for Orang Asli Education led by the Institute for Democracy and Economic Affairs (Ideas) and supported by Yayasan Sime Darby would like to draw the public’s attention to the following issues faced by Orang Asli communities in Malaysia.

The existing education curriculum fails to reflect the lives and experiences of Orang Asli communities, leading to a disconnect between what is taught and these students’ realities.

Marginalisation

This lack of representation marginalises Orang Asli students and hinders their engagement and academic success.

The curriculum, such as the learning content and assessments must be inclusive of the unique contexts and culture of the Orang Asli communities, supporting their educational advancement while respecting and sustaining their cultural identity.

Efforts must centre on Orang Asli voices and dismantle barriers to inclusive learning. This complex process requires strategic partnerships and co-creation among stakeholders.

By integrating Orang Asli experiences, we can create a more inclusive and supportive educational environment that values diverse backgrounds.

Clarity of Orang Asli Act 1954

Several sections of the Orang Asli Act 1954 (Act 134) lack clarity, creating significant challenges for the Orang Asli communities. For instance, the absence of a precise definition of memudaratkan (harmful) in Section 15 (1) leaves it open to arbitrary interpretation and misuse.

Similarly, Section 14 (1) does not clearly define kebajikan (welfare) in a way that aligns with the cultural and community values of the Orang Asli.

There needs to be a deeper understanding of what being Orang Asli means to all Orang Asli communities in today’s Malaysia so that the provisions are more reflective of Orang Asli voices and current needs.

These ambiguities and the outdated nature of the act hinder efforts to ensure that Orang Asli communities receive the necessary protections and support. Updating these provisions is essential to safeguarding their rights and improving their quality of life.

There is an urgent need for consistent standard operating procedures across federal and state levels, particularly between the Department of Orang Asli Development and the Education Ministry.

The lack of clarity has hindered the effective delivery of programmes intended for the empowerment of Orang Asli communities.

Data access issues

Access to comprehensive and accurate data on Orang Asli students’ educational pathways is crucial. This includes information on post-SPM (Sijil Pelajaran Malaysia) pathways, upper secondary options after Form 3, and education attainment results.

The discontinuation of formal assessments like UPSR (Ujian Pencapaian Sekolah Rendah) has further obscured the understanding of Orang Asli students’ academic progress.

We hope the ministry can collaborate more efficiently with external partners to improve academic performance assessments and provide clarity on data to evaluate current and past programmes.

The foundation for this collaboration should be built upon clear shared goals, with recognition of the multi-stakeholders roles and accountability.

Empowering parents

Empowering Orang Asli parents to provide feedback on educational policies and programmes is essential for improving accountability. Establishing platforms where Orang Asli voices can be heard in decision-making processes will enhance the relevance and effectiveness of educational initiatives.

Parents, as knowledge holders, play a critical role in mobilising Orang Asli knowledge. Their participation in the learning content, based on their indigenous knowledge of the forest, sustainability, and nature, is invaluable.

As World’s Indigenous Peoples Day 2024 is observed, it is imperative that the rights of the Orang Asli, particularly in education, are respected and protected.

We call upon urgent action from all relevant stakeholders to ensure that Orang Asli children receive the quality education they deserve, in alignment with their cultural context and needs.

The statement is initiated by the Seed Community for Orang Asli Education, which is a coalition of organisations dedicated to advancing educational equity and improving the lives of Orang Asli communities. This network aims to build a sustainable collaborative network to strengthen Orang Asli education, for the betterment of the future of Orang Asli children in Malaysia. - Mkini

Endorsed by:

Organisations

1. The Institute for Democracy and Economic Affairs (Ideas)

2. Yayasan Sime Darby

3. RYTHM Foundation

4. MYReaders

5. Global Peace Foundation Malaysia

Individuals

1. Dr Suria Selasih Angit (Temiar academic/intellectual), University of Nottingham Malaysia

2. Dr Ho Sook Wah, Yayasan Gamuda

3. Sawittri Charun, Teach For Malaysia

4. Dr Mohd Faridh Hafez Mhd Omar, Universiti Sains Islam Malaysia

5. Dr Nurul Nadirah Abu Hasan, Universiti Sains Islam Malaysia

6. Dr Norattiah Nordin, Universiti Sains Islam Malaysia

7. Dr Afiqah Mior Kamarulbaid, Universiti Sains Islam Malaysia

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The views expressed here are those of the author/contributor and do not necessarily represent the views of MMKtT.