Académique Documents
Professionnel Documents
Culture Documents
Common perceptions
The success of the inclusion of the Orang Asli in government schools depends largely on their ability to accommodate and assimilate into the mainstream The MOE has to accept the fact that attendance in schools is dependent on seasonal nature of household chores. (MoE, National Report, July 2004) Orang Asli children drop out of school due to boredom and laziness, said state Health, Social Welfare and Orang Asli Affairs Committee chairman Datuk Ishak Muhammad. (The Star, School too boring for them, 14 January 2006)
Medium of instruction
Some Background
Indigenous people of Peninsular Malaysia. About 150,000 Orang Asli. 3 major subgroups: Semang (Negrito) Senoi Proto-Malay Poverty rates in 2008: 76.9% (35.2% hardcore poor)
Statistics
Increase in enrolment rates for Orang Asli students (1993 2004):
Of 100 Orang Asli children entering Primary 1, only 6 will reach Form 5.
(SUHAKAM, Orang Asli: Rights, Problems and Solutions, 2006)
2007 2008
34.5 39.1
2010 2011
8.98 9.74
BUT: These initiatives do not address the disconnect between mainstream education and the Orang Aslis needs.
Planting Roots
Recruitment of top Orang Asli graduates recruitment drives 20 recruits by 2014.
Intensive training and support by NGOs (Teach for Malaysia, COAC), faciliated by MoE 6 weeks.
First batch of recruits placed in Orang Asli schools within 6 months duration: min. 2 years Partnership with experienced teachers in school. Continued professional development training outstanding performers receive recommendations Gradual increase in number of Roots teachers and schools yearly recruitment drives.
Launched in 2010 to assist native American children Provides an additional source of teachers for some of the poorest communities Advocates culturally responsible teaching Over 400 members teaching more than 15,000 children from native backgrounds
Teach for America is an awesome resource for isolated educational institutions. They helped us fill certified teaching positions at our high schools. Our teachers understand the importance of education, and help to advocate and promote education within the school environment. - Barry L. Mann, St. Francis Indian School Administrator, Rosebud Indian Reservation, South Dakota
Relevance Vocational and technical skills, education in its most inclusive sense Community involvement An acknowledgement of the different paradigms of education Recognition of the need and providing the foundation for the modernisation of the Orang Asli.
Discussions between Orang Asli community leaders, JAKOA and MOE Formed council receives feedback from local stakeholders
Feedback
Drafting
Development
Pilot
Dropout rates
Feedback from stakeholders Completion rate of Roots recruits.
Analysis
What has not been addressed directly? Why not tackle infrastructure problem? Will there be problems of national integration? What are the cons of the CBM? What if it creates an inconsistent educational system, even amongst different communities of the same ethnicity?
Self empowerment remove the stereotype of a people that can not fend for themselves. Recognition of the different modes and paradigms of education. Acknowledgement of a need to bring the Orang Asli forward, albeit in their own mould.
Strikes the ideal balance between mainstream academic education and indigenous people education
Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. -Albert Einstein