Transcript
The Village as a Schoolhouse:Orang Asli Studies as an Elective in
Malaysian Public Schools
© Malaysian Public Policy Competition 2012: Teh Min Sern, Teh Yen Ping, Sharon W.H. Ling & Clement Lim
Orang Asli primary schoolchildren from Pos Senrut, Pahang on their way to school. (photo credit: SPNS, 2012)
Recent UN Debate on providing a quality education for indigenous peoples:
“On your first day you find that the teachers do not speak your language, in fact, they don’t even want you to speak your language – you might be punished by doing so. The teachers don’t know
anything about your culture – they say ‘look at me when I speak to you’ – but in your culture it may be disrespectful to look at adults directly. Day by day you are torn between two worlds. You look
through the many textbooks and find no reflections of yourself or your family or culture.
Even in the history books your people are invisible – as if they never exceeded ‘shadow people’ or worse – if your people are mentioned they are
mentioned as ‘obstacles to settlement’ or simply as ‘problems’ for your country to overcome.”
Source: Magga, O. (2003, November 17). Indigenous peoples’ perspectives on quality education, Public Debate: ‘‘Indigenous People and Education’’. UNESCO, Paris. Retrieved July 8, 2004, from http://www.un.org/esa/socdev/pfii/members/Magga-Indigenous%20Education.htm.
• About 150,000 Orang Asli• 3 major subgroups:– Semang (Negrito)– Senoi– Proto-Malay
• Poverty rates in 2008: 76.9% (35.2% hardcore poor)
BACKGROUND
Enrolment rates for Orang Asli have increased (1993-2004)
Primary school of 45.0%Secondary school of 56.9%
BUT dropout rates from primary to secondary school and for secondary school are 10+ times more than the national average
From primary to secondary schoolOrang Asli 34.3 – 39.1% between 2009 to 2011National Average 3.83% - 4.66% between 2009 to 2011Secondary schoolOrang Asli 36.7% - 47.8% between 2006 to 2008National Average 3.83% - 4.66% between 2009 to 2011
Literacy rates show gap between Orang Asli and national average
Orang Asli ~ 51% (2001)National Average ~ 89% (2000 – 2004)
MAJOR ISSUES IN ORANG ASLI EDUCATION
Source: Statistics taken from the 2010 Suhakam report on Orang Asli, Jabatan Kemajuan Luar Bandar dan Wilayah, Quick Facts on MOE
2010 SUHAKAM Report: Contrast in Pedagogy and Culture a major structural cause of poor Orang Asli performance and retention rates.
Orang Asli concerns about formal education: • Disconnect between standardized exam-
based system and Orang Asli knowledge and learning
• Loss of cultural heritage and traditions • Current curriculum not relevant to daily life • Lack of understanding by non-Orang Asli
teachers• Self-esteem issues and adjustment difficulties
A MAJOR CAUSE: PEDAGOGY & CULTURE
Source: Orang Asli: Rights, Problems, Solutions (2010). Suhakam.
PROPOSED SOLUTION
Source: Orang Asli: Rights, Problems, Solutions (2010). Suhakam.
• A Orang Asli Studies elective subject from Standard 1 to Form 5 to complement, not replace, the formal education system
• In alignment with:– Article 14 of the United Nations
Declaration on the Rights of Indigenous Peoples (UNDRIP); and the
– Principles of the Convention on the Rights of the Child Article 13, which states that Indigenous people have the right to practice their own culture, religion and language
WHY ORANG ASLI STUDIES? OUTCOMES:
For SchoolchildrenEmpowers Orang Asli schoolchildren:• Self-determination• Create better-informed teachers• Makes formal education RELEVANT
Studies worldwide show positive effects:• Self-esteem and psychological well-being• Student engagement and performance • Retention rates: “Precious Knowledge” (2011): – >50% of Latino students fail to graduate in
USA; – However, 93% students in 6 Tucson high
school Ethnic Studies finish school, 85% go to college.
WHY ORANG ASLI STUDIES? OUTCOMES: For Society
Empowers Orang Asli communities:• More dialogue and reconciliation with
government, MOE and JAKOA; mutual learning on all sides
• More engagement with rest of Malaysian society
Promote greater cultural diversity in Malaysia:• Curriculum can address misconceptions about
the Orang Asli
CASE STUDIES
Canada Finland
Ecuador
CANADA
CANADA: NATIVE STUDIES GRADE 1-8
FINLAND
ECUADOR
Country
Demographics Description Structure
Canada Region: N. AmericaPopulation size:3.8% Indigenous
Native studies from Grade 1-12 (Ontario); Mixture of native linguistic instruction and cultural studies;More cultural courses at higher levels
Community members involved in classroom teaching under teacher’s guidance
Finland Region: EuropePopulation Size:0.05% Indigenous
Sami language instruction from pre-school to university (e.g. Sami Education Institute); predominantly linguistic and vocational
Sami School Board produces textbooks and teaching aids; only applicable where there is demand
Ecuador
Region: S. AmericaPopulation Size:25% Indigenous
Intercultural Bilingual Education (IBE) Program;Mixture of native linguistic instruction and cultural studies
DINEIB (admin body) made out of parents, community reps, and locally elected provincial directors
CASE STUDIES: SUMMARY
Steps:1. Drafting Curriculum Guidelines:• National-level Council• Nationwide consultation • MOE as facilitator
2. Writing Textbooks and Materials• MOE, academic experts, Orang Asli leaders• Open call to Orang Asli communities to contribute • Non-textual knowledge as supplementary material
PLANNING of ORANG ASLI STUDIES CURRICULUM
Precedents for Orang Asli Studies syllabus: • UNICEF-MOE folklore programme• Kajian Tempatan, Sejarah subjects
National-level Orang Asli
Studies Council
MOE & JAKOA
JOAS & CSOs Orang Asli Leaders
Drafting of curriculum guidelines
Writing textbooks and compiling materials
Training of teachers
Pilot at primary schools
Expansion to secondary schools
Offer Orang Asli Studies as exam subjects
Open as option for all Malaysians
STAGES OF IMPLEMENTATIONSH
ORT-
TER
MLO
NG
-TER
M
ORANG ASLI STUDIES: SAMPLE CONTENTStandard 1-Standard 6:
• Language acquisition• Heritage: culture, society, history, literature• Orang Asli conceptions of time/math/science/logic Form 1-Form 5:• Orang Asli and development/mainstream Malaysia• Other indigenous societies: local and global • Rights and laws for indigenous peoples • Fieldwork: research projects with NGOs/communities• By Form 4-5: critical analysis of social issues • Emphasis on empowerment and own solutions
Means of assessment and testing:• Letter grades (UPSR, PMR, SPM)• Language proficiency-Projects-Oral exam-Written exam
(25%-25%-25%-25% balance)
MEASURING IMPACT
How to measure success:• Time-series studies: attendance and retention
rates • Surveys of stakeholders: • Students and parents• Principals, teachers, NGO/community
partners• Performance reviews year-to-year:• Students and schools • Benchmark participants against non-participants
WHAT’S NEXT AFTER SCHOOL?
Future directions for MOE and JAKOA:
• Promote Orang Asli Studies subject/grade as a recognized qualification for:Entry to post-secondary institutionsJobs in government, NGOs, public service
RECAP OF ISSUES
• Problems in Orang Asli education:– Low participation rates in schools, low
retention rates and poor scores – Parent-community worries about formal
system– Potential loss of heritage and cultural
identity– Lack of culturally relevant curriculum
• Solution:– Orang Asli Studies as an optional subject in
primary and secondary schools
“The world in which you were born in is just one model of reality. Other cultures are not failed attempts at
being you; they are unique manifestations of the human spirit.”
- Wade Davis
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