EDU3106 Topic 7

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Aborigines

(Orang Asli)

Action Plan to Create

Culturally Friendly

Environment Plan

&

Implement Action Plan

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Action planAn effort initiated by the

government in order to assist and

improve peoples live in vary

aspects especially the minor

groups.

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Definition

a member of a race of people who

were the original people living in a

country

Oxford Advanced Learners Dictionary

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IntroductionEducation is a field that involves and demands

commitment from all nations.

PIPP (Pelan Induk Pembangunan Pendidikan)

Ministry Of Education (KPM)Aborigines, indigenous and interior people are said

to lag behind the mainstream of the country's

education system.Thus, to improve the situations, our government

has taken numerous of initiatives through various

sources.

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Plan & Implement Action Plan for

Aborigines

Physical development of the aborigines has been

given premier concern, particularly in security efforts

and create racial integration. (RMK-7)

As the result, this minority group is gaining rights

and privileges in accordance with the progress

achieved gradually.

Increasing of allocation from the government

amounting to approximately RM303.5 million (RMK-

8)compared to RM148.9 million in the RMK-7

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This plan is the outcome made between

Jabatan Hal Ehwal Orang Asli (JHEOA) and

Bahagian Perancangan dan Penyelarasan,Kementerian Kemajuan Luar Bandar dan

Wilayah (KKLW).

This plan is aimed to prepare or provide

particular programs and activities which feed

the needs of the aborigines.Under this plan, the defined target groups are

preschool, primary, secondary and tertiary

levels.

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Target group Implementation/ Programs/ObjectivesPreschool

(5-6 years old)

To provide solid basis for the children before receiving formal

education.

To prepare the aborigines children to be mentally ready for any

changes as they proceed to the next level.

Primary level

(7-12 years old)

To provide basic skills, the 3Ms (reading, writing, and arithmetic) to

students.

This group are exposed to more wide learning aspects, such asthinking skills, basic Science concepts, Arts and Recreation, inculcation

of values and so on.

Secondary level

(13-18 years old)

More comprehensible education.

Critical and creative thinking skills are emphasized.

Tertiary level

(19 years old and above)

To prepare the young aborigines people to be critical, creative and

innovative.

This will ensure that they are able to compete in global media and

contribute to ourcountrys development.

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Other services

Attention is also given to youths who dropped outfrom schools and the parents who never attendedschools.

Training courses are provided. So, they can opt for

more working opportunities which suitable for them.Furthermore, the women of aborigines are given

chances to attend any community programs that are

held by Penggerak Wanita Orang Asli.Examples of community programs, family welfare

program, skills training and entrepreneurship.

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Implementation of ActionPlan

Governmentorganisation

Non-government

Organisation(NGO)

Privateconsultants

Academicians

providing

education

infrastructure

lead to a

change in

the

mindsetof

Aborigine

s society

reviewed the

plan and

review

programsand projects

implemented

in

outsourcing

Give academic

advices and

suggestions

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Other incentive

School feesCo-curriculum

Monthly test

School's annual sports

Islamic and Moral educational activities

MSSM (Majlis Sukan Sekolah-sekolahMalaysia)

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School aids

Writing books, workbooks and stationery

School uniforms

Daily necessities (boarding schools)

Transportation fee

Food aid for rural primary students (RMT)

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Current & Further actionIn order to gain their interests and awareness about

the significant of education, the ministry has made

some changes on the system.

3M 6M (with the adding of subject matters outsidethe classrooms, Rancangan Makanan Tambahan (RMT)

music, dancing and cultural events)

These efforts are in line with hope that there is an

improvement for students attendance.

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Program Sekolah Khas Komprehensif (K9)toensure that aborigines and Penan students attain

nine years education.Outreach program to arise the awareness of theimportance of education among parents.

Provide Kurikulum Bersepadu Sekolah MuridOrang Asli dan Penan (KAP).

Provide Program Kelas Dewasa Ibu Bapa Murid

Orang Asli dan Peribumi (KEDAP)Bajet Kasih Sayang 2013

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National Education Policy

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Designing andImplementing action

plan: Indigenous

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Ways

Education

Democratize

Educationredefining

OUTREACH

educationprogramme

Improvefacilities

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to ensure that thereis no pupils is left

behind in our

education

development.

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Give facilities in school likehostel and enough equipmentinside and outside theclassroomAppropriate teaching aids canimprove the quality ofteaching and learning for theindigenous pupils

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Action Plan To Create Culturally

Friendly Environment Plan &

Implement Action Plan

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Why?

Government has allocated some

amount of money for students inthe rural and interior areas.

Reason: To have a balance of

opportunity for both students inurban & interior areas.

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What is the action plan for?

There are needs to be fulfilled to overcomethe weaknesses in its achievement, equity &quality of the education, especially for

groups of students in rural & remote areas,including the indigenous group.

It involves an increase in institutionalcapacity and human resources in: the training of teachers and school counsellors

improve care and early childhooddevelopment and promote life skills-basededucation

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LIFE-SKILLS BASED EDUCATION

PROGRAMME

Providescapacity forteachers toteach childrenand senior adultsabout HIVprevention, witha target of 100schools inMalaysia whichinclude ruralschools.

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Pupils who have not mastered the 3M(Read, Write, Enumerate)

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Class Early

Intervention

Reading andWriting

(KIA2M)

Introduced in

the year 2006 Aim: To ensure

Year 1 pupils

can master theskills to readand write aftersix months

following theschooling.

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Preschools &

Remedial

Programme

Until 2005, 3, 868 preschools areprovided for 92, 303 children of theage 5+.

Private sectors provide 13, 130preschools for 610, 714 children.

Challenge: to expand pre-schooleducation to all SK especially in

rural and remote areas How to overcome:

MOE will add classes for preschoolsunder RMK9

Provide trained preschool teachers

increase the rate of per capitagrant and strengthen theimplementation of the NationalPreschool Curriculum

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MOE ensures that all children of the age 5years especially those in rural and remote

areas, children with special needs,indigenous and ethnic minorities in Sabahand Sarawak will follow preschool inpreparation for pursue formal education

in primary schools.

MOE will also continue to expand theRecovery Program with the upgraded

2800 remedial classes and provideadequate remedial teacher, in line withthe Cabinet decision to further strengthenthe program.

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EMERGENCY

READINESSPROGRAMMES

Government has

helped MOE &Mercy Malaysia toenhance theimplementation ofemergency

readinessprogrammestargeted for pupilswho are in rural

areas that areprone to naturaldisasters.

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UNICEF =

Educationfor ALL

Not merely meansbuild schools &

send children toschools but... Every child attends

friendly

environmentschool formeaningfulpurposes

Inspirations to learn

Appreciate theiropinions & views forspiritual, emotional,& physicaldevelopment

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Languages &

Interest

Arabic LanguageCommunication(BAK)

ChineseCommunication(BCK)

TamilCommunication(BTK)

To attract pupilsof differentraces to learn innational schools& opportunity to

learn otherlanguages,MOE hasintroduced:

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In 2007, BCK is changed to

Chinese Language & BTK is

changed to Tamil Language

BAK

Year2003

7, 250

pupils97schools

BCK

Year2005

14, 289

pupils153schools

BTK

Year2005

6, 973

pupils76schools

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Chinese language subject is

initiated in 150 national schools

Tamil language subject is initiatedin 70 national schools

Arab Language Communication isinducted as a part of learning inother areas such as Jawi, Al-

Quran, Arab Language & FarduAin (j-QAF).

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LonjakanPerdana

Pendidikan

Luar Bandar

When Datuk Seri Abdullah

Ahmad Badawi was thePrime Minister & Minister ofFinancial, he announcedan additional allocation ofRM2.6 billion.

Providing and Improving : Infrastructures ICT Incentives for teachers

Pupils InterventionProgramme

24-hour electricity Clean water supply

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Facilities

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5, 869 ruralschools will

beequippedwith WebTV

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Allowances for Teachers

RM500P1

RM1000P2

RM1500P3

RM830 (with Degree)

RM720 (with Diploma)

Semenanjung to

Sabah/Sarawak

RM600 (with Degree)

RM250 (with Diploma)

Sabah/Sarawakto Semenanjung

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Houses forTeachers

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For those wholive in hostels :RM8 to RM12per day for280,000 pupils

RMT isprovided for550,000 pupils.

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PIPP : Infrastructures & Facilities

(Rural Education Development Programme in Sabah & Sarawak)

Classroom

805 schools

5, 138 classrooms

Boarding 2, 800 residency

Teachers

Houses

414 projects

841 units

Electricity

24-hour supply

664 primary schools

WaterSupply

Clean water supply

193 schools

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Co-operations with other stakeholders

Financial & Resources: Central agencies :

Public Service Department (PSD)

Treasury Malaysia, Economic Planning Unit (EPU) Implementation Coordination Unit (ICU)

Development in Educational Institutions: State Government

Local Government

District Land Office.

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Ministries, agencies and other: KPTM (Kementerian Pengajian Tinggi

Malaysia) KeKKWa (Kebudayan, Kesenian & Warisan) KBS (Kementerian Belia & Sukan) Ministry of Health

Ministry of Works Ministry of Transport Police Fire Department, Department of National Unity The Department of Environment National Anti-Drug Agency

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Factors affecting the

success of PIPP Clear understanding of

the policies, goals andobjectives to beachieved and the focus,strategy and action planto be implemented.

Strong leadership at alllevels to ensure that allprograms and activitiesdesigned to meet thetarget. Leaders mustpossess the required

knowledge, skills andattitudes and skills as wellas positive values.

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Review

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Programmes/Projects to Bridge

the Gap between Urban and RuralAreas

MOE expand preschool education program

providing over 2, 400 pre-school classes in ruralareas for almost 61, 000 children aged 5-6years, including preschool teacher training andcomputer facilities and software.

Improve the provision of basic amenities suchas 24-hour electricity supply to 900 unit schoolsand clean water to 300 schools.

Improving rural classroom facilities to provideadequate and quality with new school

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Provide a new and improved school dormitory hostels available to

meet the needs of almost 65.000 residents and provide for the

provision of food supplements to 280,000 residents.

Enhance the recovery of rural class of 5,000 class to strengthen theproficiency of 3M

Expand the supply of Vocational Subjects (MPV) to 480 rural schools

to improve opportunities for academic students are less likely to

follow.

Improve rural schools with special focus on teaching and learning,

including the provision of computer labs, access, teleconferencingequipment and web-TV and satellite communication systems,

including telephone and fax wireless.

Provides for the allocation of additional Supplementary Feeding

Programme for the needs of rural students 550,000.

Provide incentives for teachers working in rural areas such as special

allowance according to the location and degree of difficulty, on

home allowances, insurance and provision of teachers and the

improvement of teachers' houses and furniture supply.

Allowance according to the location and degree of difficulty, on

home allowances, insurance and provision of teachers and the

improvement of teachers' houses and furniture supply.

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Level 1 students are mastering 3M increased from 92.3percent to over 95.0 percent.

Students who need remedial decreased from 7.7percent to about 5.0 percent.

Tuition Voucher Scheme requirements reduced from 100percent to 80.0 percent.

Student achievement gap decreased from 1-14percent by subject to differences of about 20.0 percent.

Rural high school students can take the MPV increasedfrom 5.0 percent to 8.0 percent. Rural dropout rate declined from 1.2 percent to about

1.0 percent at the primary level and from 16.7 percentto about 10.0 percent at the secondary school level.

The health status of rural students has improved andreduced student absenteeism; and

Qualified and experienced teachers are more willing toserve in remote areas.

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ConclusionAlthough many actions or plans have taken,yet there is still left a big gap forimprovement. The disparities, instead haveunited all the Malaysians to work hand-in-

hand to build a better nation. Therefore,the cooperation and high commitment arethe keys to accomplish this task. Indeed,the most important thing is the willingness

of the groups to accept changes as fortheir sake.

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THANK YOU