Education and the schooling system in Malaysia are constant agenda in the discourse of nation-building. This is because education is regarded as an important avenue to inculcate national consciousness and social cohesion among the people. This article attempts to track the various school systems in Malaysia, with the purpose to highlight the different routes of educational choices in Malaysia. These different routes have their roots in the education policies formulated through time and the growth of a multi-ethnic population in the country. It is argued that these different routes of educational choices display 'inclusiveness', catering to the needs of the diverse population of Malaysia -ethnic, language, religion, regional, disability, vocation, public or private. The Malaysian education scenario represents a complexity of choices, each colouring the pathways of educational experience, expertise and engagement. The guiding question is to what extent this complexity of educational routes influence social cohesion?
Nowdays, education of stateless children in government schools not stranger to Malaysia because of the Reject Zero Policy that was introduced by the Malaysian Ministry of Education in 2018. To see how stateless children are educated in government schools, this article uses social networks as analysis unit to see how the social network that occurs in the inclusion of children without citizenship in national education, especially at Sekolah Kebangsaan Pulau Mabul, Semporna. This study uses a qualitative approach by providing in-depth interview as a research method for data collection at the end of January, 2022 until the beginning of April, 2022. The results of this study found that the social network that occurs in the entry of stateless childrenin in national school is relationshps between individual with organization. This is because parents who represent stateless children manage their child's admission to the national schools by meeting and through the teachers at Sekolah Kebangsaan Pulau Mabul including the principal, the Semporna District Education Office, the Sabah State Education Department and the head village of Pulau Mabul. The social network that exists through the organization is very helpful for stateless parents to facilitate the management of their child's entry into national education. Therefore, this article will discuss how social networks occur in the admission of stateless children in national schools.
Education is an individual right that must be fulfilled and given to every individual. However, the provision of education in a country depends on the laws in that country. In Malaysia, the provision of education is based on the 1996 education act which emphasizes the right to education for those who have identity documents with citizenship status only. Therefore, the existence of other education besides national education, which is alternative education. This study wants to know the curriculum of alternative learning centers available on Mabul Island. The research methodology used is a qualitative approach with interview and observation methods used in this study. The location of this study is Mabul Island, Semporna. The results of the study found that there are five alternative learning centers on Mabul Island with founders consisting of non-governmental organizations (NGOs), private individuals and the local community. The curriculum at this learning center uses national curriculum subjects but the syllabus for the subjects is not provided by the government but is provided by the teaching staff themselves. The goal of establishing this alternative learning center itself is to provide education at the basic level only, which is the knowledge of reading, writing and counting (3M). However, they still use educational references available in Malaysia. Next, the teaching and learning schedule is carried out from Monday to Sunday where Monday to Thursday is the normal learning center and Friday to Sunday is madrasah time which starts from 7.00 am until 11.00 am for the morning session and for the afternoon session will start at 1.00 pm until at 4.30 pm. Alternative education has provided opportunities and opportunities to get an education and improve life in the future. Therefore, the accuracy of the curriculum implemented in the alternative learning center will affect the success of the educational program implemented on Mabul Island. Self-skills are very important in terms of survival in the context of stateless children and can ultimately help these children survive with their skills.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.