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