TOPIC 7

ACTION PLAN ENVIRONMENT

FOR

CREATING

CULTURALLY

FRIENDLY

This topic explores the various ways to create a culturally friendly environment such as to strengthen the use of Malay Language as the national language, Integration of students for unity program and creating an action plan in terms of curriculum, teaching and learning process, assessment and facilities that will produce an environment that is culturally friend for students of all races. Learning Outcomes: 1. !. xplain the ways to create a culturally friendly classroom "lan an action plan for implementing educational programs for Orang #sli, indigenous and people in the interiors. 7.1 Introduction Orang #sli, indigenous people and the people in the interiors of Malaysia lag $ehind in the mainstream of our education system. They should $e given the e%ual opportunities to all education programs planned for them and experience the changes in the education system to ensure a $etter future. In Malaysia, educational development in the early stages focused more in the construction of schools in ur$an and ma&or economic growth areas. These schools were e%uipped with ade%uate facilities and e%uipment , well'trained teachers and ade%uate schools in the rural areas resources for teaching and learning. On the other hand,

suffered from various shortcomings especially in infrastructure and services such as $uildings, Iinformation and (ommunication Technology )I(T*, water and electricity supply. +chools in rural areas do not have enough trained teachers and are always hindered from various pro$lems and difficulties. In addition, students who studied in rural schools have low self'motivation. #s such, there exists an ine%uality or im$alance $etween schools in rural and ur$an areas in terms of infrastructure, facilities, materials and trained staff. ,ue to the wide gap in education, the development plan has set a priority in the education sector to focus more

in providing

opportunities to learn to students who have $een deprived of such

opportunities earlier. In order to achieve the programs in the ducation ,evelopment Master "lan )"I""* the

commitment of all sta-eholders is essential. The strength and cooperation from external agencies and within the Ministry of ducation in narrowing the a$ove gaps is given due emphasis. In order to raise the dignity of the indigenous people, Orang #sli and the people in interior Malaysia, the government has initiated efforts to change their lives and to provide various learning facilities for them. "I"" is one of the government.s initiatives to create culturally friendly environment. It is hoped that the government.s no$le efforts will ma-e a difference in the lives of the indigenous peoples, Orang #sli and the rural people.

Ref ection 8ased on your readings, list down the features of the indigenous people, Orang #sli and the people in the interior Malaysia. (omplete the following ta$le. Li!t t"e fe#ture! of t"e!e $rou% of %eo% e Or#n$ A! i INDIGENOU& INTERIOR 7. ' Action P #n for t"e Or#n$ A! i The Orang #sli is a minority group in our country, with a total population of 1/1, !01 people. ven though they are a minority group, they were not $e left out of national educational development. In the +eventh Malaysia "lan )2M3'4* the Malaysian 5overnment has given priority to the developmental of infrastructure for the safety of the Orang #sli. #t that time, the government had allocated an amount of 2M 1/6.7 million in development programs.

In the ighth Malaysia "lan )2M3'6* the focus was on community development which was increased tremendously amounting to a$out 2M 010.9 million. #n action plan for the ducational ,evelopment of the Orang #sli was given priority $y the government in colla$oration with:

; The Orang #sli <elfare ,epartment )=> O#* ; "lanning and coordination of "rograms ; Ministry of 2ural and 2egional ,evelopment )M22,* The o$&ective of the #ction "lan for ducational ,evelopment is: To provide programmes and activities related to the needs of specific provisions in the area of Orang #sli Tar$et $rou%( 0 $rou% Pre'school +tage )9'? years* Low Level )4'1! years* +econdary Level )10 '16 years* Tertiary level

Fir!t &t#$e( Pre)&c"oo ( C"i dren fro* + to , -e#r! The students are $eing provided with a solid foundation $efore they attend formal education. The Orang #sli children are prepared and trained in terms of emotional and social s-ills to $e ready to face changes and challenges that they will face when they attend school. &econd &t#$e( C"i dren fro* 7 to 1' -e#r! Orang #sli children are provided with a solid foundation in $asic literacy. They are also exposed to $asic s-ill such as thin-ing s-ills, $asic concepts of science, art, recreation. In addition, they are instilled with good values for the development of the cognitive, affective domains in line with the :ational "hilosophy of ducation. T"ird !t#$e( Pu%i ! fro* 1.)1/ -e#r! This stage comprise of a comprehensive educational programme where emphasis is 3

placed on critical and creative thin-ing and the main focus is the acceptance of various aspects of -nowledge. Terti#r- e1e ( Educ#tion After &econd#r- Educ#tion This stage will mainly to develop the cognitive domain where Orang #sli children will $e introduce to creative and critical thin-ing s-ills )((T+* in order to produce produce innovative students. This is in the hope that Orang #sli students can $e developed to $e a$le to compete glo$ally. The government also focused on the drop outs group mainly consisting of youths and

parents who never attended school so that they are aware of the importance of education. +-ills training appropriate to their interests and a$ilities will $e introduced so that they can enter the la$our mar-et and get the &o$ that suit with their a$ilities. #dult group were also given attention $y the government. #mong the initiatives are : The women adult group ate to undergo social programmes organi@ed $y the Orang #sli <omen #ctivists Aamily welfare programmes +-ills training ntrepreneurship training

>owever all levels of Orang #sli are given the opportunities such as: s-ills training, entrepreneurship, development of the mind, religious and spiritual eucation functional literacy education Literacy programme for illiterate adults are also implemented

The implementation of this action plan will $e carried out $y 4

various government

agencies and the provision of educational infrastructure. 8esides, :on'5overnmental

Organisations ):5Os* also played a role in developing the well $eing of the Orang #sli. <ith greater focus on programmes and pro&ects that can lead to a change in mindset of the Orang #sli. In addition, consultancy from the private sector is see-ed to help to upgrade and improve the standards of the Orang #sli. valuation studies on the programmes and pro&ects that have $een carried out. 2esearch on programmes and pro&ects which is implemented through outsourcing expertise from external agencies. The allocation of financial funding for the success of this action plan is high, a$out 2M ?,141, 111.11 and there are many challenges faced $y the government in an effort to provide educational opportunities for those groups. #chievement and success depend on several factors, namely: high commitment from the officers of => O# and government agencies acceptance and active participation of the Orang #sli provision of ade%uate $udget (lose cooperation among the ministries, government agencies, :5Os, private companies and consultants is needed. 7.. Educ#tion# Pro$r#**e! for t"e Or#n$ A! i Bnder => O# ducation Incentive #ssistance +cheme, the fund is for primary schools, secondary schools and institutions of higher learning )I"T* students in ruder to ease the $urden of Orang #sli parents. >ere are some of the government.s efforts for the Orang #sli: +chool fees (oCcurricular Monthly test papers +chool sports Islamic and moral education activies Ma&lis +u-an +e-olah Menengah )M++M* +chool #ssistance xercises $oo-s, wor-$oo-s and stationery +chool uniforms ,aily needs of students staying in hostels In order to raise the interest of Orang #sli children in education, the government has +tudent transport fare increased $udget from 2M0 million 2M ? million to cater for the co'curricular the Aood supplement for pupils in to rural schools activities, food supplementary "rogramme )2MT* and cultural activities. 5

The action plan that has $een implemented was successful and fruitful. Aor example: Orang #sli students have achieved 6#s in "M2 examination in !11? and nominated for To-oh Maulidur 2asul in !114. +he is :orati-ah >as improved the %uality life of the Orang #sli.

>owever the num$er of Orang #sli pupils who dropped out from school is still high and only !1 to /1 percent of the Orang #sli children reached lower secondary level. 7.0 Action P #n for t"e Indi$enou! Grou% The Ministry has ma-e efforts to democrati@e the opportunity to provide %uality

education in order to $ridge the gap $etween the different cultural and socio'economic groups in the country. This is in line with the core challenges of "I"" )teras /* ' $ridging the education gap. This purpose is to ensure that no student will $e left $ehind in the currents of educational development in the country. In the context of children.s learning among the Orang #sli, the Ministry of ducation has redefined its priority to meet the needs of schools. This is prevent designed to help children of Orang #sli from $eing left out of the mainstream of education. The measures ta-en $y the Ministry of ducation in redesigned the school are:

5ood infrastructure facilities >ostel facilities <ell e%uipped with e%uipments in and out of the classroom 8est teaching materials +pecial DoutreachD education Eisiting #ction (ommittee in managing the education of Orang #sli children ,aily needs such as medicine, dental care , going house to house, registration of Orang #sli (hildren, tal-s, and encouraging savings among Orang #sli.

7.+

Action P #n for t"e %eo% e in Interior M# #-!i# There are 111 schools in Malaysia involved witin the programmes for rural schools. The government realises the need to address the pro$lems of achievement and %uality 6

education among marginali@ed children in rural and remote areas. >ence, it has ta-en steps to overcome the pro$lems in teaching and learning. The 5overnment.s efforts to improve the education facilities include: "roviding funding and technical support to assess the effectiveness of additional reading programme ' providing reading materials )+a$ah F +arawa-* (reating programs we li-e Life +-ills 8ased ducation )L+8 *

8y !119, /./ per cent of primary school pupils and 1.6 percent of high school students have yet to master the s-ills of reading, writing and arithmetic )0M*. To overcome this pro$lem the government has implemented the literacy )3I#!M* from !11?. In !119 the MO expanded pre'school education in rural and remotes resulting in:' "re'school education to 7!,010 children Increase the per capita grant and strengthen the implementation of the :ational "reschool (urriculum for children aged 9 plus especially in rural areas. xpand the 2ecovery programme $y upgrading !611 class recovery and provide ade%uate remedial teachers. In addition, the government has helped the Ministry of ducation and Mercy Malaysia to enhance the implementation of emergency programme children in the rural areas. +top and 2eflect : <hat are the challenges faced $y the Ministry of ducation in the effort to narrow the education gap $etween the rural and ur$an communitiesG arly Intervention "rogramme for $asic

7.,

Educ#tion# Me#!ure! in &#2#" #nd &#r#3#4 In order to develop the education system in the rural area of +a$ah and +arawa-, the government has provided schools with $asic amenities li-e water and electricity supply. 7

Other than that the government has given assistance in in many other ways such as the following: "rovide additional classrooms for pre'school children Increase the num$er of computer to 14.911 (onstruction of new schools in +a$ah and +arawa (onstruction of a new dormitory and upgrade <e$ TE for 96?7 rural schools Teleconferencing facilities for 911 schools Mo$ile satellite for !11 schools <ireless fax for !11 schools <or-shops for vacotional su$&ects. Increase recovery class 8lan-et 9144 "u$lic +ervice ,epartment )"+,* (onstruction of Teachers of 0/06 Treasury Intervention +tudent conomic "lanning "rogramme Bnit ) "B* to teachers in remote #llowances Implementation #d&ustments Bnitareas
+upplement +tate 5overnment, 11 involving 991 school children

Local 5overnment ,istrict Office ,epartment of Land Ministry of "u$lic <or-s

7.7

Ministry of Transport A$encie! In1o 1ed in t"e I*% e*ent#tion Pro$r#**e for Educ#tion# De1e o%*ent in Rur# Are#! 2oyal "olice of Malaysia

In order to and implement programmes and pro&ects for education, the Ministry of plan Aire ,epartment ducation has involved a num$er of parties such as: ,epartment of :ational Bnity ,epartment of nvironment 8 :ational #nti',rug #gency

Ministry of (ulture, #rts and >eritage of Malaysia )icon*

5ue!tion! for Di!cu!!ion 1. !. 0. /. 9. ?. xplain the differences $etween rural and ur$an communities in our countryG ,iscuss the disparities $etween in ur$an and rural schools. ,iscuss how government measures help overcome the educational gap $etween rural and ur$an areas in our country. ,iscuss the extent of the government.s efforts to enhance the %uality of learning among of the indigenous communities of Malaysia ,escri$e the programme that have $een implemented $y the government to enhance %uality education among the rural communities of +a$ah and +arawa-. ,escri$e the programmes underta-en $y the government to improve the %uality of education for the following: 9

a. $. c. 7./

Orang #sli "eople living in the interior areas of Malaysia Indigenous people

Conc u!ion This topic deals with the ways and strategies to create a culturally friendly environment for students in school with emphasis given to the Orang #sli, indigeneous people and the people who are in the remote interiors of Malaysia. The Ministry of ducation Malaysia has outline various strategies to unite all Malaysian and one of the most important program introduced is the Integration of students for unity plan )2IMB"* which comprises academic and non academic activities. In schools, administrators and teachers have action plan to create a more cultural'friendly environment for all students in order to reduce ine%uality of educational opportunities among students. This awareness of culturally friendly environment is important in producing human capitals who are holistic in all aspects.

2eferences:

=a$atan >al hwal Orang #sli. "elan Tinda-an "em$angunan "endidi-an Masyara-at Orang #sli di "inggir $andarH. 2etrieved from http:IIwww.=heoa.gov.myIwe$IguestI!7 on 11 +ept. !11! :oriati, # 2.,8oon, ".J., +harifah Aa-hriah F Kuraidah #. M.)!111*. Budaya dan pembelajaran. +hah #lam: Oxford Aa&ar +dn 8hd. 3ementerian "endidi-an Malaysia.)!116*. Modal insan cemerlang:Minda kelas pertama. 3uala Lumpur:3"M "anel "enggu$al: 1. !. 0. /. ,r 2a&agopal aIl "onnusamy #siah $inti >a&i "arie-utty #wa$ $in +aid 2o&iah $inti #$dullah

"anel "emurnian: 1. ,r 8oon "ong Jing 10

!. 0.

#siah $inti >a&i "arie-utty Kainun $in =ohari

11