Action Plan to Create Culturally Friendly Environment Plan & Implement Action Plan

Aborigines (Orang Asli)

Action plan
An effort initiated by the government in order to assist and improve peoples live in vary aspects especially the minor groups.

Definition a member of a race of people who were the original people living in a country
Oxford Advanced Learners Dictionary

Introduction
Education 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.

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 (RMK8)compared to RM148.9 million in the RMK-7

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.

Target group
Preschool (5-6 years old)

Implementation/ Programs/Objectives
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. To provide basic skills, the 3Ms (reading, writing, and arithmetic) to students. This group are exposed to more wide learning aspects, such as thinking skills, basic Science concepts, Arts and Recreation, inculcation of values and so on. More comprehensible education. Critical and creative thinking skills are emphasized. 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 our countrys development.

Primary level (7-12 years old)

Secondary level (13-18 years old) Tertiary level (19 years old and above)

Attention is also given to youths who dropped out from schools and the parents who never attended schools. 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.

Other services

lead to a change in the mindset of Aborigine s society

Nongovernment Organisation (NGO)

Private consultants

reviewed the plan and review programs and projects implemented in outsourcing

Government organisation

Implementati on of Action Plan

Academicians

providing education infrastructure

Give academic advices and suggestions

School fees Co-curriculum Monthly test School's annual sports Islamic and Moral educational activities

Other incentive

MSSM (Majlis Sukan Sekolah-sekolah Malaysia)

School aids Writing books, workbooks and stationery School uniforms Daily necessities (boarding schools) Transportation fee Food aid for rural primary students (RMT)

Current & Further action

In 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 outside the 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.

Program Sekolah Khas Komprehensif (K9) to

ensure that aborigines and Penan students attain nine years education. Outreach program to arise the awareness of the importance of education among parents. Provide Kurikulum Bersepadu Sekolah Murid

Orang Asli dan Penan (KAP). Provide Program Kelas Dewasa Ibu Bapa Murid Orang Asli dan Peribumi (KEDAP) Bajet Kasih Sayang 2013

National Education Policy

Designing and Implementing action plan: Indigenous

Education Democratize

Improve facilities

Ways

Education redefining

OUTREACH education programme

 to ensure that there is no pupils is left behind in our education development.

The committee of the program will visit rural schools. The program acts to handle the education issues that exists in indigenous children.

Give facilities in school like hostel and enough equipment inside and outside the classroom Appropriate teaching aids can improve the quality of teaching and learning for the indigenous pupils

Action Plan To Create Culturally Friendly Environment Plan & Implement Action Plan

Why?
Government has allocated some amount of money for students in the rural and interior areas. Reason: To have a balance of opportunity for both students in urban & interior areas.

What is the action plan for?

There are needs to be fulfilled to overcome the 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 institutional capacity and human resources in:
the training of teachers and school counsellors improve care and early childhood development and promote life skills-based education

 A programme introduced in 2006 to enhance English language proficiency. Providing funds and technical supports to evaluate the impacts & effectiveness of this programme. Provides reading materials for students in the interior areas in Sabah & Sarawak.

LIFE-SKILLS BASED EDUCATION PROGRAMME

Provides capacity for teachers to teach children and senior adults about HIV prevention, with a target of 100 schools in Malaysia which include rural schools.

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

Class Early Intervention Reading and Writing (KIA2M)

Introduced in the year 2006 Aim: To ensure Year 1 pupils can master the skills to read and write after six months following the schooling.

Preschools & Remedial Programme

Until 2005, 3, 868 preschools are provided for 92, 303 children of the age 5+. Private sectors provide 13, 130 preschools for 610, 714 children. Challenge: to expand pre-school education to all SK especially in rural and remote areas How to overcome:

MOE will add classes for preschools under RMK9 Provide trained preschool teachers increase the rate of per capita grant and strengthen the implementation of the National Preschool Curriculum

 MOE ensures that all children of the age 5 years especially those in rural and remote areas, children with special needs, indigenous and ethnic minorities in Sabah and Sarawak will follow preschool in preparation for pursue formal education in primary schools. MOE will also continue to expand the Recovery Program with the upgraded 2800 remedial classes and provide adequate remedial teacher, in line with the Cabinet decision to further strengthen the program.

EMERGENCY READINESS PROGRAMMES

Government has helped MOE & Mercy Malaysia to enhance the implementation of emergency readiness programmes targeted for pupils who are in rural areas that are prone to natural disasters.

 Not merely means build schools & send children to schools but...

UNICEF = Education for ALL

Every child attends friendly environment school for meaningful purposes Inspirations to learn Appreciate their opinions & views for spiritual, emotional, & physical development

Languages & Interest

To attract pupils of different races to learn in national schools & opportunity to learn other languages, MOE has introduced:

Arabic Language Communication (BAK) Chinese Communication (BCK) Tamil Communication (BTK)

BAK Year 2003 7, 250 pupils 97 schools

BCK Year 2005 14, 289 pupils 153 schools

BTK Year 2005 6, 973 pupils 76 schools

In 2007, BCK is changed to Chinese Language & BTK is changed to Tamil Language

 Chinese language subject is initiated in 150 national schools Tamil language subject is initiated in 70 national schools Arab Language Communication is inducted as a part of learning in other areas such as Jawi, AlQuran, Arab Language & Fardu Ain (j-QAF).

Lonjakan Perdana Pendidikan Luar Bandar

When Datuk Seri Abdullah Ahmad Badawi was the Prime Minister & Minister of Financial, he announced an additional allocation of RM2.6 billion. Providing and Improving :
Infrastructures ICT Incentives for teachers Pupils Intervention Programme 24-hour electricity Clean water supply

Facilities

5, 869 rural schools will be equipped with Web TV

Allowances for Teachers

P1 P2 P3
RM500 RM1000
RM1500

Semenanjung to RM830 (with Degree) Sabah/Sarawak RM720 (with Diploma) Sabah/Sarawak RM600 (with Degree) to Semenanjung RM250 (with Diploma)

Houses for Teachers

 For those who live in hostels : RM8 to RM12 per day for 280,000 pupils RMT is provided for 550,000 pupils.

PIPP : Infrastructures & Facilities (Rural Education Development Programme in Sabah & Sarawak)
Classroom

805 schools 5, 138 classrooms 2, 800 residency

Boarding

Teachers Houses

414 projects 841 units 24-hour supply 664 primary schools

Clean water supply 193 schools

Electricity

Water Supply

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.

 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

Factors affecting the success of PIPP

Clear understanding of the policies, goals and objectives to be achieved and the focus, strategy and action plan to be implemented. Strong leadership at all levels to ensure that all programs and activities designed to meet the target. Leaders must possess the required knowledge, skills and attitudes and skills as well as positive values.

Review

Programmes/Projects to Bridge the Gap between Urban and Rural Areas

MOE expand preschool education program providing over 2, 400 pre-school classes in rural areas for almost 61, 000 children aged 5-6 years, including preschool teacher training and computer facilities and software. Improve the provision of basic amenities such as 24-hour electricity supply to 900 unit schools and clean water to 300 schools. Improving rural classroom facilities to provide adequate and quality with new school

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 the proficiency 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, teleconferencing equipment 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.

 Level 1 students are mastering 3M increased from 92.3 percent to over 95.0 percent. Students who need remedial decreased from 7.7 percent to about 5.0 percent. Tuition Voucher Scheme requirements reduced from 100 percent to 80.0 percent. Student achievement gap decreased from 1-14 percent by subject to differences of about 20.0 percent. Rural high school students can take the MPV increased from 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 percent to about 10.0 percent at the secondary school level. The health status of rural students has improved and reduced student absenteeism; and Qualified and experienced teachers are more willing to serve in remote areas.

Although many actions or plans have taken, yet there is still left a big gap for improvement. The disparities, instead have united all the Malaysians to work hand-inhand to build a better nation. Therefore, the cooperation and high commitment are the keys to accomplish this task. Indeed, the most important thing is the willingness of the groups to accept changes as for their sake.

Conclusion

THANK YOU