Page 18 - INTERNATIONAL CONFERENCE OF CROSS-CULTURAL INDIGENOUS STUDIES 2022_FLIPBOOK

ACCESS TO EDUCATION FOR INDIGENOUS CHILDREN: NO CHILDREN SHOULD
BE LEFT BEHIND

WRITTEN BY: NADZRIAH AHMAD, SHEELA A/P JAYABALA KRISHNAN@JAYABALAN, NORMAWATI HASHIM & NUTTAKORN
VITITANON

Around eighteen (18) tribes of indigenous peoples, including children, live in Peninsular Malaysia. However, it is reported that there is a
high rate of school dropouts among the indigenous children in Peninsular Malaysia, including from Sabah and Sarawak and Northern
Thailand. As State Parties to the Convention on the Rights of the Child 1989 (CRC), Malaysia and Thailand are obligated to ensure that all
children, including indigenous children, have access to quality education. However, whether these children received a quality education that
considers their culture, language, and lifestyle remains questionable. Moreover, many indigenous children are left out of mainstream schools
due to language barriers, transportation issues, lack of qualified teachers and unsuitable teaching pedagogy. Hence, this research aims to
examine whether the legal framework in both Peninsular Malaysia and Thailand is adequate in providing quality education to indigenous
children and to propose suitable recommendations. A qualitative research design is employed by undertaking library-based research and
conducting semi-structured interviews with the relevant respondents. This research's findings demonstrate that concerted effort undertaken
by educators, the indigenous community, the policymakers and various agencies is crucial in ensuring that indigenous children remain in the
education system. In conclusion, this research is significant in meeting the Education Development Plan Malaysia (2013-2025), the CRC and
the international legal framework, particularly the Indigenous Peoples and the 2030 Agenda for Sustainable Development.