Badariah Saibeh

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 curricul...

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 Keb...

Abstrak Kajian ini meneliti hubungan antara kewarganegaraan dan kebolehcapaian terhadap pendidikan dalam kalangan penduduk yang tidak mempunyai dokumen pengenalan diri. Lokasi kajian adalah di Pulau Mabul, Sabah. Terdapat lebih daripada 80 Peratus penduduk Pulau Mabul yang mengalami masalah kewarganegaraan, seterusnya memberi kesan kepada kebolehcapaian terhadap pendidikan dan keterangkuman sosial. Pendidikan adalah hak asasi manusia seperti yang termaktub dalam Deklarasi Hak Asasi Manusia 1948 dan Pendidikan untuk Semua. Namun, dalam konteks Malaysia, keperluan menegakkan hak asasi dan falsafah pendidikan untuk semua tidak dapat dilaksanakan sepenuhnya disebabkan ketetapan­ketetapan tertentu dalam perundangan kebangsaan ­ Akta Pendidikan 1996. Dalam artikel ini, falsafah ‘pendidikan untuk semua’ dalam konteks pendidikan untuk keterangkuman sosial diteliti melalui tiga dimensi iaitu sumber, keupayaan dan peluang. Sumber merupakan kemahiran dan aset yang dimiliki oleh seseorang...

School and education system may be a critical and strategic platform for nation-building. At the same time, the politicization of the education system as well as the interdependent nature of schools and external forces may contribute to the destabilization of the role of school in nation building. In Malaysia, the issue of mono-lingualism as a medium of instruction in schools has been a contested one with efforts of accommodating bilingualism and multilingualism continue to be attempted with no solutions in sight. The persistence of vernacular schools has generated both intense debates and resistance. This article examines the reasons for the resistance to, and persistence of vernacular schools. The data were drawn from three main sources, namely interviews with heads and/or representatives of 12 schools (mostly national schools and Chinese schools) from four states namely Selangor, Kelantan, Sarawak and Sabah as part of a wider project on social cohesion study as well as newspapers...

This study examines the relationship between citizenship status and access to education amongst people who do not have proper identification documents in Mabul Island, Sabah. More than 80 per cent of its population do not have proper identification documents, making it difficult for them to confirm their citizenship. This affects their access to education and social inclusion. As stated in the UDHR 1948, CRC 1989 and EFA movement, education is a basic human right for every human being. However, in the Malaysian context, this basic human right cannot be fully implemented due to specific provisions in the national legislation on education. In this research, the ‘education for all’ philosophy in the context of education for social inclusion is examined through three dimensions – resources, capabilities and opportunities. Resources refer to the skills and assets possessed by an individual. Capabilities refer to the individual’s ability to use his/her resources and opportunities. Opportu...

School and education system may be a critical and strategic platform for nation-building. At the same time, the politicization of the education system as well as the interdependent nature of schools and external forces may contribute to the destabilization of the role of school in nation building. In Malaysia, the issue of mono-lingualism as a medium of instruction in schools has been a contested one with efforts of accommodating bilingualism and multilingualism continue to be attempted with no solutions in sight. The persistence of vernacular schools has generated both intense debates and resistance. This article examines the reasons for the resistance to, and persistence of vernacular schools. The data were drawn from three main sources, namely interviews with heads and/or representatives of 12 schools (mostly national schools and Chinese schools) from four states namely Selangor, Kelantan, Sarawak and Sabah as part of a wider project on social cohesion study as well as newspapers and web sources. The resistance to vernacular schools was premised on the affirmation that national schools rest on the idea of inculcating and sustaining national identity as well as facilitating cross-cultural experience and communication while eliminating the more segregating and divisive forces in vernacular schools. By contrast, the persistence of vernacular schools pertains to the idea of sustaining minority cultural identity, countering the lack of national schools' sense of accommodation and questionable quality of education, and refuting the perception of vernacular schools as structural cause of disunity. Besides these negotiation difficulties of cultural identities in the school system, wider power politics and market politics interplay in influencing the resistance and persistence of vernacular schools. Introduction Ideally Malaysians would like to believe they have a collective culture that captures the imagination of its people as one nation. However the social reality in the socio-political landscape is otherwise because the idea of modern state, the understanding of the people and the execution of the institutional process differ. Prior to colonization, the country was led by Malay sultanate and feudal structures with distant contacts in this part of the world between the eastern Chinese frontier and western Indian and Islamic frontier. After Western colonization, the people were exposed and socialized to different sets of institutional structures. The influxes of economic migrants from China and India through the colonial economic agenda created a complex socio-political landscape with the formation of a plural society. This has led to an amalgam of structures and institutions that underpin the country's education and school system.

Kepentingan pendidikan sebagai asas keperluan manusia dalam kehidupan mulai ditekankan setelah berakhirnya perang dunia kedua pada tahun 1945 yang mengakibatkan banyak kemusnahan di negara-negara dunia dan menyebabkan ramai penduduk dunia mengalami kesengsaraan dalam menjalani kehidupan. Maka, pertubuhan-pertubuhan antarabangsa dengan misi pembangunannya telah menjadikan pendidikan sebagai salah satu agenda penting untuk mendidik penduduk dunia agar hidup dengan harmoni di samping menjadikan pendidikan sebagai medium untuk membangunkan masyarakat dan negara masing-masing. Dua pengisytiharan antarabangsa utama yang ingin merealisasikan kesampaian pendidikan untuk semua penduduk dunia adalah Education for All (EFA) dan Millenium Development Goals (MDGs) dengan pelan tindakannya selama 15 bagi tahun 2000 hingga 2015. Pelan tindakan tersebut telah berakhir pada tahun 2015 namun, secara keseluruhan, matlamat kedua-dua pelan mengenai kesampaian pendidikan untuk semua masih belum tercapai. Laporan bagi kedua-dua pelan EFA dan MDGs bagi Malaysia melaporkan antara cabaran utama dalam memberikan pendidikan kepada semua adalah terhadap penduduk yang mengalamai masalah status kewarganegaraan kerana Malaysia terikat dengan Akta Pendidikan 1996. Manakala, isu mengenai status kewarganegaraan di negara ini pula adalah berkait rapat dengan reservation yang dilakukan oleh Malaysia terhadap Artikel 7 dalam Konvensyen Hak Asasi Kanak-kanak pada tahun 1995. Pertembungan antara perundangan antarabangsa dan kebangsaan ini telah memberikan cabaran yang besar kepada Kementerian Pendidikan Malaysia untuk merealisasikan kesampaian pendidikan untuk semua penduduk di negara ini. Maka, kertas kerja ini akan membincangkan tentang kesampaian pendidikan kepada penduduk yang mengalami masalah status kewarganegaraan di negara ini dengan memberi fokus terhadap penduduk di Pulau Mabul, Sabah yang terletak bersempadan dengan Negara Filipina dan mempunyai ramai penduduk yang mengalami masalah status kewarganegaraan.

Kata kunci: Pendidikan, status kewarganegaraan dan hak asasi manusia

PROCEEDINGS THE TENTH INTERNATIONAL MALAYSIAN STUDIES CONFERENCE (MSC10) 15-17 OGOS 2016, UNIVERSITI MALAYSIA SABAH (UMS)

Kertas kerja ini bertujuan untuk membincangkan tentang penemuan awal kajian mengenai  pengalaman komuniti Pulau Mabul yang terdiri daripada orang kampung dan kanak-kanak  tidak bersekolah. Dalam konteks masyarakat Malaysia yang berbilang etnik, agama, budaya,  bahasa, kelas, negeri dan kepelbagaian sistem persekolahan, maka persoalan yang sering  kali ditanya adalah seperti: apakah maksud pendidikan? Adakah pendidikan untuk  warganegara sahaja dan apakah jenis pendidikan dan persekolahan yang sesuai untuk  memenuhi keperluan dan keadaan hidup kumpulan yang berlainan ini. Selain itu adakah  Pelan Pembangunan Pendidikan Malaysia, 2013 – 2025 mengambil kira pelaksanaan  pendidikan secara menyeluruh termasuk memenuhi hak asasi kanak-kanak yang berstatus  ‘stateless’ di negara ini. Populasi orang yang berstatus ‘stateless’ di Malaysia kian ramai  dan situasi ini telah terjadi sejak tahun 1974 dan dilalui oleh empat generasi di Pulau Mabul, Sabah. Kanak-kanak ini tidak dimiliki oleh mana-mana negara di dunia ini dan akan menjalani kehidupan hariannya di Pulau Mabul bersama masyarakat setempat yang  berstatus warganegara Malaysia. Apakah pandangan komuniti Pulau Mabul mengenai pendidikan. Apakah makna sekolah kepada kanak-kanak ‘stateless’ ini? Adakah mereka  ingin bersekolah dan kenapa? Adakah mereka mempunyai peluang untuk mencapai cita-cita  mereka apabila dewasa kelak? Jawapan kepada persoalan-persoalan ini akan dianalisis  melalui data kajian.