TOPIC 7 ACTION PLAN FOR CREATING CULTURALLY FRIENDLY

ENVIRONMENT
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 a n 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
resources for teaching and learning. On the other hand, schools in the rural areas
suffered from various shortcomings especially in infrastructure and services such as
$uildings, Information and (ommunication Technology )I(T*, water and electricity supply.
+chools in rural areas do not have enough trained teachers and are always hindered from
various pro$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 initiative 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.
Refection


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. venthough they are a minority group, they were not $e left out of national
educational development.
In the +eventh Malaysia "lan )2M3'4* the Malaysian 5overnment has given priority to
the developmental of infrastructure for the safety of the Orang #sli. #t that time, the
government had allocated an amount of 2M 1/6.7 million in development programs.
8ased on your readings, list down the features of the indigenous
people, Orang #sli and the people in the interior Malaysia.
(omplete the following ta$le.
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:
Fir!t &t#$e( Pre)&c"oo( C"idren 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"idren 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
; 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
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 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
+tudent transport fare
Aood supplement for pupils in rural schools
In order to raise the interest of Orang #sli children in education, the government has
increased the $udget from 2M0 million to 2M ? million to cater for the co'curricular
activities, food supplementary "rogramme )2MT* and cultural activities.
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$lems of achievement and %uality
education among marginali@ed children in rural and remote areas. >ence, it has ta-en
steps to overcome the pro$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 arly Intervention "rogramme for $asic
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
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 $asic amenities li-e water and electricity supply.
Other than that the government has given assistance in in many other ways such as the
following:
"rovide additional classrooms for pre'school children
Increase the num$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
(onstruction of Teachers of 0/06
+tudent Intervention "rogramme
#llowances to teachers in remote areas
+upplement 11 involving 991 school children
7.7 A$encie! In1o1ed in t"e I*%e*ent#tion Pro$r#**e for Educ#tion#
De1eo%*ent in Rur# Are#!
In order to plan and implement programmes and pro&ects for education, the Ministry of
ducation has involved a num$er of parties such as:
5ue!tion! for Di!cu!!ion
1. xplain the differences $etween rural and ur$an communities in our countryG
!. ,iscuss the disparities $etween in ur$an and rural schools.
0. ,iscuss how government measures help overcome the educational gap $etween
"u$lic +ervice ,epartment )"+,*
Treasury
conomic "lanning Bnit )"B*
Implementation #d&ustments Bnit
+tate 5overnment,
Local 5overnment
,istrict Office
,epartment of Land
Ministry of "u$lic <or-s
Ministry of Transport
2oyal "olice of Malaysia
Aire ,epartment
,epartment of :ational Bnity
,epartment of nvironment
:ational #nti',rug #gency
Ministry of (ulture, #rts and >eritage of Malaysia )icon*
rural and ur$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
9. ,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:
a. Orang #sli
$. "eople living in the interior areas of Malaysia
c. Indigenous people
7./ Concu!ion
This topic deals with the ways and strategies to create a culturally friendly environment
for students in school with emphasis given to the Orang #sli, indigeneous people and
the people who are in the remote interiors of Malaysia. The Ministry of ducation
Malaysia has outline various strategies to unite all Malaysian and one of the most
important program introduced is the Integration of students for unity plan )2IMB"* which
comprises academic and non academic activities. In schools, administrators and
teachers have action plan to create a more cultural'friendly environment for all students
in order to reduce ine%uality of educational opportunities among students. This
awareness of culturally friendly environment is important in producing human capitals
who are holistic in all aspects.
2eferences:
=a$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