EDUCATIONAL PERSPECTIVE AMONG INDIGENOUS STUDENTS BASED ON THE MODEL GPILSEO - A CASE STUDY IN THE

STATE OF PAHANG.

BY :NORWALIZA ABDUL WAHAB

NATIONAL UNIVERSITI OF MALAYSIA.

INTRODUCTION

WHO ARE THE ORANG ASLI?Referred to as a backward community, most of them living in isolation in the jungles of the Malay Peninsular

POPULATION

• Total : 141,230 • Negrito : 3,671 (2.60%)• Senoi : 79,156 (56.04%)• Proto Malay : 58,403 (41.35%)

Source: JHEOA, 2007

ETHNIC GROUPS

• Negrito – Kintak, Kensiu, Jahai, Mendrik, Batek and Lanoh.

• Senoi - Temiar, Semai, Che Wong, Jah-Het, Semaq Beri and Mah Meri

• Proto Malay - Temuan, Semelai, Jakun, Orang Kanak, Orang Seletar and Orang Kuala.

ORANG ASLI IN PAHANG

• Pahang has the largest population of about 64,654 people, more than 1 / 3 of the total population is made up of indigenous people.

• Most of them are from the Jakun and Semai tribe.

EDUCATION• The level of education of the indigenous people is a bit behind

compared to other races in Malaysia.

• In the state of Pahang there are about :-- 10,807 students in primary schools- 4, 167 students in secondary schools- 117 students at tertiary level

• These figures show that 6,640 primary school students did not continue their education in the secondary school. This shows that a large number of indigenous students dropped out after they completed primary school.

Table 1 : Total No. Of Indigenous Students

PAHANG MALAYSIA

PRIMARY 10, 807 27, 585

SECONDARY 4, 167

11, 314

TOTALDROP OUT

6, 640 16, 271

PERCENTAGE 61.44% 58.98%

PROBLEM STATEMENT

• Efforts have been made by the government and JKOA to improve the education standard, but the result is still insignificant.

• The number of students who dropped out from primary to secondary school is still huge.

• It is necessary to obtain information through the 'need assessment' from students, teachers, parents and local communities to provide data to design an appropriate program for the indigenous students.

PROBLEM STATEMENT

• A study should be conducted to ensure that indigenous people are not left out in the development of education in the future.

• The findings are useful to identify a more comprehensive program for education and to develop an educational model specially for the indigenous students in the state of Pahang.

General Objective

• To identify the perspective of education among headmasters, teachers, parents, students and other agencies (JKOA) according to the aspects of Goals, Pedagogy, Institutions, Leadership, Evidence and Ownership in GPILSEO model (Russel Bishop, 2010) to improve their education achievement in the indigenous community.

Objectives• To identify the headmasters’ and teacgers’ perspectives in

terms of institution, leadership and spread in improving the indigenous students’ education.

• To identify the students’ perspectives in terms of goals, pedagogy, evidence and ownership in improving the indigenous students’ education.

• To identify the parents’ perspectives in terms of goals and ownership in improving the indigenous students’ education.

• To identify the community leaders’ perspectives in terms of leadership and spread in improving the indigenous students’ education.

• To identify the JKOA’s perspectives in terms of institution and spread in improving the indigenous students’ education.

THEORY/MODEL• In this study, the researcher uses GPILSEO Model (Russell Bishop,

2010), which focuses on the aspects of goals, pedagogy, institutional, leadership, spread, evidence and ownership to improve the educational attainment of the Maori in New Zealand.

• In this case, the researcher is not making comparisons on the model because there is no special model for the Malaysian indigenous students to compare with. The research is to gauge whether the aspects in the model can be used in the local context to build an indigenous education development model according to the needs of the indigenous in Malaysia.

• With the new education development model, we hope to get as many indigenous students to further their study at tertiary level.

THEORITICAL FRAMEWORK

HEADMASTERSTEACHERSPARENTS

STUDENTSCOMMUNITY

AGENCY

PERDAGOGY

INSTITUTION

EVIDENCE

GOALS

LEADERSHIP

SPREAD

QUALITYOF

EDUCATION

INDIGENOUSPEOPLE

EDUCATIONALMODEL

OWNERSHIP

FROM THE PERSPECTIVES OF :ASPECTS RESPONDENTS

GOALS TEACHERS, PARENTS, STUDENTS

PEDAGOGY TEACHERS , STUDENTS

INSTITUTIONS HEADMASTERS, JKOA

LEADERSHIP HEADMASTERS, COMMUNITY LEADERS

SPREAD HEADMASTERS, JKOA

EVIDENCE TEACHERS, STUDENTS

OWNERSHIP TEACHERS, PARENTS, STUDENTS

GOALS

Students

Teachers

Parents

• What is their goal? Or do they have a goal?

• What is their goal to improve students’ learning?

• What is their goal towards their children’s education?

PEDAGOGY

• Teachers

• Students

• Do they use any new technique in the classroom to suit the students’ capability?

• Communication• Teachers’ knowledge• Can the students adapt

to the new techniques used by the teacher?

• Students’ response

INSTITUTION

• Headmasters

• JKOA

• What the school can do in order to encourage students to learn.

• School’s rules and regulations• Organization’s structure • Policy

• Do they collaborate or exchange ideas with the indigenous school headmasters to get the best information on how to assist the indigenous students

LEADERSHIP

• Headmasters

• Community leader

• Are they proactive and responsive enough to sustain a reform in the classroom and at the school level?

• Activity planning.• Partnership with other

organizations.

SPREAD

• Headmasters• Community leader• JKOA

• What is the headmasters’ role to spread

• What is their role to spread the importance of education in the community.

• How can the agency provide assistance to indigenous students?

EVIDENCE

• Teachers • Students

• From students’ assessment

• What do they do if they find that the students are not doing well ?

• Can teachers use the evidence from students’ performance to improve their teaching?

OWNERSHIP

• Parents

• Teachers

• Students

• Do they get involve in the school programs?

• Do the teachers feel responsible towards the students’ achievement?

• What is their plan to improve the performance of the students?

• What is their contribution?• Do the students love to

come to school?

LITERATURE REVIEW : FACTORS

• Studies conducted by Sumarni (2006) on parents' perception of education for their children in the village of Bukit Lanjan, Selangor, revealed that there are several factors that influenced their ability to provide education for their children. Among them are financial factors, communication, attitude, social prejudice and the influence of peers.

LITERATURE REVIEW : CULTURAL IDENTITY

• Marie, Fergusson & Boden’s (2008) study on the cultural identity, SES and academic achievement of the Maori found that there were statistically significant (p <0.01) between cultural identity and academic achievement in which Maori students have lower academic achievement compared to non Maori.

LITERATURE REVIEW : EDUCATIONS

• According to the findings of a study conducted by McKinley (2000) on the parents of Maori students, it was discovered that their parents wanted their children to get a good education in both primary and secondary schools. However, they have a more positive attitude towards primary school than secondary school.

LITERATURE REVIEW : TEACHERS’ MOTIVATION

• According to Hynds & McDonald (2010) intrinsic and extrinsic motivation among teachers will improve classroom learning and academic achievement, such as in New Zealand Maori students

• Intrinsic means the use of theory, collaborative approach, passion for improving academic achievement

• Extrinsic involves pay, promotion etc.

METHODOLOGY

• This study is a qualitative case study using interviews.

• Respondents include the indigenous students, teachers from indigenous primary schools, indigenous parents , community indigenous leaders and external agency (JKOA) from 3 villages.

• Locations : indigenous village in the state of Pahang, Malaysia namely Kampung Runchang, Kampung Kucing, Pos Betau and Bera.

INITIAL FINDINGS/PILOT STUDY• This study was conducted from 24 th March to 27th April 2011,

in Kg Runchang, Pos Betau, and Kg Kuching in Pahang, Malaysia.

• The result of the interview showed that all the teachers have high goals to improve the education of the students. Only half of the parents have high goals for their children. And half or the students wanted to have a good achievement in education.

• In terms of pedagogy, a few teachers claimed that they carried out teaching and learning according to the level of the students while the other teachers used the same approach for all their students. However, all the students said there was no variety in the teachers’ teaching methods.

• In terms of institution, all the headmasters and teachers agreed that their schools are equipped with all the facilities and teaching and learning aids to ensure the indigenous students get the proper education.

• In terms of leadership , all headmasters and teachers agree there is a special program such as Linus, extra classes, remedial classes, special education and boarding facilities to improve indigenous students' education.

• While the term spread it was found that all the teaches believed that the cooperation with other agencies such as JKOA is needed to improve indigenous students’ education.

• In terms of evidence , all the teachers said there were several types of tests conducted after the learning process but no further action was taken to help the weaker students to overcome their weaknesses.

• In terms of ownership, a few teachers did not mind staying put in the school to teach the indigenous students while the other teachers said they will apply for transfer to be with their family. All the parents and students claimed that they will participate in the schools’ programs if they are invited by the school.

PRELIMINARY CONCLUSION

• The study showed that education among the indigenous children in the state of Pahang is not at a satisfactory level and therefore, continuous efforts need to be carried out to enhance their education so that it is at par with students of other ethnicity in Malaysia. In view of this finding, it is hoped that a special model is developed to improve the standard of education among the indigenous students in Malaysia.

Semai Kids

Traditional Dance of The Semai Clan

Tradisional Hut

Jakun Clan

Music Band

Future Generation of Semaq Beri

THANK YOU