MALAYSIA is known for celebrating the differences of its multiethnic people.
However, despite learning about the cultures and practices of Malays, Indians and Chinese in school, our understanding of the Orang Asli is low.
The lack of representation of Orang Asli in literature, politics and society has persisted for decades. They lack access to social service and experience economic and social marginalisation, as well as poverty.
This leads to a lack of care in their health, education and essential needs, such as clothing and infrastructure.
As a nation that espouses the fundamental values of a constitutional democracy, the Orang Asli’s predicament is a shortcoming for Malaysia for not protecting the Orang Asli’s equal rights to education.
According to government statistics, the transition rate of Orang Asli students from primary to lower secondary education in 2017 was 83 per cent, with only 30 per cent students completing secondary school, compared with the national average of 72 per cent.
A total of 28.7 per cent of Orang Asli children who graduated as Year 6 students in 2009 did not enrol in secondary school the following year.
The number declined to 17 per cent last year.
The figures justified the growing concern that despite a near-universal youth literacy rate of 99 per cent, Orang Asli students face education inequality.
Findings from the Institute for Democracy and Economic Affairs’ “Giving Voice to the Poor” survey, involving 1,200 respondents, indicated a lack of interest as the main reason for secondary school dropouts.
Expenses, such as private tuition fees, are a burden to low-income families. These findings are similar to the research on Orang Asli education inequality by the Human Rights Commission of Malaysia.
A young Orang Asli artist, Shaq Koyok, said while factors such as low socio-economic status and long-distance travel to school may affect access to education, the high dropout rates can be attributed to an education system that is unrelated to their way of life.
He said the Orang Asli often felt “colonised and ignored” as what is taught in schools is irrelevant to them.
The lack of recognition and understanding of the Orang Asli culture and identity has affected their ability to integrate into the education system.
The Orang Asli value the preservation of traditional systems and beliefs in their life.
This is reflected in how they view learning as a process to become a good person rather than a competition for awards and achievements.
The Pakatan Harapan government is aware of the plight of the Orang Asli children.
Its manifesto stated that the government will allocate more resources to improve their infrastructure and logistical access to education.
Schools facilities will be improved and a curriculum that includes their sociology will be carried out.
Despite an increase in the budget allocation for the Orang Asli this year, no policy addressing the inequality of education for Orang Asli has been implemented.
The Orang Asli’s education need to be tailored to recognise and respect these differences and, most importantly, empower them.
(Editor’s note: The 2020 Budget tabled on Friday allocated RM57 million for the Orang Asli Development Department; RM83 million for economic development, education and infrastructure; RM5 million for mobile clinics in rural areas, which include Orang Asli settlements; and RM20 million to employ forest rangers among retired soldiers and Orang Asli communities).
VAISNAVI MOGAN RAO
Researcher, Institute for Democracy and Economic Affairs