SHAH ALAM - Despite efforts to uplift the education level among the Orang Asli community, challenges persist due to geographic isolation, lack of internet access and limited support from key organisations.
Jamri Jelani, the Headmaster of SK Jernang K9 in Batang Padang, Perak said the Orang Asli community’s education level in the country remained significantly lower than the national average, influenced by both attitude and geographical barriers.
Jamri said SK Jernang, upgraded to SK Jernang K9, now served students from Year 1 to Form 3, allowing them to stay in one school without the need for relocation.
This was particularly significant given that previously, students could only study up to Year 6 in Jernang before having to commute 20 kilometres to Sungkai for further education, which was a hurdle many families could not overcome.
"In 2022, for example, out of 23 students completing Year 6, only eight continued their studies due to distance and financial limitations," Jamri told Sinar Daily.
Beyond distance, he said the community’s digital access gap poses another significant barrier and the internet access in many Orang Asli schools in Batang Padang was poor.
He said in the digital age, connectivity was essential for learning.
However, many schools in Batang Padang serving the Orang Asli community lacked reliable internet access, hindering educational engagement and digital literacy.
The lack of sufficient support from the Orang Asli Development Department (Jakoa) also hindered progress, Jamri said.
"Jakoa's role in raising awareness about the importance of education could be strengthened.
"We also need more experienced teachers who understand the unique needs of Orang Asli students," he said.
In response to these challenges, Jamri said the education sector has introduced alternative initiatives to enhance academic standards within the Orang Asli community.
Programmes like the Adult Class for Orang Asli and Penan Parents (KEDAP) aimed to equip parents with skills to assist their children with schoolwork, fostering a supportive home environment.
"Parental support is essential. Through KEDAP, parents gain insights into the schooling process, helping bridge the education gap," he said.
Jamri said changing the mindset of parents was another critical step.
He noted that in Jernang, SK Jernang K9 has established partnerships with local universities, whose students ran educational camps that engaged both students and their parents.
"These camps have raised awareness among parents about the importance of their children’s education," Jamri added.
The school, he said, has also collaborated with private companies for funding, enabling more programmes that actively involved parents and enhanced community support for education.
Compared to the old days, Jamri said Orang Asli parents and communities' involvement in supporting school activities has changed in the present days.
He added that the community leader or known as Tok Batin and the parents have been very encouraging.
"Parents now participate actively in school programmes, expressing gratitude for having both primary and secondary education in one place.
"They’re not unwilling to educate their children; it’s often financial and geographic challenges that limit them," he added.
In terms of government support, Jamri called for improved infrastructure for schools serving Orang Asli students.
He also emphasised the importance of respecting cultural nuances.
He said the Orang Asli culture was distinct and the community tend to live day-to-day and may not prioritise long-term planning for future generations.
However, he said with increased awareness, changes could be seen.
He said in Jernang, two Orang Asli students have even made it to university.
To further motivate students, he urged schools to invite university attendees back to speak to their peers in the local Semai language.
"This resonates far more with the community than external motivators who don’t understand the local culture.
"Local role models who have navigated similar challenges can truly inspire," Jamri said.
This article is part of Sinar’s Roundtable Discussion Programme on Creating Resolutions, which addressed the topic "Malaysia's Education System: After 60 Years, Where Did It Go Wrong?."
During the discussion, 20 key recommendations were proposed to improve the system.
One of the major suggestions was to make the school assessment system more comprehensive, ensuring it reflects all aspects of life.
This would move beyond merely focusing on the number of A's or high Cumulative Grade Point Average (CGPA), as these alone do not fully define a person’s success.