EDUP3073

CULTURE AND LEARNING

SEM 2 JANUARY 2023

TOPIC 5: EQUALITY IN EDUCATIONAL

OPPORTUNITIES IN MALAYSIA

LECTURER: DR. ROSNINAH BINTI GHANI

CLASS: PISMP TESL T2S2 (5.11)
INTAKE: JUNE 2021
 CONTENTS

01 EQUALITY IN 02 EDUCATION PROGRAMMES FOR ALL IN

EDUCATIONAL MALAYSIA
OPPORTUNITIES ● EDUCATION PROGRAMMES FOR
INDIGENOUS AND INTERIOR
● GENDER ● JUVENILE EDUCATION PROGRAMMES
● SOCIAL CLASS ● REMEDIAL EDUCATION PROGRAMMES
● INTERIOR ● EDUCATION PROGRAMMES FOR
● MINORITY GROUPS CHILDREN WITH SPECIAL NEEDS
● SCHOOL IN THE HOSPITAL
● SEKOLAH BIMBINGAN JALINAN KASIH
(SCHOOL FOR THE HOMELESS AND
ABANDONED CHILDREN)
● UNDER-ENROLLED SCHOOL
 CONTENTS

03
CHALLENGES IN EDUCATIONAL
EQUALITY IN MALAYSIA
 Learning
Objectives

01 02 03 04
To elaborate To recognise To analyse the
the concept of the element To analyse the
equality in
characteristics
equality in that provide learning
in learning
educational learning opportunities programs in
opportunities opportunities from all aspects Malaysia
 EQUALITY IN
01
EDUCATIONAL
OPPORTUNITIES
1. It refers to an expected (same) outcome if each
individual is given the same amount and type of
input.

2. The equality in learning opportunities should

be seen from these aspects:
- Accessibility
- Tools
- Career opportunities
 1.1 1.2
GENDER SOCIAL CLASS

MINORITY
INTERIOR
GROUPS

1.3 1.4
 1.1 GENDER
PUPILS

For the pupils, there are more boys than girls in primary
schools.

TEACHERS

However, for teachers, usually there are more women than

men.
 1.2 SOCIAL CLASS

The range from middle class to elite families have more and better access in
pursuing and enjoying variation of educational opportunities inside and outside
of the country.

On the other hand, the less fortunate families mostly depend on only the
educational opportunities provided by the government.
 1.3 INTERIOR

There are schools that lack even the basic facilities.

- Computer rooms
- Internet connection

Insufficient amount of teachers in the core subjects such as Science,

Mathematics and English.

Digital divide creates a difference in terms of accessing technology and

communication.
 1.4 MINORITY CLASS

The distinct differences in the physical, culture, economy and attitude aspects
result in the isolation of these minority classes in securing educational
opportunities.

Moreover, the aspects of the rural areas they reside in, connections and
transportation, infrastructure as well as basic necessities and school
equipments also play major roles in preventing equality in learning
opportunities.
02
EDUCATION PROGRAMME
FOR ALL IN MALAYSIA
 Education Programme For
Indigenous and Interior

● Orang Asli are

divided into three Education issues faced by the
groups, namely students and teachers:
Proto Malay 1. Less exposed to current
(Proto-Malay), changes in the field of
Negrito and Senoi. education
● Bumiputera 2. Lack of basic facilities and
● Non-Bumi infrastructure, especially the
communication system.
3. Lack of trained teachers in
critical subjects such as
Science, English and
Mathematics.
1 2 The curriculum developed
has two elements which
The Asli and Penan
are an adequate minimum
curriculum adapted for
syllabus, and a curriculum
Asli and Penan students
according to the context of
since 2007.
the Asli and Penan
communities.

Education Programme For

Indigenous and Interior

3 Introduces programme 4 Program Sekolah Model

Indigenous Khas Komprehensif (K9)
languages and minority which provides hostel for
languages such as Iban, students from Year 1 to
Kadazan-Dusun and Form 3 in order to reduce
the dropout rate of
Semai languages in the
students.
curriculum.
1 3
Juvenile Education
Programme
The Juvenile programme
at the prison school aims Co-curricular activities are
to provide formal compulsory for all
education and improve students at Henry Gurney
the moral values of the School and Integrity
inmates so that they can School.
be re-accepted by society.

2 There were 5 classes

created in the Juvenile
School, namely 3M Class,
Pre-PMR Class, PMR
Class, Pre-SPM Class
and SPM Class.
1 3
The Special Remedial Through Education
Education Program is for Transformation, the
students who face Literacy and Numeracy
problems in mastering 3M Program (LINUS) was
skills. introduced in 2009.

Remedial Education
Programme

2 4
The LINUS Program is It is a continuation of the
part of the National Key existing program to
Achievement Area overcome the problem of
(NKRA) of Education in mastering basic 3M skills
the Government more systematically.
Transformation Program
 Education Programme for
Children With Special Needs

1 2 There are three types of

Special education programs are
schooling options which are
created for special children
Special Education Schools,
(exceptional or intellectually,
Integration Special Education
physically, socially or emotionally
Programs and Inclusive
challenged).
Education Programs.
 Schools in hospitals
were created with the
aim of providing formal The school is oriented
education with a fun towards a fun learning
education approach for approach and is flexible in
students who are a conducive environment.
receiving treatment in
hospitals.
1 3
School in the Hospital

The learning place can be

The learning period is two
held in the ward, class or
hours in the morning and
even in the park
another two hours in the
according to the patient's
afternoon.
convenience.

2 4
 School for the Homeless and
Abandoned Children

1 2 Using the School in 3

Providing basic education
to undocumented street
children, orphans and
those who dropped out of
school.
Hospital teaching and
learning approach in a Multigrade learning is
modular form and SBJK practiced at Sekolah
modules that are modified Bimbingan Jalinan Kasih.
from the standard
curriculum to enable SBJK
to operate through special
learning modules.
 Aims that pupils achieved
A school that had an a balanced in terms of
enrollment of less than intellectual, physical,
150 pupils. emotional and spiritual
development.

1 2
Under-enrolled school

Provides reading
materials and
Over 95% of these programmes to improve
schools are located in the quality of teaching
rural areas. and learning.

3 4
 CHALLENGES IN
03 EDUCATIONAL
EQUALITY IN
MALAYSIA
 3.1
Students from low-income or
rural backgrounds face greater
barriers in accessing and
engaging in quality education.
A student who may need to
work after school is less likely
to be able to have the time to
complete their homework.
They may be unable to afford
basic stationery like pencils,
exercise books and calculators.
SOCIO-ECONOMIC
BACKGROUND
On top of such challenges, these
students are often confronted
with negative mindsets or beliefs
about their abilities. A student
who is sleepy after working a
night shift may be viewed as
unmotivated to learn. A student
who couldn’t afford to go to
pre-school may be considered
less able than their peers who
benefited from that head start.
 3.2
SYSTEMIC FACTORS
There are also many systemic
factors that students need to
overcome.
Holistic, meaningful learning is
often sacrificed because of an
imbalanced orientation towards
academic examinations.
Our teachers often have to navigate the
tension of meeting students at their actual
level or teaching to the test, in order to
show more immediate results that schools
are often pressured to deliver.
Academic growth is crucial, but it is equally
important that students can have access to
leadership development and broader
opportunities beyond the walls of their
classrooms.
 3.2
SYSTEMIC FACTORS
Resource allocation is another systemic
challenge we need to address. Schools in
rural areas are less likely to have the
infrastructure or connectivity that schools in
urban areas have. From a human resources
perspective, schools are unable to hire and
select their teachers, and this can be a huge
constraint in how school leaders drive their
schools forward.
Progression within the teaching
field is largely tenure based,
meaning that many young,
dynamic teachers in the system
are often denied leadership
opportunities until they have
served a number of years.
3.3 CONSTANT CHANGE IN
EDUCATION POLICY ENVIRONMENT

- Teachers often do not receive the quality of

professional development and support that will
enable them to change their practices.
- Oftentimes, there is an overemphasis on paperwork
to prove implementation, instead of prioritising the
support needed to change actual practices.
- So, while policies may be advocating for a more
progressive education system, there is often a
disconnect in implementation.
 Q&A AND TUTORIAL

01 TUTORIAL
QUIZ! QUESTION:
1. Open Kahoot!
2. Enter the PIN number
on the screen. As a teacher, how can
you promote equity in
the classroom?