Inequality in Education: Experience of Critical Pedagogy and Community Engagement with Orang Sungai in Paitan, Sabah
Inequality in Education: Experience of Critical Pedagogy and Community Engagement with Orang Sungai in Paitan, Sabah
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教育不平等：沙巴派丹双溪原住民的批判性教育学和社区参与经验
DOI：
10.7454/ajce.v1i2.83
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Manisah Mohd. Ali
中科院分区：
文献类型：
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作者：
M. S. Mohamad;Manisah Mohd. Ali
马来西亚农村社区的识字率仍然相对较低，尽管全国的识字率相当高。偏远社区的土著人识字率最低，特别是在沙巴和沙捞越。这是由于父母识字率低和入学率低等原因。已经采取了一些举措，试图使土著社区的识字水平达到与非土著同龄人相似的水平。本研究采用社区参与行动研究，旨在发展和实施一个社区参与项目，通过扫盲宣传计划，在居住在偏远地区的沙巴的Orang Sungai。通过社区资产映射表收集数据，对187名社区成员和焦点小组讨论与社区教师（n=6）。资产摸底调查的结果显示，近40%的Orang Sungai人没有接受任何正规教育。共有66%的户主没有正式职业，最常见的职业是务农。原因包括不能读、写或计数。调查结果还表明，有必要开展社区扫盲方案，以增强社区在国家发展中的能力。因此，扫盲宣传方案计划使用一套扫盲宣传模块。该模块由13个子模块组成，总共需要42小时的成人学习时间。该方案在社区大厅进行，有21名社区成员参加。开展方案学习活动的社区教师由当地培训的教师任命。在完成该计划后，参与者进行了口头评估，以衡量该计划的有效性。该方案已显示出对成人学习过程和整个社区的有效影响。它对将类似的形式推广到马来西亚其他边缘化社区具有影响。
The level of literacy among rural communities is still relatively low in Malaysia even though the overall country’s literacy rate is considerably high. Literacy rates among indigenous people are lowest in remote communities, especially in Sabah and Sarawak. This is due to reasons like low literacy among the parents and poor school attendance. There have been initiatives attempt to bring literacy level of the indigenous communities to a similar level to that of their non-indigenous peers. Adopting Community Participation Action Research, this study aims to develop and implement a community engagement project through the Literacy Advocacy Program among Orang Sungai who dwells in remote areas in Sabah. Data were gathered through community asset-mapping form on 187 community members and focus group discussion with the community teachers (n=6). The findings of the asset mapping exercise showed that almost 40% of the Orang Sungai did not attend any formal education. A total of 66% of household heads have no formal occupation, and the most common profession is farming. Reasons include the inability to read, write or count. The findings also showed that there is a need for community literacy program to empower the community in the development of the nation. Therefore, the Literacy Advocacy Program was planned to use a set of Literacy Advocacy Module. The module consists of 13 sub-modules which require a total of 42hours of adult learning hours. Conducted in the community hall, this program was participated by 21 community members. The community teachers to carry out the program learning activities were appointed by locally trained teachers. Upon completion of the program, participants underwent an oral assessment to measure the effectiveness of the program. The program has shown effective impacts on the adult learning process and the community at large. It has implications on extending the similar format to other marginalised communities in Malaysia.