This study examined curriculum and pedagogical approaches at Orang Asli (indigenous Malaysian people) primary schools through interviews with teachers. The main finding was that pedagogical practices and curriculum content need to be improved for indigenous students. Teachers indicated that indigenous students learn best through fun, hands-on, holistic methods that incorporate their culture and language. The study recommends training teachers in indigenous pedagogy and re-examining the curriculum to include more culturally relevant content.
The challenges of indigenous schools as perceived by school administratorsNorwaliza Abdul Wahab
Abstract. This study discusses the challenges facing by Indigenous school administrators towards the schools and education of ‘Orang Asli’ (indigenous) students. This case study was carried out regarding to the problems related to the role played by school administrators that give implications for the quality of Orang Asli education. Two primary school administrators involved in the semi-structured interview to answer the focused questions on seven modified aspects of GPILSEO Model. The interview was audio-taped, transcribed and checked for content based on predetermined themes. The findings showed that school administrators have moderate targets in improving the achievements of Orang Asli students, encouraging fun method of teaching and learning, and stated the equipments needed by the school were sufficient but in a sorry state. The findings also showed they carried out assessments for teachers and students as scheduled and helped to distribute assistance from government in the forms of money and materials to the students. The final finding showed that the school administrators and their teacher were highly committed in managing the school of Orang Asli. This gives a major implication that the school administrators should play a role as an agent planning to increase the academic achievement of Orang Asli students in education.
Keywords: school administrators, indigenous students, Indigenous education, pedagogy, Orang Asli
EDUCATIONAL PERSPECTIVE AMONG INDIGENOUS STUDENTS BASED ON THE MODEL GPILSEO ...Norwaliza Abdul Wahab
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.
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The quality of teachers cannot exceed the quality of their teacher education programs and their teacher educators! We should start from teacher education when we want to improve teacher and teaching quality. In the International Conference on Language and Language Teaching 2018, I propose the idea of interdisciplinary teacher education initiated by Second/Foreign Language Teacher Education. With its strong emphasis on English language mastery and the recent development in multiliteracies and Content and Language Integrated Learning, L2/EFL Teacher Education can be the pioneers for interdisciplinary teacher education especially in developing nations. Teachers in this program can have the qualifications to teach not only English, but also other subjects such as science, social studies, math, arts, or technology, etc. Teachers educated in an interdisciplinary way will much more likely to have the capacity to think and teach in an interdisciplinary way too. It is what we need for the 21st century society. Education and educators must rise with the occasion!
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The challenges of indigenous schools as perceived by school administratorsNorwaliza Abdul Wahab
Abstract. This study discusses the challenges facing by Indigenous school administrators towards the schools and education of ‘Orang Asli’ (indigenous) students. This case study was carried out regarding to the problems related to the role played by school administrators that give implications for the quality of Orang Asli education. Two primary school administrators involved in the semi-structured interview to answer the focused questions on seven modified aspects of GPILSEO Model. The interview was audio-taped, transcribed and checked for content based on predetermined themes. The findings showed that school administrators have moderate targets in improving the achievements of Orang Asli students, encouraging fun method of teaching and learning, and stated the equipments needed by the school were sufficient but in a sorry state. The findings also showed they carried out assessments for teachers and students as scheduled and helped to distribute assistance from government in the forms of money and materials to the students. The final finding showed that the school administrators and their teacher were highly committed in managing the school of Orang Asli. This gives a major implication that the school administrators should play a role as an agent planning to increase the academic achievement of Orang Asli students in education.
Keywords: school administrators, indigenous students, Indigenous education, pedagogy, Orang Asli
EDUCATIONAL PERSPECTIVE AMONG INDIGENOUS STUDENTS BASED ON THE MODEL GPILSEO ...Norwaliza Abdul Wahab
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.
How Can ESL/EFL Teacher Education Improve the Education Quality of, and Trans...Iwan Syahril
The quality of teachers cannot exceed the quality of their teacher education programs and their teacher educators! We should start from teacher education when we want to improve teacher and teaching quality. In the International Conference on Language and Language Teaching 2018, I propose the idea of interdisciplinary teacher education initiated by Second/Foreign Language Teacher Education. With its strong emphasis on English language mastery and the recent development in multiliteracies and Content and Language Integrated Learning, L2/EFL Teacher Education can be the pioneers for interdisciplinary teacher education especially in developing nations. Teachers in this program can have the qualifications to teach not only English, but also other subjects such as science, social studies, math, arts, or technology, etc. Teachers educated in an interdisciplinary way will much more likely to have the capacity to think and teach in an interdisciplinary way too. It is what we need for the 21st century society. Education and educators must rise with the occasion!
Teacher Professional Development in Indonesia: What Have Learned So Far?Iwan Syahril
This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
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CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
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Of primary importance in healthcare innovation, intended to support the maternal healthcare of Indigenous Australian women, is cultural appropriateness; specifically, the cultural notion of ‘women’s business’. In traditional Indigenous Australian culture, it is senior women who teach young women about maternal healthcare and it is considered offensive for anyone other than a senior woman to instruct an Indigenous Australian women on such matters. This discussion will consider the challenges in developing a maternal healthcare app that aims to satisfy both the culturally sensitive requirements in addition to the medical requirements.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
Etnososial is learning that integrates culture and local wisdom into social learning. Indonesia is very rich with a variety of cultures and local wisdom. These cultural values and local wisdom must be used by the teacher as a material and source of learning. So from that, the purpose of this study is to know the ethnosocial knowledge of elementary school teachers and the obstacles in applying it. This research uses quantitative design with survey research design. This study used 30 teachers as respondents. The instruments used were questionnaires and interviews. The results of this study are about the knowledge of ethno-social elementary school teachers in Indonesia in good condition. It is known that the ethno-social knowledge of teachers in Bajubang District is 6.7% included in the very bad category. While 30.0% are in a bad category, 43.3% are in a good category and 20.0% are in the very good category. The teacher applies ethno-social knowledge through various methods, learning strategies, using simple learning media and using the environment as a learning resource. While the obstacles faced by teachers are the ability of different students, media and learning resources that are lacking, lack of knowledge and experience of ethno-social teachers.
CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
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Of primary importance in healthcare innovation, intended to support the maternal healthcare of Indigenous Australian women, is cultural appropriateness; specifically, the cultural notion of ‘women’s business’. In traditional Indigenous Australian culture, it is senior women who teach young women about maternal healthcare and it is considered offensive for anyone other than a senior woman to instruct an Indigenous Australian women on such matters. This discussion will consider the challenges in developing a maternal healthcare app that aims to satisfy both the culturally sensitive requirements in addition to the medical requirements.
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Reflections on pedagogical and curriculum implementation at orang asli schools in pahang
1. Reflections on Pedagogical and
Curriculum Implementation at
Orang Asli Schools in Pahang
Norwaliza Abdul Wahab
Ramlee Mustapha
2. Overview
• The purpose of this research was to reflect on curriculum
and education process that occur at the Orang Asli primary
schools.
• This case study was carried out to decipher the voices of
the teachers regarding the quality of their pedagogical
approaches and the curriculum content for the indigenous
pupils.
• The main theme emerged from the study is the indigenous
pedagogy frequently narrated as the panacea in teaching
indigenous pupils. The key finding shows that the
pedagogical practice and curriculum content for indigenous
need to be overhauled and improved.
3. Introduction
• Orang Asli (OA) or the ‘original people’ were the earliest aborigines who
settled in the thick Malaya rain forest.
• OA comprised at least 18 linguistically and culturally distinct tribes
(Ramlee, 2013).
• In 2012, after secondary school education, 469 OA students have
successfully continued to public higher education level throughout the
nation, Bachelor's Degree (n=223), Diploma (n = 18), pre-diploma (n = 6)
and matriculation (n = 19).
• A program called ‘Let’s Go To University ' was also introduced to increase
the number of OA students entering into higher education. The program
was organized by the MOE.
• It was attended by OA post SPM and STPM who are still uncertain about
the direction of their education together with no internet access facilities
to obtain information in their village. In 2012, there were 600 participants
who went to this program (JAKOA 2012).
4. Research Problem
• In Malaysia, a study found that a highly competence teacher may
produce students with high level of achievement. Teachers should
be trained on how to enhance the motivation, confidence and the
self-esteem of their students, especially from the minority groups
(Amir Hassan, 2006)
• Almost all teachers who are placed in Orang Asli’s schools are not
formally trained to handle and teach Orang Asli students (Ramlee et
al., 2009).
• Non-Orang Asli teachers should be trained to use indigenous
pedagogy in their classroom. Most non-indigenous teachers lack
the knowledge about indigenous culture thus causes less
interaction and uneasiness between the non-indigenous teachers
and their aboriginal students (Battise (2000, 2002), Cajete (1994,
2000), Doige (2001, 2003) and McLeod (2003); Bishop, 2008; Bishop
& Berryman, 2006; Salter, 2000a; Ramlee et al., 2009; Ramle &
Hood, 2007).
5. Conceptual Framework
• Based on a model of education developed for the indigenous people of
New Zealand (Maori) that is known as GPILSEO model (Bishop & Sullivans,
2005).
• The model comprised seven elements; Goal, Pedagogy, Institution,
Leadership, Spread, Evidence and Ownership.
• Will focus only on the pedagogical element of the GPILSEO model. The
pedagogical aspect was believed to have a high correlation with the
students’ academic performance.
• Teachers and schools should have a clear understanding, especially in
terms of theories and principles of pedagogy to make teaching more
effective (Bishop, 2008)
• A relevant teaching method that suits the interests and needs of Orang
Asli students is an important aspect as well as a new innovation that could
used by teachers to enhance the interest of Orang Asli students towards
school work.
7. Methodology
• A case study method.
• Interviews and observations were conducted to obtain qualitative data
from the teachers.
• This study involved in-depth face to face interviews with four selected
teachers aged 30 to 45 years (coded as G1, G2, G3, and G4).
• The selection of participants was done by using purposive sampling
method from 2 Orang Asli schools.
• By using the snowball technique, one respondent suggested the other
individual whom he or she believed could contribute to the study.
• The respondents were also selected based on pre-specified criteria such
as teaching experience (more than five years), knowledgeable and
informed in school pedagogy and curriculum.
8. Findings
• Based on the interview and observation data, the
discussion focused on four themes:
• i) fun teaching learning,
• ii) holistic and hands-on teaching and learning, iii)
favourite subjects, and
• iv) the usage of language and society culture in
classroom.
9. Fun Teaching Learning
• Visual teaching such as watching television, picture cards
and on-line resources seems to be able to attract and
enhance the quality of learning as well as to increase
excitement among the students.
• “Well, I did feel Orang Asli pupils are very suitable for visual
approaches such as watching television, observe picture
cards, and on-line through the computer. And most of
Orang Asli pupils are inclined towards music. If it’s the
music session, they are very happy. (G1).
• This show that the teachers should be more creative and
innovative so that the lessons are always relevant and
appropriate to the time and context such as to incorporate
the elements of music and singing (Mohd Yusof et al. 2008)
11. Holistic and Hands-On Teaching and Learning
• Using teaching and learning methods that linked to the holistic
teaching approach such as using materials that can be found
around the school and asked Orang Asli pupils to make crafts
commonly used for daily life such as weaving, painting and
handcraft. Teaching the students using a holistic approach by
relating the world of indigenous with the school environment, it
would make learning more interesting and effective .
• “...when you teach Orang Asli pupils, you do not need to use
sophisticated teaching equipment. Just use the materials that
can be found near the school or take them for school trips to
expose them to outside world (G2)
• Teaching and learning methods used by the teachers in this
study are in line with Cleary and Peacock (1998) opinion who
stated the holistic approach used in the classroom as integrated
learning experiential, hands-on skills and tour study (field trips)
could bring indigenous students out of their cocoon and see
things from different perspectives.
13. Favourite Subjects
• Many Orang Asli pupils were interested in
subjects that do not require the use of high
cognitive level such as Art Education, Physical
Education, Music and Life Skills especially for
students who are relatively weak in academics.
This is because in this subject, Orang Asli students
do not have to use high level of cognitive abilities
but more to psychomotor skills.
• "... my students love when PE because they can
play football. The day when they have PE classes,
the attendance usually full... "(G3).
15. The Usage of Language and Society Culture in Classroom.
• This study also found that Orang Asli pupils have difficulty to
understand what is delivered by teachers because some of them
have not master the intermediary language which is Malay
language in school. Orang Asli society has their own tribal
language. Apart from the students, teachers also found it was
difficult to explain some terms to Orang Asli students to make
them understand.
• "It is hard for some of the students to understand what we teach
because at home they speak Semaq Beri not Malay language. I also
could not understand what they are saying, especially students in
level one. If level two students they usually can speak Malay... "(G3).
• Communication problems due to differences of language were also
agreed by Garcia (2006) stating the problem can cause a bigger
problem which make the students feel isolated, unhappy and
unsuccessful in education.
16. Conclusion
• This study has identified the weaknesses of the teaching practice among
non-indigenous teachers teaching the Orang Asli pupils in selected
primary schools .
• The supportive factors that emerged from this study include teachers have
to use fun learning, employ holistic hands-on approach, provide incentives
and rewards, and capitalise on the students’ culture and language.
• In other words, a new innovation in pedagogy and curricular activities
should be implemented in Orang Asli schools.
• To achieve the objectives of the new pedagogical approach and
curriculum, new training programme for the teachers need to be devised.
• Overall, the main finding from this research shows that the pedagogical
practise and curriculum content in Orang Asli schools should be re-examined.
The study suggests that indigenous pedagogy and indigenous-friendly
curriculum to be implemented in aboriginal schools in Malaysia.
17. Recommendation
• Orang Asli pupils were interested to immerse in the teaching and
learning in classrooms if the teachers could diversify teaching
methods to be more fun and meaningful.
• Pedagogical practise of the teachers in indigenous schools must be
resolved. The need for special courses for these teachers in
indigenous pedagogy should be provided in teacher training
institutions and universities. They need to equip prospective
teachers with knowledge about indigenous curriculum and
pedagogy so that they are ready to be placed in an OA school.
• Teachers whom were placed in OA schools should be given
professional training from time to time about indigenous pedagogy
through further courses, workshops or seminars. Through this
transformation, the teachers will be more resourceful and able to
teach indigenous children more effectively.
18. Recommendation
• The findings may assist those who involved in the designing the
curriculum for indigenous students to consider the critical
elements that should be included in the syllabus. Some of the
elements include history, cultural traditions, music, folk stories,
flora and fauna, and languages.
• The findings are also expected to provide input on teachers’
professional training in Orang Asli schools.
• Previous studies have shown the importance of Orang Asli culture
in teaching the indigenous children because the students can relate
to the learning in a similar situation with the home environment
and their lives, especially in the areas of language, Science and
Mathematics.
• Besides that, the use of the mother tongue in learning has been
found to improve performance in education because it is easier for
them to understand the new terms that are foreign to them.
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