ALTERNATIVE EDUCATION FOR UNDOCUMENTED INDONESIAN CHILDREN IN THE OIL PALM PLANTATIONS OF SARAWAK, MALAYSIA

Abstract

Malaysian immigration policy prohibits foreign workers with a Visit Pass (Temporary Employment) from bringing their family members into Malaysia. Thus, undocumented Indonesian children living with their migrant parents in Sarawak’s oil palm plantations are denied enrolment in Malaysian public schools. They can only enrol in the Community Learning Centres (CLCs), which were established based on the agreement between Sarawak and the Indonesian government. This study employs Critical Theory and Critical Policy Analysis as its primary theoretical framework to analyse the educational policies affecting undocumented Indonesian children in Sarawak. It examines the implications of CLCs’ registration status, the impact on related stakeholders, and the issues and challenges faced in providing primary-level education to Indonesian children. This study has adopted a qualitative approach using semi-structured interviews and open-ended online forms to collect data from interviewees and participants. All the data were analysed using the sixphase thematic analysis framework. This study found that only 16 out of 66 CLCs receive annual operational funds from the Indonesian government. It discovered various impacts on the Indonesian and Sarawak Governments, the plantations, and the Indonesian children. It also identified issues and challenges, namely the lack of facilities and qualified teachers, multi-grade classrooms, and late-start students.