Summary Findings Office of the Children's Commissioner (Occ), Suhakam and Suhakam (Sarawak Office) on Issues/Challenges Of
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SUMMARY FINDINGS OFFICE OF THE CHILDREN’S COMMISSIONER (OCC), SUHAKAM AND SUHAKAM (SARAWAK OFFICE) ON ISSUES/CHALLENGES OF CHILDREN’S RIGHTS TO EDUCATION DURING THE COVID-19 PANDEMIC IN SARAWAK No Issues/ Challenges Recommendations 1. The disadvantages of online learning i. The Government must explore other methods of teaching and learning that may be made accessible in rural areas, in place of i. Online learning is not applicable to state which has large internet, gadget and electricity which are not available. Otherwise, number of students living in rural areas such as Sarawak, the Government should invest to provide the above to the due to non-availability of internet access, relevant gadgets students especially to the underprivileged students. Companies and electricity. It was reported that 50% of children in the are encouraged to conduct CSR by taking up the Sarawak state are not able to have online learning due to the above. government’s proposal to build towers for internet connection. ii. Many teachers too do not have the relevant gadgets to ii. There should be budget allocated for all teachers to obtain teach. Some are not skilful to conduct online learning, for relevant gadgets for teaching. Both teachers and students should instance, on how to utilise Google Classroom and Google be trained to use technology for learning. Everyone must start to Meet. Some students also do not have knowledge to learn equip themselves with digital knowledge. via online. iii. The teachers and students are advised to practice health and iii. The teachers and student’s health may be impacted safety ways when working with gadgets. negatively due to long hours sitting in front of the screen. iv. Teachers should be resourceful when conducting online learning iv. It is ineffective as compared to conventional way as and must find ways to keep students interested with the class. If it teachers are not physically in front of the students. is impossible for teachers to conduct online learning, teachers are v. The students are stressed for staying at home for long encouraged to be creative in finding ways to deliver lessons to the periods and due to inability in adapting to online learning. students. v. The Government is advised to revise the number of subjects and syllabus and prioritise only core subjects for online learning. vi. The focus should not only be on delivering education but also on the quality of an education delivered. vii. All schools should be prepared to provide emotional and mental health support to students as and when required, upon reopening. 2. Learning through other forms [television (TV) and radio] i. Teachers and students may conduct learning and teaching through radio, telegram and WhatsApp. During 1950s, radio was a tool i. During MCO, Ministry of Education (MOE) had collaborated used to deliver lessons to students in Malaysia and Tibet. with Ministry of Communication and Multimedia (MCM) to ii. It was suggested that RTM should explore other options including provide 2 hours free TV Pendidikan, teaching core subjects possibility of expanding TV and Radio Pendidikan coverage to to students via TV Okey. However, it was found that remote areas in Malaysia. learning through TV has a lacking wherein not all subjects can be taught through the same. ii. MOE later collaborated with Astro and introduced 2 channels (602 and 603) adding 4 hours of learning through TV. iii. Another obstacle involved students who are not able to learn through TV as they do not have Astro channel, TVs and homes are without electricity. 3. Learning for disabled children i. The Government is advised to not overlook disabled children’s welfare. These children should be given extra care by ensuring i. Children with disabilities are severely affected during the they receive their education by any means possible. Covid-19 pandemic as they can neither go outside to play nor use the internet. 4. Situation for schools such as Sekolah Kurang Murid (SKM) i. The Sarawak Education Ministry (JPNS) should re-open these schools soon. i. Sarawak has 651 SKM. The SKM such as Sekolah Pulau Suduku (with only 27 students, with each class is having 3 to 4 students) has less issues related to observing social distancing. Therefore, these SKMs should proceed to resume classes soonest possible. 5. Economic implication to Sarawak i. The Sarawak government is advised to consider this issue and overcome the same. i. The three months period of MCO and CMCO had seriously affected children’s access to education, as schools were closed and anticipated to remain so for few more months, whereby time once lost, is irreplaceable for the child. ii. The children once graduated will be considered as a generation that loss their 3 months education time as compared to other generation. iii. The loss is irreplaceable and surely will give financial implication to Sarawak 6. Exposure of the strengths and weaknesses of the Malaysian i. The Sarawak government is urged to re-look at the distribution of education system developments within the different districts in Sarawak. ii. Underprivileged children must be given aid to ensure their rights i. The MCO/CMCO had exposed the strengths and to a proper education is not being deprived weaknesses of the Malaysian education system. ii. Malaysia has many dedicated and passionate teachers who went beyond their normal duty by being creative to deliver lesson to their students living in remote areas. iii. As for weaknesses, it relates to the issue of inequality between children from rich and poor families and their right to receive education iv. The rich children are able to enjoy a full right to education as they have all the devices needed to enable online learning, while the poor are being deprived of the same due to the lack of IT devices. 7. Students without documents and their rights to education i. We should address and talk about these children’s rights as well. were not discussed Some are Malaysians but were deprived of their rights to education due to non-availability of document. i. Children without documentation are the most affected by the pandemic response, as they do not enjoy the same rights to education as Malaysian children .