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말레이시아의 원주민 젊은이들을 위한 교육증진 활동

2008.06.19


* UNICEF: Promoting Education among Malaysia’s Indigenous Youth
* 시간: 02 min 31 secs
* 12 Sep 2007

Assembled around a village elder, a young generation listens to tales of their ancestors. The oral tradition continues
to serve an important role for the ethnic Jakun community of Tasik Cini, in Peninsular Malaysia… a role that not only
informs children like nine-year-old Nurkafiha about the past, but could also brighten her chances for the future.


Nurkafiha is in third grade at the Tasik Cini primary school. In class, she again encounters lessons of her heritage,
with storytelling and singing activities that make learning more appealing.


SOUNDBITE (Bahasa Malay) Nurkafiha, Third Grade: “I like the folk tales because they are funny. And I get to act,
and read and write. “


Introducing ethnic folklore into the curriculum is part of a UNICEF-supported effort to reduce drop-out rates among the
indigenous inhabitants of Malaysia, known as the Orang Asli.


School enrollment for Orang Asli children has long lagged behind other groups in Malaysia, in part because of cultural
differences and because they often live in the remotest areas of the country. In Tasik Cini, many students must come
to and from class by boat, from villages many kilometers away.


While enrollment rates have been rising in recent decades, a 2004 survey showed some 14 percent of primary school
age Orang Asli children still did not attend school.


With help from UNICEF, Malaysia’s Ministry of Education has expanded a special remedial education program to all
Orang Asli schools across the country.


UNICEF and the ministry are working to develop new learning materials that incorporate folk stories and story telling
techniques that children from the various Orang Asli groups can easily understand.


SOUNDBITE (Bahasa Malay) Akit bin Huat, Principal, Tasik Cini Primary School: “This program really does help.
Because in this community story telling is a form of entertainment. When a storyteller shares a story with their
children and grandchildren, they help the children to remember the way of life of their own community. It makes them
interested.”


A newly kindled interest in learning that hopefully more children like Nurkafiha will take home with them… and help

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