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.

1. EDUCATIONAL PERSPECTIVE AMONG
INDIGENOUS STUDENTS BASED ON THE
MODEL GPILSEO - A CASE STUDY IN THE
STATE OF PAHANG.
BY :
NORWALIZA ABDUL WAHAB
NATIONAL UNIVERSITI OF MALAYSIA.

2. INTRODUCTION
WHO ARE THE ORANG ASLI?
Referred to as a backward community, most
of them living in isolation in the jungles of the
Malay Peninsular

3. POPULATION
• Total : 141,230
• Negrito : 3,671 (2.60%)
• Senoi : 79,156 (56.04%)
• Proto Malay : 58,403 (41.35%)
Source: JHEOA, 2007

4. ETHNIC GROUPS
• Negrito –
Kintak, Kensiu, Jahai, Mendrik, Batek and
Lanoh.
• Senoi - Temiar, Semai, Che Wong, Jah-
Het, Semaq Beri and Mah Meri
• Proto Malay - Temuan, Semelai, Jakun, Orang
Kanak, Orang Seletar and Orang Kuala.

5. ORANG ASLI IN PAHANG
• Pahang has the largest population of about
64,654 people, more than 1 / 3 of the total
population is made up of indigenous people.
• Most of them are from the Jakun and Semai
tribe.

6. EDUCATION
• The level of education of the indigenous people is a bit behind
compared to other races in Malaysia.
• In the state of Pahang there are about :-
- 10,807 students in primary schools
- 4, 167 students in secondary schools
- 117 students at tertiary level
• These figures show that 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.

7. Table 1 : Total No. Of Indigenous
Students
PAHANG MALAYSIA
PRIMARY 10, 807 27, 585
SECONDARY 4, 167 11, 314
TOTAL 6, 640 16, 271
DROP OUT
PERCENTAGE 61.44% 58.98%

8. PROBLEM STATEMENT
• Efforts have been made ​by the government and
JKOA to improve the education standard, but the
result is still insignificant.
• The number of students who dropped out from
primary to secondary school is still huge.
• It is necessary to obtain information through the
'need assessment' from students, teachers,
parents and local communities to provide data to
design an appropriate program for the indigenous
students.

9. PROBLEM STATEMENT
• A study should be conducted to ensure that
indigenous people are not left out in the
development of education in the future.
• The findings are useful to identify a more
comprehensive program for education and to
develop an educational model specially for the
indigenous students in the state of Pahang.

10. General Objective
• To identify the perspective of education
among
headmasters, teachers, parents, students and
other agencies (JKOA) according to the aspects
of
Goals, Pedagogy, Institutions, Leadership, Evid
ence and Ownership in GPILSEO model
(Russel Bishop, 2010) to improve their
education achievement in the indigenous
community.

11. Objectives
• To identify the headmasters’ and teacgers’ perspectives in
terms of institution, leadership and spread in improving the
indigenous students’ education.
• To identify the students’ perspectives in terms of
goals, pedagogy, evidence and ownership in improving the
indigenous students’ education.
• To identify the parents’ perspectives in terms of goals and
ownership in improving the indigenous students’ education.
• To identify the community leaders’ perspectives in terms of
leadership and spread in improving the indigenous students’
education.
• To identify the JKOA’s perspectives in terms of institution
and spread in improving the indigenous students’ education.

12. THEORY/MODEL
• In this study, the researcher uses GPILSEO Model (Russell
Bishop, 2010), which focuses on the aspects of
goals, pedagogy, institutional, leadership, spread, evidence and
ownership to improve the educational attainment of the Maori
in New Zealand.
• In this case, the researcher is not making comparisons on the
model because there is no special model for the Malaysian
indigenous students to compare with. The research is to gauge
whether the aspects in the model can be used in the local
context to build an indigenous education development model
according to the needs of the indigenous in Malaysia.
• With the new education development model, we hope to get as
many indigenous students to further their study at tertiary level.

13. THEORITICAL FRAMEWORK
GOALS
PERDAGOGY
INSTITUTION
HEADMASTERS
LEADERSHIP QUALITY INDIGENOUS
TEACHERS
OF PEOPLE
PARENTS
EDUCATION EDUCATIONAL
STUDENTS
SPREAD MODEL
COMMUNITY
AGENCY
EVIDENCE
OWNERSHIP

14. FROM THE PERSPECTIVES OF :
ASPECTS RESPONDENTS
GOALS TEACHERS, PARENTS, STUDENTS
PEDAGOGY TEACHERS , STUDENTS
INSTITUTIONS HEADMASTERS, JKOA
LEADERSHIP HEADMASTERS, COMMUNITY LEADERS
SPREAD HEADMASTERS, JKOA
EVIDENCE TEACHERS, STUDENTS
OWNERSHIP TEACHERS, PARENTS, STUDENTS

15. GOALS
Students • What is their goal? Or
do they have a goal?
Teachers • What is their goal to
improve students’
learning?
Parents
• What is their goal
towards their children’s
education?

16. PEDAGOGY
• Teachers • Do they use any new
technique in the
classroom to suit the
students’ capability?
• Communication
• Teachers’ knowledge
• Can the students adapt
• Students to the new techniques
used by the teacher?
• Students’ response

17. INSTITUTION
• What the school can do in
• Headmasters order to encourage students
to learn.
• School’s rules and regulations
• Organization’s structure
• Policy
• JKOA
• Do they collaborate or
exchange ideas with the
indigenous school
headmasters to get the best
information on how to assist
the indigenous students

18. LEADERSHIP
• Headmasters • Are they proactive and
responsive enough to
• Community sustain a reform in the
classroom and at the
leader school level?
• Activity planning.
• Partnership with other
organizations.

19. SPREAD
• Headmasters
• Community • What is the headmasters’
leader role to spread
• JKOA • What is their role to
spread the importance of
education in the
community.
• How can the agency
provide assistance to
indigenous students?

20. EVIDENCE
• From students’
assessment
• Teachers • What do they do if they
• Students find that the students
are not doing well ?
• Can teachers use the
evidence from students’
performance to
improve their teaching?

21. OWNERSHIP
• Parents • Do they get involve in the
school programs?
• Do the teachers feel
• Teachers responsible towards the
students’ achievement?
• What is their plan to
improve the performance
• Students of the students?
• What is their
contribution?
• Do the students love to
come to school?

22. LITERATURE REVIEW : FACTORS
• Studies conducted by Sumarni (2006) on
parents' perception of education for their
children in the village of Bukit Lanjan,
Selangor, revealed that there are several
factors that influenced their ability to provide
education for their children. Among them are
financial factors, communication, attitude,
social prejudice and the influence of peers.

23. LITERATURE REVIEW : CULTURAL
IDENTITY
• Marie, Fergusson & Boden’s (2008) study on
the cultural identity, SES and academic
achievement of the Maori found that there
were statistically significant (p <0.01) between
cultural identity and academic achievement in
which Maori students have lower academic
achievement compared to non Maori.

24. LITERATURE REVIEW : EDUCATIONS
• According to the findings of a study conducted
by McKinley (2000) on the parents of Maori
students, it was discovered that their parents
wanted their children to get a good education
in both primary and secondary schools.
However, they have a more positive attitude
towards primary school than secondary
school.

25. LITERATURE REVIEW : TEACHERS’
MOTIVATION
• According to Hynds & McDonald (2010)
intrinsic and extrinsic motivation among
teachers will improve classroom learning and
academic achievement, such as in New
Zealand Maori students
• Intrinsic means the use of
theory, collaborative approach, passion for
improving academic achievement
• Extrinsic involves pay, promotion etc.

26. METHODOLOGY
• This study is a qualitative case study using
interviews.
• Respondents include the indigenous
students, teachers from indigenous primary
schools, indigenous parents , community
indigenous leaders and external agency (JKOA)
from 3 villages.
• Locations : indigenous village in the state of
Pahang, Malaysia namely Kampung
Runchang, Kampung Kucing, Pos Betau and Bera.

27. INITIAL FINDINGS/PILOT STUDY
• This study was conducted from 24 th March to 27th April 2011, in
Kg Runchang, Pos Betau, and Kg Kuching in Pahang, Malaysia.
• The result of the interview showed that all the teachers have high
goals to improve the education of the students. Only half of the
parents have high goals for their children. And half or the students
wanted to have a good achievement in education.
• In terms of pedagogy, a few teachers claimed that they carried out
teaching and learning according to the level of the students while
the other teachers used the same approach for all their students.
However, all the students said there was no variety in the teachers’
teaching methods.

28. • In terms of institution, all the headmasters and
teachers agreed that their schools are equipped with
all the facilities and teaching and learning aids to
ensure the indigenous students get the proper
education.
• In terms of leadership , all headmasters and teachers
agree there is a special program such as Linus, extra
classes, remedial classes, special education and
boarding facilities to improve indigenous students'
education.
• While the term spread it was found that all the teaches
believed that the cooperation with other agencies such
as JKOA is needed to improve indigenous students’
education.

29. • In terms of evidence , all the teachers said there
were several types of tests conducted after the
learning process but no further action was taken
to help the weaker students to overcome their
weaknesses.
• In terms of ownership, a few teachers did not
mind staying put in the school to teach the
indigenous students while the other teachers said
they will apply for transfer to be with their family.
All the parents and students claimed that they
will participate in the schools’ programs if they
are invited by the school.

30. PRELIMINARY CONCLUSION
• The study showed that education among the
indigenous children in the state of Pahang is
not at a satisfactory level and
therefore, continuous efforts need to be
carried out to enhance their education so
that it is at par with students of other
ethnicity in Malaysia. In view of this finding, it
is hoped that a special model is developed to
improve the standard of education among the
indigenous students in Malaysia.

31. Semai Kids

32. Traditional Dance of The Semai Clan

33. Tradisional Hut

34. Jakun Clan

35. Music Band

36. Future Generation of Semaq Beri

37. THANK YOU