Involvement of Schools, Parents, and Indigenous Communities in Addressing the Dropout of Indigenous Education

Abstract

Education is a national agenda that requires the involvement of all parties. Involvement is seen as a continuous process involving planning, decision-making, implementation, and evaluation with the participation of various parties. Previous studies have shown the importance of involving schools, parents, and the community, especially in addressing educational dropouts. In Malaysia, efforts have been made to improve indigenous education; however, the dropout rate among indigenous students, particularly at the secondary school level, remains a concern. Therefore, this qualitative study aims to explore the involvement of schools, parents, and the indigenous community in addressing the dropout issue among indigenous students in Siput River, Perak.  Using semi-structured interviews and purposive sampling, the researcher interviewed several teachers, parents, and members of the indigenous community in the Sungai Siput district, Perak. Additionally, direct observation was conducted in schools, homes, and indigenous villages to supplement the interview data. The study's findings describe the involvement of schools, parents, and the indigenous community, highlighting the efforts made by all three parties to address the dropout issue in indigenous education. The results also reveal the various challenges faced by these parties, necessitating the development of strategies to collectively tackle the dropout problem. This study carries important implications for addressing the educational dropout issue among indigenous students through the involvement of various stakeholders, particularly schools, parents, and the indigenous community.