Suhakam desak hak kanak-kanak dalam RPM/Suhakam urges child rights in education plan

[ENGLISH VERSION BELOW] Pejabat pesuruhjaya kanak-kanak (children’s commissioner’s office), Suruhanjaya Hak Asasi Manusia Malaysia (Suhakam) menyambut baik pengenalan Rancangan Pendidikan Malaysia (RPM) 2026–35 sebagai kesinambungan strategik kepada Pelan Pembangunan Pendidikan Malaysia 2013–25.

Secara keseluruhan, pejabat pesuruhjaya kanak-kanak melihat RPM ini sebagai langkah yang positif dan matang untuk membina sistem pendidikan yang lebih berkualiti, adil dan berpaksikan kesejahteraan kanak-kanak.

Pejabat pesuruhjaya kanak-kanak mengiktiraf hala tuju RPM yang tidak lagi menumpukan akses semata-mata, sebaliknya memberi penekanan kepada mutu pendidikan, ekuiti dan kesejahteraan murid.

Pendekatan ini penting kerana pendidikan yang benar-benar bermakna bukan sekadar memastikan kanak-kanak hadir ke sekolah, tetapi memastikan mereka belajar dengan baik dalam persekitaran yang selamat, menyokong dan membantu mereka berkembang.

Penegasan konsep ‘insan sejahtera’ yang merangkumi aspek akademik, sahsiah, emosi, sosial dan kerohanian juga selari dengan pendekatan hak kanak-kanak yang holistik.

Pejabat pesuruhjaya kanak-kanak melihat ini sebagai pengiktirafan bahawa kejayaan pendidikan tidak wajar diukur melalui peperiksaan semata-mata.

Pejabat pesuruhjaya kanak-kanak turut memuji komitmen Kementerian Pendidikan (KPM) terhadap pendidikan terangkum, termasuk usaha memperluas sokongan kepada murid berkeperluan pendidikan khas, murid pedalaman, murid Orang Asli serta murid daripada latar sosioekonomi rendah. Prinsip ‘tiada kanak-kanak ditinggalkan’ jelas diketengahkan dalam kerangka dasar ini.

Selain itu, kesediaan KPM mengakui cabaran sedia ada secara terbuka, termasuk prestasi Pisa dan Timss, jurang bandar–luar bandar serta isu keciciran menengah atas, menunjukkan ketelusan dasar yang wajar dipuji.

Pengakuan terhadap jurang dan kelemahan ialah langkah penting untuk pembaikan yang lebih berkesan.

Walau bagaimanapun, pejabat pesuruhjaya kanak-kanak ingin menegaskan bahawa kejayaan sebenar RPM 2026–35 terletak pada pelaksanaan yang konsisten dan berkesan, khususnya dari sudut perlindungan hak pendidikan kanak-kanak.

Walaupun RPM mempunyai visi dan kerangka yang kukuh, mekanisme perlindungan hak pendidikan masih perlu diperincikan dengan lebih jelas.

Pejabat pesuruhjaya kanak-kanak berpandangan bahawa kanak-kanak bukan sekadar penerima dasar, tetapi pemegang hak, selaras dengan obligasi Malaysia di bawah Konvensyen mengenai Hak Kanak-kanak (CRC).

Oleh itu, perlu ada penjelasan yang lebih terang tentang bagaimana hak pendidikan murid akan dilindungi, dipantau dan diambil tindakan apabila sasaran tidak dicapai di peringkat sekolah atau daerah.

Pejabat pesuruhjaya kanak-kanak juga menekankan bahawa isu keciciran menengah atas perlu dilihat sebagai isu hak kanak-kanak, bukan sekadar statistik enrolmen. Apabila seorang kanak-kanak tercicir, ia menandakan sistem belum cukup melindungi hak pendidikan mereka.

Pejabat pesuruhjaya kanak-kanak menggesa agar strategi yang lebih bersasar dibangunkan untuk murid yang berisiko tinggi, termasuk murid miskin, murid pedalaman, murid yang terpaksa bekerja, murid berisiko perkahwinan awal, serta murid tanpa dokumen atau status yang tidak jelas.

Dalam aspek pendidikan terangkum pula, pejabat pesuruhjaya kanak-kanak mengambil maklum bahawa jurang masih ketara dari segi infrastruktur dan akses fizikal, khususnya bagi kanak-kanak kurang upaya. Jika hanya sebahagian sekolah mesra murid kurang upaya, ini bermakna masih ada kanak-kanak yang secara tidak langsung dinafikan hak mereka untuk belajar dalam persekitaran yang sesuai.

Pejabat pesuruhjaya kanak-kanak mencadangkan agar KPM menetapkan garis masa yang jelas dan boleh diukur untuk menaik taraf sekolah mesra murih kurang upaya, di samping memperkukuh latihan guru pendidikan inklusif secara lebih menyeluruh.

Pejabat pesuruhjaya kanak-kanak juga berpandangan bahawa suara kanak-kanak masih belum diberi ruang yang mencukupi dalam tadbir urus pendidikan. Mekanisme sebenar untuk mendengar pandangan, pengalaman dan kebimbangan murid masih terhad.

Dasar pendidikan yang benar-benar berpaksikan kanak- kanak perlu mendengar suara mereka secara bermakna, selamat dan berterusan, agar respons dasar lebih tepat dengan realiti di sekolah.

Pada masa yang sama, pejabat pesuruhjaya kanak-kanak menegaskan bahawa kesejahteraan guru dan kaunselor ialah prasyarat penting kepada hak pendidikan murid.

Beban tugas bukan pedagogi, nisbah kaunselor:murid yang masih tinggi dan tekanan kerja boleh memberi kesan langsung kepada kualiti sokongan yang diterima oleh murid. Pelaburan terhadap kesejahteraan pendidik ialah pelaburan terhadap masa depan kanak-kanak.

Secara keseluruhan, pejabat pesuruhjaya kanak-kanak menyambut baik RPM 2026–2035 sebagai langkah penting ke arah sistem pendidikan yang lebih terangkum, adil dan berorientasikan masa depan.

Namun, dasar yang baik mesti disokong oleh pelaksanaan yang benar-benar berasaskan hak kanak-kanak. Kejayaan sebenar RPM 2026–2035 bukan diukur melalui dokumen atau sasaran semata-mata, tetapi melalui keupayaannya memastikan tiada kanak-kanak tercicir, terpinggir atau dinafikan hak pendidikan mereka, khususnya golongan paling rentan.

Pejabat pesuruhjaya kanak-kanak bersedia bekerjasama secara konstruktif dengan KPM dan semua pihak berkepentingan bagi memastikan pelaksanaan RPM ini benar-benar membawa perubahan nyata kepada kehidupan dan masa depan setiap kanak-kanak di Malaysia. – Suhakam

English version

Children’s commissioner’s office, Suhakam emphasise child rights–based implementation of national education plan

The office of the children’s commissioner at the Malaysian human rights commission Suhakam welcomes the introduction of the national education plan for 2026–35 as a strategic continuation of the Malaysia education blueprint for 2013–25.

In general, the children’s commissioner’s office views the plan as a positive and progressive step towards improving the quality of education, addressing systemic inequities, and prioritising children’s wellbeing.

The children’s commissioner’s office acknowledges the direction of the plan, which no longer focuses solely on access, but instead places emphasis on the quality of education, equity and students’ wellbeing.

This approach is important because truly meaningful education is not merely about ensuring that children attend school, but about ensuring that they learn effectively in a safe, supportive environment that enables their development.

The children’s commissioner’s office also welcomes the emphasis on the concept of ‘insan sejahtera’, which encompasses academic achievement alongside character development, and emotional, social and spiritual wellbeing.

This approach is consistent with a holistic child rights framework and reflects an understanding that educational success should not be measured solely through exam outcomes.

The children’s commissioner’s office commends the commitment by the Ministry of Education (MoE) commitment towards inclusive education, particularly efforts to strengthen support for students with special educational needs, students in rural and remote areas, Orang Asli children, and those from low socioeconomic backgrounds.

The principle of ensuring that no child is left behind is clearly articulated within the policy framework.

The children’s commissioner’s office further commends the MoE’s openness in acknowledging existing challenges, including Malaysia’s performance in international assessments such as Pisa and Timms, urban–rural disparities, and upper secondary school dropout rates. Such transparency is an important foundation for evidence-based and effective policy reform.

However, the children’s commissioner’s office stresses that the true success of the RPM 2026–35 will ultimately depend on its consistent and effective implementation, particularly in ensuring the protection and fulfilment of children’s right to education.

While the blueprint presents a strong vision and policy framework, clearer mechanisms are required to safeguard educational rights.

The children’s commissioner’s office reiterates that children are not merely beneficiaries of policy, but they are the rights holders, in line with Malaysia’s obligation under the Convention on the Rights of the Child (CRC).

Therefore, clearer explanations are needed on how students’ right to education will be protected, monitored and enforced when targets are not met at the school or district level.

The children’s commissioner’s office further emphasises that upper secondary school dropouts should be addressed as a child rights concern rather than solely as an enrolment issue. Each instance of a dropout reflects a systemic failure to adequately protect a child’s right to education.

The children’s commissioner’s office urges for a more targeted and rights-sensitive interventions to be developed for children at higher risk, including those living in poverty, children in remote areas, children engaged in labour, those at risk of early marriage, and children without documentation or with unclear legal status.

With regard to inclusive education, the children’s commissioner’s office notes that gaps remain in infrastructure and physical accessibility, particularly for children with disabilities.

Where schools are not disability-friendly, children may be indirectly excluded from accessing education on an equal basis.

The children’s commissioner’s office calls on the MoE to set clear, measurable timelines to upgrade schools to be accessible for children with disabilities, alongside more comprehensive and sustained training for educators in inclusive education.

The children’s commissioner’s office is also of the view that children’s voices remain insufficiently represented within education governance structures.

Meaningful, safe and continuous mechanisms for children to express their views, experiences and concerns are essential to ensure that education policies are responsive to realities on the ground and truly child-centred.

At the same time, the children’s commissioner’s office underscores that the wellbeing of teachers and school counsellors is integral to the realisation of students’ right to education.

Excessive non-pedagogical workload, high counsellor-to-student ratios and work-related stress can adversely affect the quality of support provided to students. Investment in the welfare of educators is therefore an investment in the present and future of children.

In conclusion, the children’s commissioner’s office welcomes the new education plan as an important step towards a more inclusive, equitable and future-oriented education system.

Nevertheless, strong policy commitments must be accompanied by implementation that is firmly grounded in child rights principles.

The ultimate measure of success of the plan lies not in policy documents or numerical targets, but in its ability to ensure that no children are left behind, marginalised or denied their right to education, particularly those most at risk.

The children’s commissioner’s office stands ready to engage constructively with the MoE and all relevant stakeholders to ensure that the implementation of the plan delivers meaningful and lasting improvements to the lives and future of all children in Malaysia. – Suhakam

Dr Farah Nini Dusuki is the chief children’s commissioner at Suhakam.

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