Transforming Marginalized Youth Through Remote Education.
Aimie Henry Tan, Project Officer, Calls Over Ridges Malaysia
Date Published
Estimated reading time: 6 Mins
Every morning in Kuala Alamesra, children walk across narrow wooden bridges between the mangroves to reach a modest school building. Waiting for them with a warm smile is Teacher Amina Binti Akarab, a woman who has become more than just a teacher. She is a guiding light for her community and a champion of remote education in the area.
Living in the Margins: Education for Undocumented Youth
For communities like Kuala Alamesra, life as stateless and undocumented families means facing barriers in healthcare, employment, and especially education. Many underprivileged children are left behind—unable to attend public schools, drifting into uncertain futures. These refugee schools provide their only access to a future.
“Opportunities are so limited, life is full of struggles. But education gives us dignity. I believe education sets us free,” Teacher Amina once shared with me.
This belief is what drives her every day at ALC Kuala Alamesra, where education is a vital Sabah education initiative—it’s about reclaiming dignity and building hope for the marginalized communities.
A Teacher by Necessity, A Mentor by Heart
Teacher Amina, now 50, has lived in Sabah for over 30 years since leaving the Southern Philippines due to conflict. She never imagined herself as a teacher. But when El Shaddai established the learning centre in Kuala Alamesra, she was invited to help.
“At first, I only wanted to lend a hand. The school needed teachers, and I knew the children needed a place to learn. Slowly, I realised it was my responsibility too. If not us, the people from this community, then who else?” she told me during one of our weekly visits.
Despite having no prior teaching experience, Amina embraced the role wholeheartedly. Over the past five years, she has grown tremendously—joining several trainings, including those organised by Calls Over Ridges Malaysia (CORM).
Transforming Lives Through Remote Education
Since the ALC began, I’ve witnessed the transformation myself. Children who once wandered around the mangroves now walk to school with confidence. Some of the teenagers who dropped out have returned—not just as students, but as assistant teachers, helping to guide the younger ones.
“They are beginning to understand responsibility and the value of education. I can see them stepping up, wanting to be part of the change,” Teacher Amina said.
Her words always remind me that the impact of undocumented youth education goes beyond what’s seen in the classroom. It reaches hearts, families, and entire communities.
More Than Just Teaching: Supporting the School Feeding Program
Teacher Amina’s role extends far beyond teaching. With her background as a seamstress and carpenter, she has helped improve the school environment—sewing curtains, building tables, and repairing what’s needed.
During my weekly monitoring visits for the School Feeding Program (Nutrition Program), I’ve often seen her fixing something in between classes or serving the lunchboxes with the cooks. She never waits to be asked—she simply does what needs to be done.
“I am happy to do all this because it is for the children. The school has given them something big, something life-changing. So, giving back in whatever way I can is my joy,” she once said.
Her presence also connects the school and the community. Parents trust her deeply—whenever there are programs or activities, they always turn to her for updates and guidance.
Building Trust and A Legacy of Hope
The community’s relationship with the school has grown stronger over the years. Through my time working with Teacher Amina, I’ve seen how parents’ confidence in education deepened as they witnessed change in their children.
Still, Teacher Amina knows there are bigger challenges beyond the school walls.
“Our community has long carried the stigma of being linked with social problems or crime. I want our children to change that narrative. With stateless children’s education, they can live with dignity and prove that we are more than what society assumes of us,” she said firmly.
When I asked her what she hopes for the future, Teacher Amina smiled and said, “I am getting older, but I hope the young ones here will carry on. Education will give them a better life, a dignified life. That is what I want for them.”
Her words stayed with me long after I left the center that day.
At Calls Over Ridges Malaysia (CORM), we believe this is what sustainable educational impact looks like. Stories like hers remind me why we do this work: because every light sparked in a classroom can carry forward into a brighter, more dignified future for the marginalized communities.
To support underprivileged youth and help sustain crucial Sabah education initiatives, please consider making an online donation today.
About the author
Aimie Henry Tan
CORM’s Senior Project Officer
