Understanding Alternative Learning Centres

If you asked a child to draw a picture of a school, no matter where they’re from, you’d likely get similar results. Block-like buildings with rows of windows indicating classrooms, encased by maybe a playground and trees. But this traditional view of a school only captures one reality – a picture of institutionalised, formal education.

In the context of Malaysia, systemic discrimination means that thousands of children – stateless, undocumented, and refugees – cannot attend government schools. The requirement to register with a birth certificate, pay higher tuition fees, and school restrictions for non-nationals mean that marginalised children have few to no other options but to enrol in informal institutes called alternative learning centres (ALCs).

Simply put, ALCs exist to address the gaps that government-run schools either cannot or refuse to fill. And the daily challenges ALCs in Sabah face reveals a truth that demands awareness, action, and support from organisations like Calls Over Ridges. Here, we will explore what alternative learning centres are and why they are a crucial platform for our interventions in Sabah, Malaysia.

What is an Alternative Learning Centre?

An alternative learning centre (ALC) is an educational establishment that operates outside of the mainstream education system. Founded by individuals, community groups, NGOs, or faith-based organisations, ALCs are considered a part of “alternative education” because of where, who, and how they teach.

Nestled in city-mall complexes, private homes, plantation residences, and community spaces – ALCs in Sabah take on varied forms in these distinct settings. Although they differ in size, ALCs are commonly affected by a lack of funding and resources, unstandardised curricula, uncertified or untrained teachers, diverse student bodies, and mixed-pedagogies.

ALCs may serve a wide range of students who are marginalised due to their nationality, ethnicity, economic situation, or geography. In our service areas, this demographic mainly comprises stateless and undocumented children born of Filipino/Indonesian migrant workers, indigenous Orang Asli, and nomadic ethnic groups such as the Bajau Laut.

It is common for ALCs to use pedagogies and curricula tailored to the background and ability of their students. While most broadly follow the Malaysian national curriculum, ALCs will supplement their offerings with other courses, vocational classes, foreign languages, or expertise brought by the teachers themselves.

In the case where students are predominantly of Indonesian or Filipino descent, ALCs in Sabah may employ the curriculum of the respective countries in the hopes that children can reintegrate into the education system if they return. That is, if families are able or even want to return after living in the region for potentially generations.

Why work with Alternative Learning Centres?

While it isn’t hard to accept that not all places of learning will fit the “traditional” mould, it can be harder to imagine why ALCs are such a volatile environment. If the act of teaching is a practice as ancient as civilisations themselves, what makes a school a “school” and a learning centre a frontline for equitable education?

Many ALCs operate without official registration due to how difficult it is to be recognised by government authorities. Without legal protection, learning centres exist under the constant threat of closure as well as experience difficulties in securing public resources. ALCs may rely on partner NGOs, foreign government funds, corporate sponsorships, or charitable donations to obtain essential teaching materials, equipment, learning spaces, and programs.

Ensuring the highest quality of learning spaces and instruction possible is crucial to deter absences and dropouts. As children are increasingly pressured to work and support their household economy, ALCs must convince both parents and students of the value in what is being taught. As a result, many ALCs incorporate non-academic activities and classes in soft or practical skills applicable to everyday life.

Since students are typically grouped by ability rather than age, teachers may struggle implementing teaching strategies that suit a wide range of ages and stages of cognitive development. In centres with a limited number of teaching staff, large multi-level and multi-grade classes are also common.

For ALCs without a set curriculum, reliance on teachers to build and adapt the syllabus daily is an additional burden. Sometimes with little preparation or training, teachers are in a perpetual state of catch up, limited by what resources they can obtain and feasibly learn themselves within a timeframe.

Providing support to teachers who may be young and marginalised themselves has gained traction and demand in recent years. Regular training in classroom management, pedagogy, and student counselling, aims to equip teachers with tools to meet these multidimensional needs without compromising their own emotional and mental wellbeing.

Unstated Transformation

Capturing the infinite complexities of alternative education in Sabah is no easy task. Based on field experience and on-the-ground perspectives from our team, the situation presented here hints at just the surface of a delicate socio-political issue and legislative loophole.

What is clear is that until every child can safely live, learn, and thrive in their community, the active presence and work of Calls Over Ridges Malaysia is necessary to guarantee learning centres can continue to provide quality education. Through committed efforts and innovative solutions, CORM eases some of the monumental burdens on ALCs by contributing programs and resources that empower children, parents and teachers to strive for life-changing educational opportunities.

For more information about the work of Calls Over Ridges Malaysia, watch the video “Unstated Transformation”.