03/02/2026

TUESDAY | FEB 3, 2026

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EDUCATION NEWS

Child rights: Is Malaysia doing enough? I N Malaysia, a child is legally defined as any person under the age of 18 yrs (Child Act 2001). It was therefore quite shocking when a teenager, 16 yrs was detained under the Security Offences (Special Measures) Act A credibility gap Throughout the dialogue, the UN committee sought clarity on whether children’s rights in Malaysia were being clearly protected. The committee pointed out the areas which raised concerns. This included non The UN committee found that it was not enough to just rescue a child, without considering the long term good of the child, in terms of rigorous family assessment and case management. The committee requested for the urgent expediting of the Social Work Profession Bill, to allow for trained social workers, to better ensure coordination within the child protection and justice systems. being dependent on the financial status of parents being able to afford alternative education and perpetuates unequal access, contrary to Malaysia’s obligations under the CRC. o The UN committee shines a spotlight on compliance

End the detention of children Claims by the government that child detention are a last resort have proved to be unreliable. While places are set aside such as ‘Baitul Mahabbah’, for the safe-keeping of the child, CRCM felt they do not serve the best interest of the child. The committee also expressed concern that child protection, justice and social services remain inadequate and underfunded. CRCM further adds that there is an urgent need to end the immigration arrest, detention and deportation of children. They must be subject to the care of supervision of social workers and child protection officers. Malaysia, according to CRCM must translate its policies into tangible change for children on the ground. This should be guaranteed by law and not be reliant on policy and administrative rules.

2012 (Sosma). This raised the ire of Suhakam’s Children’s Commissioner Dr Farah Nini Dusuki, who said “this should never have occurred” in reference to the Child Act 2001. Separately, the Child Rights Coalition Malaysia (CRCM), in a press statement, then welcomed the opportunity for renewed international scrutiny of Malaysia’s child right’s record. This was in response to the Government of Malaysia’s recent Constructive Dialogue with the United Nations Committee on the Rights of the Child (CRC), held after a prolonged reporting gap. The following areas were highlighted by CRCM. E D U C A T I O B Y D H A R S H

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Statelessness and citizenship: progress with exclusions The committee welcomed constitutional amendments relating to citizenship but expressed concern over their non-retroactive nature, which left many children in limbo. Claims that all recent applications by children of Malaysian mothers were approved require verification. Education remains conditional, not universal The dialogue between the government and the UN committee confirmed that refugee, undocumented and stateless children remain excluded from national schools. This translates as a child’s right to an education

discrimination, identity and nationality, freedom of thought, conscience and religion as well as protection from cruel or degrading treatment. One of the highlighted areas, child marriage remains legally possible as long as the minimum legal age of marriage is not set at 18. This highlights the situation where many children are deprived of their right to formal education due to early marriage. The government reiterated its policy position of setting the minimum age at 18 but this has yet to be formalised. Children in care and protection systems: rescue without recovery A T T E R S A N E S O N

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The magic of recycling: World Environmental Education Day 2026 TAARANA, an award-winning education centre located in Petaling Jaya and run by the Rythm foundation, tailored for students with special education needs, celebrated World

Environmental Education Day 2026, with the launch of a pioneering workbook, “The Magic of Recycling”. The students and teachers also engaged in sustainability initiatives, designed to instill the importance of the environment and create awareness on the need to preserve it. This year’s celebration, highlighting the critical role of education in addressing environmental challenges, aims to encourage young neurodivergent students to become environmentally conscious and responsible, to be able to translate environmental concepts into everyday action. Dr Sunitha Sivakumaran, principal of Taarana, said, “Our students learn best by participating in initiatives that give them the space to experience sustainability in a real and meaningful way, and to see for themselves, that their actions, however small, matter. “These initiatives reflect Taarana’s commitment to holistic education, integrating environmental stewardship into learning experiences that promote responsibility, teamwork and real-world impact,” she said. Taarana also celebrated the grand launch of their in-house workbook, “The Magic of Recycling”, authored by one of Taarana’s teacher‘s, Joanne Mathilda John. It’s initial soft launch took place during last year’s Annual Day. Building on Taarana’s ZeroWaste Project, launched in August 2024, this interactive workbook combines colourful visuals, storytelling and hands-on activities to make complex environmental concepts simple, engaging, and accessible for neurodivergent youths. The initiative, which began as a classroom led effort, has evolved into a community-wide advocacy effort, encouraging sustainable habits among students, families and local partners in the community. These novel approach aligns with Malaysia’s national policy for Persons with Disabilities (PwDs) and UNESCO’s Education for All Framework, helping to create more inclusive, equitable learning pathways for neurodivergent pupils. These activities create an enriching experience as the students’ experience not only

From left: Nazri Mohamad, assistant district education officer, special education unit (learning sector), petaling utama district education office, Sunitha, Shreevidya Anandan, Deputy Head of RYTHM Foundation.

participation. These structured and repeated activities encourage neurodivergent students to transform these lessons into lasting, sustainable habits. Beyond its environmental impact, the collaboration served as a powerful bridge between Taarana and the community, by highlighting that sustainability is an inclusive journey. It also shone a spotlight on the power of collaboration and inclusion in promoting accessible, sustainable practices for the neurodivergent.

Sampah non-governmental organisation (NGO) to launch a series of sustainability initiatives, specifically adapted for its neurodivergent students. The activities ranging from e-waste collection, book and clothing donations, tree planting, are carefully designed, based on real-life engagement, to ensure these students can participate regardless of their needs. By integrating the spirit of ‘gotong-royong’ (communal work) into the activities as a whole, the program also fosters a sense of cooperation, shared responsibility and community (GPS), a

the impact of World Environment Day but also create a positive impact on the community. I hope these initiatives will continue to be organised and expanded in the future,” said Nazri Mohamad, Assistant District Education Officer of the Special Education Unit (Learning Sector) at the Petaling Utama District Education Office, during the launch of Taarana’s World Environmental Education Day celebration. Integrating Sustainability with Experiential Learning Taarana also collaborated with Generasi Peduli

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