About Us
We are Malaysians of diverse faiths, ethnicities and ideologies
Who We Are
Malaysian Non-governmental Organization (NGO)
As a Malaysian non-governmental organization (NGO), we are all dedicated to making society more peaceful, fair, and open to everyone. Our members come from a lot of different religions, ethnicities, and political views, showing how diverse Malaysia is. Our power lies in our diversity, which drives our work together to solve the tough problems our communities face.
We think that we can make a society where everyone has the chance to do well if we accept our differences and work together. We want to make a difference in the lives of the people we help, whether it’s through advocacy, community outreach, or educational programs.
True progress is made when everyone’s rights are respected and their opinion is heard. This is what drives us in our work. We want to be a force for change that gives people and groups the tools they need to act and make a difference.
Who We Are
A coalition of organisations from diverse backgrounds and cultural heritage working on educational issues.
In collaboration with INTI Foundation, the Inisiatif Pengislahan Pendidikan Nasional (IPPN) or National Education Reform Initiative, a network of 16 educational non-governmental organisations in Malaysia, are planning to organise a second Mother Tongue-Based Multilingual Education (MTB-MLE) International Conference in Malaysia. The first one was held online on 23-25 November, 2021 due to covid, but the coming one will be held in person
The principles and practices of mother tongue-based multilingual education (MTB-MLE) have gained traction in the worldwide Sustainable Development Goals (SDG) campaign, in particular as an important factor to achieve SDG goal number four: to provide inclusive and equitable quality education, and to ensure lifelong learning opportunities for all.
Our Approach
We Facilitate Safe Learning Spaces
MTB-MLE is grounded on the fundamental principle that effective learning needs to build on the resources a child brings to the classroom, the most fundamental of which is to use the language he or she knows best. But medium of instruction aside, it is also about leveraging the learner’s social and cultural knowledge and experience in acquiring literacy, new knowledge, and subsequently, new languages.
As an emerging paradigm, MTB-MLE is going against at least two main countercurrents, one social, another ideological. Firstly, there is a commonplace, intuitive assumption by laymen that the best way for a child to acquire a new language is to be immersed in the language. While this is a truism to acquire conversational fluency of a language, it is more complicated when it comes to reading and writing, and mastering the academic register of a language to excel in schooling.
Secondly, advocacy for MTB-MLE more often than not concerns minority ethnic groups speaking non-dominant languages, as the national schooling system usually adopts a dominant language, which is either the national language or a language facilitating social mobility, as the medium of instruction. In order to effectuate policy adoption and convince the sceptics, there is almost an imperative, politically and socially, for MTB-MLE to deliver or demonstrate its relative superior performance in acquiring a second language (and more often than not, a third language as well) over the dominant language-medium programme.
01.
— Our Mission
Committed to promoting a peaceful, just, prosperous and better Malaysia. To work together on an initiative to reform and improve on our national education system.
02.
— Our Vision
Education concerns us all. It nurtures, transforms and liberates. The future of our nation depends on it.
03.
— Our Goals
To assist member organisations in achieving objectives that is within the agreed common stand.
Partners
