Dynamic Governance for Basic Education Access of Indonesian Migrant Workers’ Children in Malaysia
Indonesian Migrant Workers (Pekerja Migran Indonesia, PMI) in Malaysia continue to face persistent challenges, particularly regarding access to basic education for their children in Sabah and Sarawak. These challenges arise from unclear legal status, limited educational infrastructure, low parental awareness, and and weak educational institution governance. This study examines the implementation of dynamic governance at Community Learning Centers (CLCs) in Sabah and Sarawak as an adaptive strategy by the Indonesian government to ensure the fulfillment of the basic education rights of PMI children. Employing a qualitative, post-positivist approach, data were collected through in-depth interviews and an extensive review of relevant literature. The findings reveal that the management of CLCs embodies dynamic governance characteristics, including adaptability, innovation, and collaboration, which are reinforced by national culture and identity. CLCs demonstrate adaptability to local regulatory environments and socio-cultural contexts, innovation in curriculum design and pedagogical methods, and collaboration with multiple stakeholders such as the Indonesian and Malaysian governments, non-governmental organizations, and local communities. Furthermore, CLCs play a pivotal role in strengthening national identity among PMI children through the use of Indonesia’s national curriculum, the Indonesian language, and cultural activities such as flag ceremonies and Independence Day celebrations. Nevertheless, structural issues persist, including the lack of legal recognition, limited teaching staff, and inadequate facilities. The study underscores the necessity of dynamic, participatory, and sustainable governance to enhance access to basic education while reinforcing the cultural and national identity of PMI children. should explore innovative governance models that can further improve educational access and equity for PMI children in CLCs across Sabah and Sarawak.
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Indonesian Migrant Workers (Pekerja Migran Indonesia, PMI) in Malaysia continue to face persistent challenges, particularly regarding access to basic education for their children in Sabah and Sarawak. These challenges arise from unclear legal status, limited educational infrastructure, low parental awareness, and and weak educational institution governance. This study examines the implementation of dynamic governance at Community Learning Centers (CLCs) in Sabah and Sarawak as an adaptive strategy by the Indonesian government to ensure the fulfillment of the basic education rights of PMI children. Employing a qualitative, post-positivist approach, data were collected through in-depth interviews and an extensive review of relevant literature. The findings reveal that the management of CLCs embodies dynamic governance characteristics, including adaptability, innovation, and collaboration, which are reinforced by national culture and identity. CLCs demonstrate adaptability to local regulatory environments and socio-cultural contexts, innovation in curriculum design and pedagogical methods, and collaboration with multiple stakeholders such as the Indonesian and Malaysian governments, non-governmental organizations, and local communities. Furthermore, CLCs play a pivotal role in strengthening national identity among PMI children through the use of Indonesia’s national curriculum, the Indonesian language, and cultural activities such as flag ceremonies and Independence Day celebrations. Nevertheless, structural issues persist, including the lack of legal recognition, limited teaching staff, and inadequate facilities. The study underscores the necessity of dynamic, participatory, and sustainable governance to enhance access to basic education while reinforcing the cultural and national identity of PMI children. should explore innovative governance models that can further improve educational access and equity for PMI children in CLCs across Sabah and Sarawak.
Copyright (c) 2026 Neneng Heryati, Chandra Wijaya, Miftahul
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Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 230/E/KPT/2022 which is valid for five years since enacted on 30 December 2022.
