Barriers to learning: the educational challenges faced by refugees in Malaysia / Sazlin Suhalmie Mohd Shariff

Education is a basic human right, yet for refugee children in Malaysia, accessing quality education remains a formidable challenge due to a combination of legal, socio-economic, and cultural barriers. Despite approximately 190, 370 refugees and asylum-seekers being registered with the United Nations High Commissioner for Refugees (UNHCR) in Malaysia, access to formal education is largely restricted by legal limitations and systemic exclusion (UNHCR, 2024). Although NGOs and community-led initiatives strive to address these gaps, numerous obstacles continue to impede refugee children's educational opportunities. A comprehensive approach is necessary to fully address the complexities of the refugee experience in the country. One of the most significant challenges facing refugees in Malaysia is their exclusion from the formal education system. Malaysian law does not recognise refugees as legal residents, preventing them from enrolling in public schools (Lee & Hoque, 2024). As a result, refugee children are often left with only informal educational institutions, usually operated by NGOs and community-based organisations. While these institutions play a vital role in providing basic education, they frequently grapple with limited funding, insufficient resources, and a shortage of trained teachers (Awoke & De La Cruz, 2023). Furthermore, the absence of accreditation from these informal schools creates a significant obstacle, as students who complete their education through these channels are often unable to pursue higher education or secure formal employment, limiting their long-term opportunities (Lee & Hoque, 2024).