Shaari, Nuraini Yusoff, Mohd Izam Ghazali and Mohd Hasani Dali in 2011, most of Orang Asli students claim that the main reasons for the high percentage of school dropouts among them are due to: • Low socioeconomic level – many choose not to go to school in order to earn a living; • Poor transportation facilities to bring indigenous children to schools; • Lack of awareness on the importance of formal education; • Lack of motivation; • Poor health; and • Lukewarm attitude of parents towards truancy problems. The academic achievement of Orang Asli students in school is still very low compared to other Malaysians. 133 There are several key factors that impede formal education for indigenous children. These factors include those related to facilities, discrimination and curriculum: (a) Facilities Most indigenous communities normally live in remote areas and within forest areas. Schools that provide formal education are located near the town, and not within the vicinity of the IP’s homes. Many indigenous children are forced to wake up very early in the morning and walk three to four hours through the forests and unpaved roads to attend schools. Some need to travel by boat, which may take up to two hours to reach school. Some of the routes taken by the children are dangerous. While the Government is taking positive steps to address these issues, a large number of indigenous children continue to face such predicaments. The MOE has built more schools with hostels so the children need not commute to school everyday. However, human rights advocates have been asking for alternatives such as home schooling, so young children are not separated from their Toh Kit Siang, Pendidikan Orang Asli: Projek Sarjana Muda. Universiti Kebangsaan Malaysia, Bangi. 2008 133 48