Chapter 1 - Report of the Education and Public Relations Group The Commission visited five types of schools – SAR, Kelas Agama Fardu Ain (KAFA), Tahfiz, Madrasah, TASKI and private schools – in order to: (i) Increase awareness and understanding of children’s right to education, among those responsible for providing alternative education; (ii) Ensure that the students are not denied their right to quality education by way of facilities and infrastructure, and that they are taught by teachers trained on par with those attached to mainstream schools; (iii) Obtain input and suggestions for improvement from teachers, school managers, parents, students and communities – such feedback is for the attention of the relevant government agencies; and (iv) Seek collaboration from the relevant government agencies and NGOs to enhance the quality of facilities and aid for the schools. The Commission’s Observations It was found that most of the schools are not aware of the right of the child to quality education as enshrined in Article 29 of the CRC. (i) Registration of schools More than 90% of the schools visited in Pahang and Selangor face problems with registration. However, those visited in Perak have been registered, as the state government had initiated a ‘SAR-friendly’ approach in 2008. Such schools have the option of registering with either the MOE or the State Islamic Affairs Department. While most schools have submitted applications, they have yet to receive approval. Some have been operating on temporary registration basis for the past three years or more. Without registration, the school faces legal risks and is not eligible to seek monetary aid, infrastructure and the services of trained teachers. (ii) Infrastructure and facilities These schools are housed in various buildings. For example, Darul Quran Islam in Shah Alam, Selangor, is located in a shoplot – the classrooms are crowded and there is no playground for students. In SAR Kafa (I) Taman Pelangi in Semenyih, Selangor, classes are conducted in a mosque as there are no classrooms. Several schools visited in Perak are equipped for quality education – for example SR AlHidayah, SM Al Hidayah and SMA Darul Ta’Kwa in Ipoh and Maahad Al Islah in Sg Lampam, Teluk Intan. Others, however, use old desks and chairs, white boards, cupboards and computers obtained from government-aided schools. Some desks and chairs are not of the same size, forcing students to sit on low chairs and at high desks. The suitability and adequacy of classrooms, furniture, teaching aids, libraries, science laboratories, living skills equipment, computers and canteen services all pose matters for concern. 29