Chapter 1 – Report of the Policy, Law and Complaints Group natives’ access to medical as well as educational facilities. However, in response, it was clarified at the meeting that several programmes had been developed and introduced by the Government to reduce poverty. Unfortunately, there were parents who refused to allow their children to take part in those programmes; (v) Irregular resettlements were disrupting the development of Sabah. The presence of foreigners and irregular immigrants who have outnumbered the Sabahan populace was affecting the economic and social landscape of Sabah; (vi) It was pointed out that the current policy on education of children of irregular immigrants should be addressed and reviewed as their future would be jeopardized without education. In response, Majlis Keselamatan Dalam Negeri Sabah indicated that the Council has established 12 schools for undocumented, stateless, and refugee children; (vii) The definition of ‘culture’ itself in the ICESCR should be broadened; and (viii) It was recommended that the relevant stakeholders should undertake a thorough study and adopt the best practices of other countries in order to improve the weaknesses in the Malaysian system. Hong Kong and Australia were cited as examples that Malaysia could emulate. Meanwhile, the RTD in Kuching, Sarawak was held on 12 August 2015. Throughout the discussion, the Commission took note of the concerns raised by the participants, summarised as follows: (i) It was pointed out that the term Orang Asal/Asli used by the Commission in referring to indigenous peoples of Sabah and Sarawak was inaccurate. It was proposed that the Commission use the term ‘Bumiputera’ in its future papers/works; (ii) It was recommended that the Government include indigenous languages as a medium in the Malaysian formal education system; (iii) There were concerns among Sarawakians about their local and ethnic languages as they believe those languages are part of their cultural identity; 51 BOOK-ANR2016-01-latest.indb 51 08/04/2016 3:32 PM