Non-formal Education Research Articles

Certification issues in training economic personnel for AIC

The goal is to analyze literary sources interpreting the term “certification” and develop recommendations aimed at professional growth and career of graduates of agricultural universities. Methods – comparisons, generalizations. Results – the essence of the concept of “certification” is revealed. The role of this process for students of Kazakh universities is shown in view of development of agricultural economy in the republic, taking into account such principles as economic orientation, internationalization, transformation and autonomy in modern conditions, characterized by the formation of competitive environment focused on meeting the needs of labor market. The main requirements and trends related to organization of certification in this industry, set out in the relevant government documents (concepts, regulations, etc.), are presented. The example of M. Kozybaev North Kazakhstan University, in which Certification Training Center has been opened to train students in 1C software products, with further expansion of employment opportunities and promotion prospects for graduates of economic educational programs based on application of digital competencies in the field of accounting (accounting in agricultural enterprise). Mastering these disciplines will provide solid knowledge and allow students to successfully pass the qualifying exam and subsequently receive the “1C: PROFESSIONAL” certificate. Statistics on the work of the Center, the number of trained students who received certificates and jobs at enterprises in agricultural sector are presented. The authors note that certification is one of the most important areas of activity of any university, which helps a young specialist to be effective and successful in agricultural market for job vacancies. Conclusions – gaining of knowledge on the basis of non-formal education will contribute to the effective implementation of the 3L concept in employment in various sectors of economy and provision of competitive personnel.

ANALYSIS OF PRE-PROSPEROUS HOUSEHOLD CONSUMPTION DIVERSITY IN LAMPUNG PROVINCE (SUSENAS DATA ANALYSIS, 2019)

Food security has clear goals and impacts on efforts to improve nutrition and improve community welfare. To achieve this, diversification of food consumption plays an important role. Diversification of food consumption has a role in efforts to improve nutrition and to obtain quality human beings and reduce dependence on certain commodities. However, consumption pattern is different to each household depending on its income levels. The majority of household welfare levels in Lampung Province are categorized as pre-prosperous households. The economic situation (income) of pre-prosperous households can affect the food choice. If the food choice is inappropriate, the fulfillment of nutritional quality is not optimal and can affect the quality of human resources. As a result, research on this topic was critical, particularly in lower middle-class households especially pre-prosperous households. The goal of this study was to examine the amount of consumption diversification and its determinants among the pre-prosperous households. Secondary data from the 2019 SUSENAS raw data were used in this investigation. This survey included 2,792 households as samples. The Berry Index was employed to quantify the diversity of food consumption, and binary logistic regression analysis was performed to study its determinants. The amount of food consumption diversity among pre-prosperous households in Lampung Province was moderate. The Berry Index had an average value of 0.827. Household income, education of the head of the household, education of the mother, gender of the head of the household, and type of region all had a positive effect on household food consumption diversity, whereas the number of household members had a negative effect. Based on these results, comprehensive policies are needed with clear targets and programs that contribute to increasing employment opportunities and income so that family consumption is more diverse and of high quality. In addition, it is also necessary to increase the contribution of education both through formal and non-formal education, and promotion in the implementation of counseling or socialization on diversification of food consumption.

About holding the III International Internet conference «Current issues of Formal and Non-Formal Education in Environmental Monitoring and Conservation»

On April 26, 2024, the the Karazin Institute of Environmental Sciences hosted the III International Internet Conference "Current issues of Formal and Non-Formal Education in Environmental Monitoring and Conservation", organized by the Department of Environmental Monitoring and Conservation. The conference featured presentations on the following topics: The impact of military operations on the environment and ways of post-war revitalization of natural complexes; Problems and prospects of reserve management in Ukraine and the world; Environmental monitoring: science, education, practice; Formal and non-formal education in reserve management; The Chornobyl disaster: consequences of the tragedy and warnings for the future. Three reports-presentations of the certificate educational programs of the Institute of Ecology of Karazin University (speakers O. Gololobova, A. Kleshch and S. Burchenko) deserve special attention.

Kedudukan Politik Dalam Membangun Perkembangan Pendidikan Islam

This research aims to (1) determine the political position of those holding power in a country. (2) Know the categories of Islamic education, both formal and informal education. (3) Describe the role of politics in developing Islamic education in Indonesia. This research uses a type of library (library research). Data was obtained through searching “Google Scholar” and “ScienceDirect”, namely books, e-books, scientific journals, proceedings, the internet, and similar publications. The analysis process is carried out by collecting data, reducing and categorizing data, presenting data, and drawing conclusions relevant to the research subject. The results of this research are: First, there are three divisions of power in Indonesia, legislative, namely the power to make laws; executive, namely the power to implement laws; and the judiciary is the power to judge violations of the law. Second, the division of types of Islamic education, including formal education “Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), Madrasah Aliyah (MA), and Islamic Religious Colleges”. Then, non-formal education "Islamic Boarding Schools, Al-Qur'an Educational Parks (TPA), Ta'lim Assemblies, and Islamic Boarding Schools". Third, the political position to build the development of Islamic education, including "determining the creation of policies or regulations, helping to provide funding, improving the quality of teaching staff, providing recognition or accreditation, providing reinforcement of Islamic values". With the right policies, Islamic education can adapt to current developments, producing a generation with broad knowledge and noble character.

Exploring the Golden Ratio in Nature by Using a STEAM Approach: A Diagnostic and Quasi-Experimental Study at a Senior University

This research addresses the social exclusion of elderly citizens in terms of lifelong education via an interdisciplinary STEAM (science, technology, engineering, arts, and mathematics) approach. Technological literacy among older people is a critical factor in social exclusion. This study seeks to provide senior citizens with competencies in scientific, artistic, mathematical, and technological domains by enhancing scientific and technological literacy. The research developed a series of non-formal education sessions on the golden ratio using a STEAM educational approach. A quantitative methodology approach was carried out by using a diagnostic survey of the participants’ conceptions and a subsequent quasi-experimental study to evaluate the impact of the intervention. This study, conducted with 37 senior citizens (n = 37), found positive results aligning with the existing literature on the potential of the STEAM approach. The STEAM approach proved to be engaging for seniors, offering a holistic and interdisciplinary educational experience. Despite the limited availability of science educational programs for seniors and the scarcity of studies on lifelong learning using the STEAM approach, this research highlights the need for such initiatives, especially given the growing senior population. Applying STEAM education shows promise in enhancing scientific literacy and motivation among adult learners. By integrating mathematical concepts, such as the golden ratio, with practical applications in arts and natural sciences, STEAM education can provide a rich, motivating, and accessible learning experience, promoting active and healthy ageing through lifelong learning. Further research and development in this area could maximise educational benefits for the senior population.

EFL Teachers’ Perspectives on the English Textbooks of the Adopted Self-Learning Program in Northern Syria

This study investigates the perspectives of the English language teachers who teach the adopted Self-Learning Program English Textbooks in North-west Syria by evaluating the English textbooks. It analyses the effectiveness and suitability of this curriculum in non-formal education settings considering the crisis context in Syria. So, to get an actual evaluation of the English textbooks, teachers proved their viewpoints on the context of teaching and the students’ educational levels during war conditions. In this mixed method research, the first tool was a questionnaire with 49 items distributed into five structured dimensions: layout and design, the objectives of the textbook, teaching methods and activities, and language skills. The second tool focused on the qualitative data obtained from interviews with five open-ended questions. A total of respondents from 106 English language teachers in the northern Syria crisis region, 43 females and 63 males, and five separate interviews. Over 60% of teachers believe that the adapted Self-Learning Program English textbooks are appropriate to the context and include a precise sequence of English units that fit children’s needs in northern Syrian crisis contexts.

THE ROLE OF COMMUNITY READING PARKS (TBM) IN LITERACY IMPROVMENT: A LITERATURE STUDY

Education is one of the determinants of the sustainability of human resources to support progress. Education, in general, is in formal form. One of the non-formal education efforts to increase people's interest in literacy is the Community Reading Parks, commonly called Community Reading Parks. Community Reading Park is a non-formal institution that provides information sources to meet community needs. The existence of TBM is an implementation of the fourth point of the Sustainable Development Goals (SDGs) program related to quality education with subtheme 4.6 literacy and numeracy. Growing interest in literacy is not easy, but requires ongoing innovative activities so people can continue to be active. This research aims to determine how high the interest in literacy is with the community's existence of Community Reading Parks (TBM). The research method uses a literature review study with descriptive explanations. The study in writing the literature review study used sources from the last five years, namely from 2019 to 2023. Data collection techniques were obtained from online literature sources such as Google Scholar by acquiring 30 articles and 15 articles for literature review studies. This research provides results including the role of Community Reading Parks being divided into three categories: 1) The role of Community Reading Parks in increasing literacy and interest in reading; 2) The role of Community Reading Parks in improving the quality of education; and 3) The role of Community Reading Parks in increasing artistic and cultural creativity. All activities in each Community Reading Park increase literacy and reading interest, support education quality, and increase artistic and cultural creativity. The conclusion from this research is that Community Reading Parks play a role in increasing literacy in the surrounding community with the work programs that have been implemented.

Empowering Women by Strengthening the Economic Sector and Digital Marketing Through a Women's School in Tambakmenjangan Village

The COVID-19 pandemic has had a significant impact on various sectors, including tourism, trade and industry, particularly impacting micro, small and medium enterprises (MSMEs) in Indonesia. According to Adistianingsih and Panjaitan (2022), Indonesia ranks 109th out of 144 countries in terms of women's participation in the economy and entrepreneurial opportunities. This reflects the limited opportunities for women in the world of work and entrepreneurship in Indonesia. Patriarchal culture and negative stigma surrounding the role of women in rural areas exacerbate this problem. This program aims to overcome the low economic participation of women in Tambakmenjangan Village, Lamongan Regency. The problem is the low level of women's empowerment, which has an impact on low levels of education, societal stigma and early marriage. This program utilizes non-formal education and skills training programs for women which are carried out in collaboration with the Lamongan Islamic University student organization. The activity design includes a six-month culinary, fashion and make-up training program for women in Tambakmenjangan Village. The findings show that this program has succeeded in empowering women by increasing their skills and knowledge in various fields. The program also involves partnerships with government agencies, local businesses, and educational institutions. Monitoring and evaluation were carried out to ensure program effectiveness, and workshops were held to disseminate and publicize the results. The implications of this research are very significant because they contribute to the empowerment of women in rural areas and address the gender gap in economic participation.

A COMBINATION OF VARIOUS FORMS OF ORGANIZATION OF THE EDUCATIONAL PROCESS DURING THE WARTIME (the case of Zhytomyr Ivan Franko State University)

In this article a combination of various forms of organization of the educational process during the wartime was described. In the article the definition of concepts bilingual, formal, non-formal, informal education were given. The aim of the article was popularization and dissemination of the experience of organizing the combined forms of education during the wartime. It was indicated that in addition to adaptation problems during the wartime, the students faced a number of problems related to their studies because of different reasons. Many students, whose level of proficiency in a foreign language (English) allowed them to study within the framework of non-formal education in other countries, began to do so in order to fill the gaps that arose as a result of missed material due to objective reasons in their main educational institution. There was a spontaneous fusion of bilingual, formal, informal and non-formal education, caused by objective reasons that appeared among Ukrainian students as a result of russian aggression in Ukraine. In the article the Regulations on Recognition of learning outcomes obtained through non-formal and/or informal education, which defines the general requirements for the procedures for recognition of learning outcomes obtained through non-formal and/or informal education were described. It was established that Regulations were adopted on time and gave the opportunity to combine formal, non-formal and informal education to students who, due to problems with adaptation, relocation, lack of electricity, long-term air alarms, missed a large amount of educational material to fill the gaps through non-formal and informal education. It was concluded that the combination of various forms of organization of the educational process (formal, non-formal, informal based on bilingual education) in emergency periods of the country's life will contribute to the continuous and complete education of a student. Providing the opportunity to combine formal, non-formal and informal education will also encourage students to get an education by forming an individual educational trajectory.

ORGANIZING SELF-EDUCATION ACTIVITIES FOR MEDICAL COLLEGE STUDENTS IN THE CONTEXT OF BLENDED LEARNING

The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analysis, generalization, specification, and modelling. Based on the analysis of primary sources, it has been established that self-education activities are a type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated by the use of specific methods for seeking and assimilating social experience. It has been emphasized that through self-education, medical professionals are better able to handle complex clinical cases and provide high-quality medical care to their patients, including via the use of digital technologies. Blended learning is defined as a combination of traditional face-to-face (contact) learning and computer-mediated or online learning. It has been pointed out that the implementation of blended learning requires the development of appropriate pedagogical design and innovations that ensure the application of adequate teaching and assessment methods with carefully planned content and structured academic courses. The blended learning system is presented as an integration of face-to-face classroom and clinical sessions, independent student work, and online learning. It has been noted that in blended models, the supply of educational material and interaction with the teacher can occur in both physical and virtual environments, during both classroom sessions and asynchronously during extracurricular activities. The specifics of self-education activities for medical college students using some models such as rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped classroom, and personalized learning have been described. In each model, the core element is identified as the electronic educational resource. In the blended learning system such a resource is viewed not as an auxiliary tool of the traditional educational process but as the one that successfully combines traditional and distance learning forms, incorporating both non-digital and digital technologies. It has been determined that blended learning is based on the flexible combination of in-class learning (contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended learning used in organizing self-education activities for medical college students, the following have been highlighted and described: online lectures, practical sessions in webinar mode, project and group work online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual and augmented reality technologies, a combination of formal and nonformal education, self-testing complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications. It has been concluded regarding the feasibility of implementing blended learning in the training of medical college students and the organization of their self-education activities. This will enhance the quality of education, and the efficiency of resource utilization of educational institutions, increase the level of professional expertise and mobility of teachers, and ultimately provide additional competitive advantages to the educational institution in the educational services market.

DEVELOPMENT OF THE ABILITY OF FUTURE DOCTORAL LEVEL SPECIALISTS TO IMPLEMENT AN INDIVIDUAL EDUCATIONAL RESEARCH TRAJECTORY: CONTOURS OF PEDAGOGICAL DISCOURSE

The article highlights some of the results of the conducted pedagogical discourse regarding the development of postgraduate students' ability to realize an individual educational and scientific trajectory; the latter is considered as a factor in the formation of image features of the future scientist. The exceptional importance of the goal-oriented process of forming the individual educational trajectory of a PhD student is substantiated; it is about the decisive factor in the success of personalized mastery as both an educational and a scientific component of post-graduate training, as well as about the optimality of professional support for the preparation of the applicant's own dissertation project, which, as a rule, is characterized by originality both at the level of the topic and from the perspective of tools for solving key contradictions, which increase the relevance of the research problem raised by him, in the aspect of the spectrum of manifestation of the creative individuality of the future Doctor of Philosophy. In particular, the constructive Polish experience in terms of stimulating personal and professional activity and increasing the personal responsibility of the scientific supervisor of graduate students is taken into account (during the fourth semester of study, Polish doctoral students undergo an intermediate certification before a commission, which must include a doctor with a habilitation or a professor from the scientific specialty chosen by the graduate student, and does not work at the institution where postgraduate training of the future doctor of philosophy takes place; in case of successful attestation of the applicant, his postgraduate scholarship is significantly increased). It was established that the historical and pedagogical origins of the chosen approach are laid in the fundamental research of the construct "measures of European success – a chance for Ukraine". As for modern scientific and pedagogical ideas about the content of the concept of "individual educational trajectory", it is noted that such diverse dimensions as: "path", "style", "and program" and "movement" are emphasized. It has been proven that for graduate students, it is legitimate to leave an individual educational and scientific trajectory, where attention is mainly focused on the processes of self-realization and self-regulation. Subjective self-realization is interpreted as the manifestation of a specific form of activity by the student, aimed at acquiring the status of a subject of his own development in the field of the chosen profession. As for self-regulation, it is understood as an important aspect of self-improvement of the future Doctor of Philosophy, because it occurs through the involvement of mechanisms of self-evaluation, self-control, and reflection; the activity of professional self-regulation is both directly and indirectly related to the process of self-creation. Therefore, the ability of the acquirer to "be" simultaneously in the content of formal, non-formal, and informal education is assumed.

Exploring the drivers and barriers to the non-formal education in Anganwadi centers for sustainable development education: a multiple stakeholder study

ABSTRACT The most populous country in the world, India, seeks to achieve universal education for its citizens. An informal education system for preschool children to develop their learning abilities is crucial. Anganwadi workers provide informal education. While there have been several studies on Anganwadi-based informal education, there is a lack of studies presenting a holistic perspective of all the stakeholders in the informal education system, especially following the New Education Policy 2020 and SDG 4. This study undertakes 46 interviews across five stakeholders. It presents five themes – policy and regulation, education, social norms, infrastructure, and human resources. These themes further present the driving or barrier factors to meet the objectives. The study concludes by discussing the theoretical and managerial implications.

Students from the “Non-Formal Education” Studies in the Conditions of the Internship Pre-Graduate Practice – Preparation, Introduction, Defense

The article focuses the attention of a research team on the internship pre- graduate practice in Non-Formal Education. The importance of the problem, the framework of the practical training in the specialty, its place and importance, the organization and activities in the direction of the preparation, the introduction of the students and the defence of the pre-graduate practice are presented. Accordingly, a study was conducted with students from the specialty Non-Formal Education and its results are presented. A number of successes of the process in its current version of implementation and some possibilities for its refinement are outlined.

University Partners in Non-Formal Education through the Prism of Students' Satisfaction in the Context of Pre-Graduate Practice

This article explores the interaction of stakeholder participants within the pre-graduation field practice of students in non-formal education majors. It draws a connection between student satisfaction with university partners (base organizations and non-formal education professionals) and their role of the latter in the context of the knowledge society concept. It is argued that students’ satisfaction with the university partners is of key importance for the effectiveness of the pre-graduation field practice, and hence for building the vision of their future professional careers, and, respectively, as a prerequisite for the knowledge transfer towards and within the field of practice.

Model Program Pembelajaran Bahasa Arab Non-Formal

This article discusses the concept of Arabic language learning models applied to non-formal education, the method used to obtain data in this article is a literature review, the results of this article are useful as a reference for effective and efficient Arabic language learning for both formal and non-formal education. formal, this article also describes the appropriate approach to be taken in learning Arabic in the current era, this article also describes the steps that must be taken by teachers, educators, instructors and others, as a reference in adopting methods and techniques to achieve the goals desired Arabic language learning. It is hoped that the problems in learning Arabic both from a linguistic and non-linguistic perspective can be explained by carrying out further experiments and research. The author hopes that researchers, teachers and experts in Arabic language education will be able to continue researching, applying concepts to learning, as well as funding and budgeting. Arabic language learning project for this conceptualized model.

Study of Student Behavior on the Implementation of Child Friendly School at SMA Negeri 8 Surakarta

Juvenile delinquency is a problem that often occurs within the scope of educational units. Children also often get bullying treatment that can damage their mentality. The government provides a solution to this problem by creating a Child Friendly School policy. This program, which is located in formal, non-formal and informal education units, aims to create conditions that are safe, healthy, clean and can guarantee and fulfill children's rights. There is a guarantee in protecting children from violence, discrimination or treatment that endangers children and participating in providing the best service. Child Friendly Schools are a means for students to learn, develop and increase their learning motivation and self-confidence. The purpose of this study is to describe the form of Student Behavior Study of Child Friendly School Implementation at SMA Negeri 8 Surakarta. This type of research is descriptive with a qualitative approach. The focus of this research is on the objectives of the Child Friendly School program, the policies implemented and the reality of its implementation. Data collection techniques of this research through observation, interviews and documentation. Data analysis techniques in this study are data reduction, data presentation and conclusion drawing. Translated with DeepL.com (free version)The results obtained state that the implementation of the Child Friendly School program at SMA Negeri 8 Surakarta has been running but cannot be said to be optimal because in its realization there are still several violations that cannot be eliminated. There needs to be a review of this government program to produce the success of Child Friendly Schools. So that the program that has been pursued by the government can run optimally.

THE PROBLEMS OF YOUTH IN PROFESSIONAL SELF-FULFILLMENT AS A SYSTEMIC PROBLEM: ANALYSIS OF SOCIAL FACTORS

The material of the article is devoted to the possibilities of professional self-realization of young people in the problem of employment, and the analysis of its social factors. It was shown that the generation of the problems of ensuring employment of young people is determined not only by the low level of their competitiveness in the labor market, the lack of necessary practical experience, work experience in the profession, but also by the access of young people to relevant public resources (economic, legal, social), the level of their economic, social and cultural capital. This is also the inadequate assessment of the objective conditions and opportunities of employment in accordance with their own profession and preferences. The article considers a number of social factors of generating the problem of professional certainty and its implementation, in particular: family factors, subjective (overestimated self-esteem, professional inflexibility), educational, stratification, and other situational factors. The educational factor of the problem is considered separately, where there is a mismatch of the content of professional education with modern market challenges, its inconsistency with the requirements and needs of the present. The problematic factor of the employer's pragmatism and its non-constructive role in the possibility of professional realization of a young employee is separately assessed (extreme pragmatism, inflexibility in personnel matters, additional unprofessional burden on a young employee). A number of socio-professional factors of youth competitiveness in the employment market have been determined, which are generative both by external social conditions and micro social components. Involving non-formal education with its revealed potential was positioned as one of the means of partially solving this problem. It is shown that non-formal education is indeed an important factor for self-realization and integration of students in education. And in view of modern realities - the challenges of war, the demand for non-formal education as an additional resource for formal education is growing even more.

Organization of Informal Education of Youth: On the Example of the Program «DOZRILI»

The article highlights the issues related to the self-realization of the individual using the tools of non-formal education. Formal, informal and non-formal education in the context of ensuring the self-realization of the individual, their strengths and weaknesses are analyzed. The importance of introducing non-formal education as a leading form of ensuring individual self-realization at the legislative level (Laws of Ukraine, Strategies, etc.) and as a result of a number of surveys (Public Organization «Youth Institute», U-Report digital platform of the United Nations Children's Fund, UNICEF, etc.) is emphasized. The mentoring program «DOZRILI» was analyzed as an effective tool of informal education to ensure the self-realization of the individual, in particular, public activists and youth workers in 10 regions of Ukraine according to a predetermined program. It is described how the curriculum was adapted for implementation in educational institutions of the city of Nizhyn, as well as the priority topics of education for students of various categories - values and their integration into everyday life, determining one's own resources and their balance in life, setting one's own goals. The subject of motivation for the participation of young people in this educational program is determined - interest in acquiring knowledge of a new format, own personal growth and acquisition of new knowledge, the search for opportunities for personal growth and self-development, the need for personal and professional self- realization.

Studi Komparasi Pendidikan Karakter di Indonesia dan Jepang

This research aims to analyze the comparison of the implementation and cultivation of character education between Indonesia and Japan. The focus of the study is on approaches and applications in formal and non-formal education as well as the influence of the community environment on character education in two countries. The research method used is a qualitative research method using a library approach or better known as library research. The data sources for this research come from research results, government policies related to character education in these two countries. The research results explain that the basis of character education in Indonesia is state ideology, customs and culture, religious values, government rules and policies. Likewise, in Japan the basis for character education is cultural values, state ideology and government policy regulations. Approaches to character education in Indonesia include the value instillation approach, learning approach, example, and habituation. Whereas in Japan, among other things, the approach tends to be habituation, for the Japanese people, character is not taught but is used to it. The influence of community support on character education in Indonesia and Japan greatly influences the ethics produced by students.

Rohingya Refugee Education in Malaysia: An Analysis of Current Standards and Challenges

The Rohingyas, the longest-standing stateless refugees in Malaysia, are continuously denied access to formal education. The UN Refugee Agency and local non-government organizations run learning centers that offer non-formal education to Rohingya children. Existing literature highlights that, in the absence of formal openings, alternative educational programmes remain the main provider of refugee education in Malaysia. This study, using the Inter-Agency Network for Education in Emergencies' five-domain framework, examines the educational standards provided to Rohingya refugees in Malaysia. The findings suggest that most learning centers lack financial, human, and infrastructural resources. Lack of opportunity for secondary schooling makes primary education less worth it. Moreover, prevailing cultural and religious norms make it challenging for Rohingya children (especially girls) to access educational opportunities outside the community. National examinations and academic accreditation for learning are inaccessible to refugees, including Rohingyas. This paper deliberates on some immediate and long-term measures that can potentially address these issues. However, all actors, including UNHCR and the Malaysian government, must collaborate towards formulating a sustainable solution to this critical problem.