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Everyone everywhere has the right to education, including migrant children living transnational lives. The practice of transnational life in dual education for Indonesian migrant children is the main focus of this research. As such, this article examines the extent of recruitment, learning processes, outcomes and looks at the different perceptions between two educational institutions: Community Learning Centre Indonesia (CLCI) and Humana Child Aid Society Sabah (HCASS). The research method used was phenomenological qualitative, focusing on Terusan 2 Estate and Sapi 2 Estate, Sandakan District, Sabah, East Malaysia. Interviews were conducted with 25 respondents comprising teachers, students and policymakers of migrant children’s education in Sabah. Observation and documentary analysis were also conducted to strengthen the research. The research findings show prominent differences between the CLCI and HCASS education systems regarding recruitment, processes and learning outcomes. In addition, the findings also explored transnational life practices in education with two different systems. This is because one student subject received very different learning curriculum systems: Indonesia and Malaysia. Students, unconsciously or consciously, practice “code-swiching” behaviour in their interactions with their environment. However, support from the Indonesian government offers some level of national identity inculcation for students in transnational life. In addition, support from the Malaysian government and the oil palm plantations company made the teaching practice run conductively with good facilities and respectful solidarity based on universal peace. Implementing the right to education means providing equal opportunities for all migrant children to access and thrive in higher-quality schools so that, in the future, they can contribute to international life.
Saefudin et al. (Tue,) studied this question.