International and Islamic perspectives on the right and access to education for refugees: Malaysia’s response

• Published in: International Journal of Migration, Health and Social Care
• Main Author: Mohd Nor A.; Rahmat N.E.; Nadzari D.A.
• Format: Review
• Language: English
• Published: Emerald Publishing 2025
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85214140601&doi=10.1108%2fIJMHSC-06-2023-0058&partnerID=40&md5=fc18c5063005e4369af790dc95ee75e0

Purpose: Refugees commonly face inequitable access to education in their host countries. The purpose of this study is to examine the related laws and policies on the right of education for refugees from the international perspective; to explore the issues from the Islamic perspective; and to analyse Malaysia’s response to the international conventions, specifically in its implementation of educational access and services. Design/methodology/approach: This qualitative study uses an exploratory approach, reviewing materials such as books, journals, reports and newspaper articles to identify international conventions and Islamic perspectives on the rights to education for refugees. An analysis of Malaysia’s response to the rights to education for refugees was conducted to highlight the implementation of educational access and services for refugees in Malaysia. Findings: This study reveals the existing rights and access to education for refugees from the international and Islamic perspectives. However, in Malaysia, there is a lack of a domestic legal framework governing refugees which limits access to basic human rights including education. Research limitations/implications: This study focuses on the rights and access to education. Practical implications: The lack of adequate and quality access to education for refugees in host countries will likely increase illiteracy levels and subsequently trigger societal and financial strife in the long run. This research emphasizes the importance of developing an adequate framework and strategic plan of action for better access and services for refugee education in Malaysia. Social implications: A lack of research and engagement on the rights and access to education services may come at the expense of refugees. An adequate framework and strategic plan of action incorporating access to education services for refugees are necessary to support refugees in enhancing their quality of life and creating a safer environment reducing the possibility of exploitation, abuse or harm. This study may generate interest and create awareness of refugee education in Malaysia, especially among advocates and policymakers interested in such groups. Originality/value: This study contributes to the discussion on the right and access to education for refugees from the international and Islamic perspectives, while also examining Malaysia’s response to its implementation. Refugees displaced to Malaysia have become a matter of concern that should be addressed by academic researchers, activists and official authorities. The findings demonstrate the urgency of developing an adequate framework and strategic plan of action to minimize disparities in education access among refugees. Further research is still needed, as very limited research has been conducted on this topic, particularly in developing countries like Malaysia. © 2024, Emerald Publishing Limited.