<![CDATA[Children of undocumented Indonesian migrant workers in East Malaysia may face barriers to formal education associated with incomplete civil documentation. This study examines how state and non-state actors collaborate in advocating for these children’s educational rights, using a paradiplomacy-informed framework. A qualitative descriptive single-case-study design was applied through documentary analysis of academic publications, institutional reports, policy documents, and official releases published between 2016 and 2026. The documents were analysed thematically across actor roles, interaction patterns, institutional constraints, and relationships between authority and implementation. The findings identify five actor clusters: central government institutions, diplomatic and consular representative offices, civil society organisations, community and private-sector actors, and universities. Five recurring collaboration mechanisms are identified: the documentation grace-period arrangement, repatriation scholarship, layered teacher provision, plantation-based learning facilities, and knowledge production. Enrolment data show that CLCs recorded substantially more learners than SIKK in 2024, although these figures do not measure the overall share of eligible children receiving education. The study argues that a paradiplomacyinformed perspective helps connect central diplomatic authority with locally embedded cross-border action, while revealing relational asymmetry: non-state actors contribute important implementation capacity but remain dependent on state authority, institutional recognition, and resources.]]>
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