<![CDATA[This study aims to analyze street-level governance practices in the provision of education for migrant children at the Broga Learning Center, Malaysia, and to explain how interactions among local actors shape informal governance mechanisms that sustain the desire for alternative education for migrant children. This study used a qualitative approach with an intrinsic case study design. Research data were obtained through in-depth interviews, participant observation, and documentation with learning center managers, volunteer teachers, migrant parents, social organizations, and local communities involved in migrant children's education. Data analysis was conducted through data condensation, data presentation, and interactive drawing and verification of conclusions throughout the study. Research findings indicated that street-level governance practices regarding migrant children's education are implemented through the active involvement of various local actors who design community-based, informal governance mechanisms. The specific educational models that have emerged exemplify these community governance practices, characterized by the exercise of discretion among local actors, informal social coordination, and collaborative governance aimed at providing alternative educational services. Social networks formed through these interactions underpin a service model rooted in collective action, social trust, and community solidarity, which ultimately ensure the continuity of education for migrant children in contexts where formal education policies remain inaccessible. The study also highlights that, at the grassroots level, the provision of education for migrant children is not solely the state's responsibility; non-state actors play a crucial role by establishing community-based, informal governance structures to deliver educational services to vulnerable migrant groups.]]>
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