Abstract
From the British colonial period and henceforth after independence, educationists have striven to unify the divided and “particularised” education structures that were taking firm roots in plural Malaya and thenceforth, Malaysia. The primary focus as boldly enshrined in the Malaysian Constitution, the national ideology statement—the Rukun Negara, the National Education Philosophy (NEP) and by the constant reminders and promptings of our founding fathers, was national integration of the ethnically and culturally diverse society. The aspiration of “sejahtera” (well-being) as propounded in the nation’s NEP, seen together with the United Nations’ SDGs (sustainable development goals), towards Education 2030, clearly points to the urgent need for further effort towards inclusive and quality education. The discussion on the prevalent, divided education system, attempting to answer the main research questions, centres on mother-tongue vernacular education and other sub-set education structures, such as the religious and “one-race” schools. These have inevitably with the course of decades, contributed to social disunity. It is found that educators emphasise that transformation and integration, and not the termination of these education sub-sets, into mainstream education, with a strong implementation of the national language and English in the school curriculum. This can help evolve Malaysian education into a globally reputed education system. Educationists are also of the view that it can be then an effective bonding tool for national unity. Language, religion, and literature subjects can be conducted in the mother-tongue languages within the ambit of the national education philosophy. In-depth one-to-one interviews of higher primary school learners, were found to have sparse knowledge in the Malay-national language and English, in topical knowledge areas in Science, Moral Education, common knowledge concepts, and common civility greetings. Successful working models of education of certain plural societies towards national integration, provide constructive lessons for the constructive re-hauling of education in Malaysia.
Highlights
It is common knowledge today that the Malaysian education system is clearly multifarious
The primary focus as boldly enshrined in the Malaysian Constitution, the national ideology statement—the Rukun Negara, the National Education Philosophy (NEP) and by the constant reminders and promptings of our founding fathers, was national integration of the ethnically and culturally diverse society
It is found that educators emphasise that transformation and integration, and not the termination of these education sub-sets, into mainstream education, with a strong implementation of the national language and English in the school curriculum
Summary
It is common knowledge today that the Malaysian education system is clearly multifarious. As it has been demonstrated to this day, except for the tragic racial riots of 1969 referred to at times with dubious intentions, the observation of social science students generally is that, Malaysians want just to be “left to their own means”, to live their lifes and be empowered appropriately with the servant-leadership of public officials, to strive to ensure the well-being of their lifes and that of their posterity, in peace and stability Often, it can be a “gradualising” development as an outgrowth from the inevitable sociological impacts-both negative and positive, as well as the ensuing relative social-political calm and stability, and entrenching attitudes attuned to ethnic-cultural traditions and values, practices and the acclaimed-often politically shouted about, “promises” of “safe” futures. When this above approach is directed at the multicultural youth untainted by political bigotry and a sense of communal superiority, as it is so often exhibited today, the fertile and healthy seeds of communal bonding can be laid and germinated thenceforth, for unity and peace in the polity
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