EDU 3093

Current Issues and Challenges:

National Integrity

Presented by
Kok Jia Xuan Soon Ming Hui Yap Sze Miin
 1.0
Overview

2
 Overview
• Education helps to foster national unity, where a
child is taught to respect other races in Malaysia
since primary one.

‘Such an effort is designed to produce Malaysian

citizens who are able to contribute to the harmony
and betterment of the family, the society and the
nation at large.’ (National Education Policy, 1980)

• Educators have to put the interest of the nation

above self-interest in moulding the young generation
to understand the meaning of national integration.

3
 2.0
Definition

4
 Definition
What is national integration?

Ashraful Alam, 2017

It is defined as the creation of national political system
supersedes or incorporates all the regional sub
systems, to unite various groups with different social
and cultural background into one physical entity.

S.P. Hunninton, 2017

A process of uniting groups with different backgrounds
into one identity which is bound by common norms,
values and interests. When integration takes place,
there will be a sense of belonging and ties of feelings
between themselves.
5
Vyas, 1993
National integration means “a process as well as a goal
by which all the people inhabiting in a particular
territory irrespective of their religious, ethnic and
linguistic differences, on the basis of certain shared
traditions, experiences, common history and values
strive to live together forever with honour and dignity.”

6
 3.0
Challenges

7
 Challenges to Teachers
1 4
Different political
Differences in
beliefs based on
religion and culture
ethic groups

2 5
Differences in the Ignorant towards
medium of country’s history
instruction Challenges and background

3 6
Involvement in
Feeling of
economic section
superiority towards
based on ethnic-
owns culture
groups
8
 1 Differences in Religion & Culture

• Teachers should acknowledge individual and cultural

differences and identify these differences in a positive
manner, to develop effective communication and
social skills such as respect (Jane Burnette, 1999).

• Assigning pupils from various backgrounds like

Chinese, Malay and Kadazan in a project work setting
on meaningful topic to learn and understand about
one another’s cultures.

• E.g. Customs of different races

in Malaysia.
9
• Teachers often face the dilemma to translate English
Language to their pupils who tend to speak their
mother tongues in a multi-cultural classroom.

• In subject like Moral Education, teacher should be

sensible and sensitive to avoid judging behaviours
based on one’s religious belief.

• E.g. Muslim practise slaughter on cattle during Hari

Raya Aidiladha and Hindu worships cow as their
sacred God.

10
 2 Differences in Medium of Instruction
• Consider students' cultures in developing learning
materials in the class.

• The use of different languages might form a

perception among the pupils that they are not ‘in the
same boat’, leading them to mingle only with friends
who speak the same native language.

• Teachers should inculcate the awareness on the use

of official language, Bahasa Malaysia as the main
medium of instruction in the school.

11
 Involvement in Economic
3
Section based on Ethnic Groups
• Teachers who have experienced both urban and rural
areas will discover a huge economic gap among their
pupils from different ethnic groups.

• It results in jealousy and discrimination among the

pupils, leading to a broken bond of national unity.

• Teachers should inculcate the values of respect and

open-minded in helping the country to achieve
national unity in the classroom.

12
 Different Political Beliefs
4
based on Ethnic Groups
• The promotion of Malay-based identity is contentious,
especially for the Chinese and Indians who are in
favour of a pluralised national identity.

• Malay Muslims who have their nation-of-intent on

Islamic principles promoted by PAS, in which the
Islamic jurisprudence emphasize on the establishment
of Shariah Laws (Burgess, 2007).

• The non-Muslim Bumiputera in Sabah

and Sarawak also fear that the Malay
hegemony could erode their identity
as the aborigines.

13
 Different Political Beliefs
4
based on Ethnic Groups
• Until an acceptable notion of national identity is found,
Malaysia continue to have many ethnicity and nations.

• Teacher needs to promote the spirit of ‘1 Malaysia’

among the pupils through campaigns, talks,
competitions and normal lessons.

• ‘1Malaysia’ is a propaganda designed by our

Malaysian Prime Minister on to emphasise on ethnic
harmony, national unity, and efficient governance
(Sabariah Mohammad Salleh, 2013).

14
 Ignorant towards Country’s
5 History and Background

• Malaysian first Prime Minister, Tunku Abdul Rahman

with the other leaders had reached agreement on the
relationship between the three communities in an
independent Federation of Malaya.

• They had signed a social contract that the non-Malays

should recognise the special position of the Malays as
the indigenous people, the pre-eminence of Islam as
the state religion and Malay would be the national
language of this country (Chedet, 2008).

15
• History teacher plays a significant role in educating
the pupils to realize the importance of abiding to the
social contract in order to achieve the racial harmony
in Malaysia.

• It is important for Malaysian to be grateful and realize

the minorities’ identity, culture and language is
allowed under the agreement that the Malay language
and Islam religion are recognized as the national
language and formal religion in Malaysia.

16
 6 Ethnic Stereotype & Prejudice

• Consider students' cultures in developing learning

materials in the class.

• With the influence of factors like Mass Media and

family’s upbringing, races in Malaysia are often being
stereotyped with untrue accusations, such as
‘Chinese is stingy’ and ‘Malay is Lazy’,etc.

• Teacher plays a role to the prejudice by educating the

youth through theoretical and practical activities in
the classroom

17
 4.0
Current Issues

18
Current Issues of National Integration

1 2 3 4

Multi-ethnic Socioeconomic Ethnocentrism Prejudices

Groups Gaps
• Ignorance of Feel deprived of Manifestation of Bad impression of
ethnics groups the chance to another culture other races
• Process of share in enjoying the
socialization is Nation’s wealth.
limited
• Racism
Multi Ethnic Group

20
 Multi-ethnic Group
Process of socialization limited to within
ethnic groups:
• The process of socialization among people
of one ethnic group is not conducive to a wide
exposure to other cultural elements. Different races
have different ways of bringing up children
especially at home.

• Most of the Malay and indigenous group will choose

SK schools, whereas Chinese will choose SJKC,
Indian will choose SJKT schools. The process of
socialization has been limited when the children are
in primary school.
21
 Multi-ethnic Group
Ignorance of other ethnic groups
• This means limited or lack of understanding of the
way of life, the living conditions and
the problems of the other races. Ignorance
about other races is usually because of the
physical separation.
• Every ethnic group will maintain their own language
and will not accept other ethnic language. It is
because they consider it inappropriate and there is
no need for them to learn the language of another
people.

22
 Multi-ethnic Group
Racism:
• Communalism refers to the attitude of favouring
one's own ethnic group. This kind of feeling is also
prevalent in Malaysia. For example, the political
parties that exist in Malaysia are still on ethnic base.
• Nowadays, in Malaysia, the emergence of the
Internet and social media platforms has provided
more open spaces and platforms for widespread
expression of racial sentiments and hate speech.

23
Socioeconomic
Gaps 24
 Socio-economic Gap
• They feel deprived of the chance to share in
enjoying the nation’s wealth.
• Programmes implemented to reduce the socio-
economic gap too, fail to make certain groups
happy. They become jealous, suspicious, frightened
and feel neglected.
• Various conflicts that have occurred such as the
May 13th 1969 racial riot have proven this point.
According to W. T. Wan Hashim (1993), economic
disparity between Chinese and Malay had caused
the riot
• Eventually, the competition to secure access to
economic resources contributed to ethnic conflict

25
Ethnocentrism
26
 Ethnocentrism
• This refers to the belief that one's culture is
superior to that of others. Because this belief, any
cultural element or manifestation of another culture
that is different is considered wrong, bad or even
dangerous.

• All ethnic groups will strive to maintain the identity

of their own people and make it more superior and
they will try to defend their equal rights. Moreover,
the spirit of loyalty to the country may not exist
among ethnic groups as each group is more loyal to
their ethnicity rather than the country.

27
 His
His feather is
feather is black!
black!

Prejudices

28
 Prejudices
• Prejudice is a pre-judgment action. The problem with
this country is, it usually takes the form of “bad
impression” of other races.

• Many Malaysians actually are prejudiced and

harbour negative stereotypes of others without
realizing it. Although on the surface, the
relationships between different ethnic looks good, it
is difficult to spend time together for social activities.

29
Current Issues of National Integration

5 6 7 8

Communalism Communal Politics Cultural Segregation or

Differences Physical
Separation
Favouring one's The feelings and Easily spark off Ignorance towards
ethnic demands of only a feelings of different cultures
community certain community prejudice, racism,
and ethnocentrism
Communalism
31
 Communalism
• This is the attitude of favouring one's ethnic
community. In Malaysia, this phenomenon is quite
obvious in the economic, political, social and
cultural whereby an ethnic group shows favouritism
towards those from within the group.

• Some of the ethnics enjoy special position which

entitles them to the reservation of quotas in
government employment, scholarships, tertiary
education, licenses and permits. The government is
also obliged to reserve a certain amount of land for
the certain ethnics.

32
Communal
Politics
33
 Communal Politics
•The ruling party in the country only give the feelings
and demands of only a certain community. This easily
brings up reinforces racial feelings.

•Ethnic-based politics is the cause of the separation

between ethnic groups. Sensitive issues were politicised
by political leaders in seeking popularity can trigger
uncontrolled tension. Ethnic based politic can influence
uneasy feelings and lead to racism if their action taken
were not get consensus from the others.

34
 Segregation or
Physical Separation
35
 Physical Seperation
• Peninsular Malaysia is divided into west and east by
a central mountain range called the Banjaran
Titiwangsa. Most large cities, heavy industry, and
immigrant groups are concentrated on the west
coast; the east coast is less populated, more
agrarian, and demographically more Malay. Sabah
and Sarawak have highlands and rural areas,
demographically more indigenous groups.

• Physical segregation indeed gives rise to difficulty

in physical contact and results in an ethnic group
not knowing another ethnic group, especially on
that lives in a different area.

36
 Cultural
differences
37
 Cultural Differences
• Cultural differences of course easily spark off
feelings of prejudice, racism, and ethnocentrism, all
of which pose threat to national integration.

• Malaysia is a Multiracial country. Different norms

and cultural beliefs has been portrayed. However, if
there is lack of understanding in different types of
norms and cultural beliefs, sensitive issues can be
portrayed.

38
 5.0
Solutions

39
 Solutions for Issues of
National Integration
1 5
Assimilate the
Introduce
values of
1 Malaysia
Rukun Negara
Concept
in education
Solutions

2 3

Implementation
Empowers the
of National
status of Sekolah
Education
Kebangsaan
Policy (NEP)
 Introducing
‘1 Malaysia’ Concept

41
 1 Malaysia Concept
 Even after years of efforts in trying to achieve racial
harmony, it is still a top priority for our government
in our local social context.

 That is when Dato Seri Najib Tun Razak introduced

the 1 Malaysia concept that is claimed to be able to:

‘Provide a free and open forum for us to discuss

things that matter deeply to our nation…, enhance
unity in diversity, explore identity, purpose and
direction… Each of us wants opportunity, respect,
friendship & understanding.’
42
Definition of 1 Malaysia

Unity Diversity
+ Inclusiveness
=
We are a multi-racial, We accept, respect
multi-cultural, multi- and celebrate
religious and multi- diversity of cultures
lingual society and religions

43
 How can it help for ‘Unity in
Diversity’?
1 Address the needs of other races in Malaysia

 The government had realised that there are more

ethnics that should be given concern other than
the 3 major races in Malaysia.

 Sabah and Sarawak are lagging in provision of

basic infrastructure such as roads and rural
housing. The government had revised several
plans to address the gaps between Peninsular and
East Malaysia.
44
2 Education that reflects cultural and linguistic diversity

 Upgrade the quality of national schools (SK) to be

the schools of choice for all students in terms of
excellent teaching with provision for pupils’ own
laguage.

 Promote 1 Malaysia Boarding Schools by making

present boarding schools more multiracial instead
of Malay-only.

 Produce teachers that are aware and sensitive of

the diverse background of students and to handle
inter-ethnic relations in a positive manner.

45
3 Promote 1 Malaysia Social Interactions
1 2
Rukun Tetangga (RT)
promote neighbourliness and
assisting in neighbourhood
watch for security.
3 4
PLKN, National Service
Training Programme.
Programmes for sports,
because Malaysian athletes
in international sporting
arena promotes sense of
pride, loyalty and unity.
Programmes in Arts and
Culture such as Tarian Cuti-
cuti 1 Malaysia & Food
Fabulous Food 1 Malaysia.
4 Managing Religious and Cultural Polarities
 Respect the places of worship and avoid relocation
due to housing activities. Plan cityscape properly
before shoving off religious places.

 Solving issues regarding inter-marriages especially

conversion to Islam without properly settling issues
related to divorce, custody, inheritance & religious
practices.

 Government proposed setting up consultative

panels at district or even town or village level and
also charity/ welfare efforts that promote mutual
understanding & unity.
47
5 Towards a Truly 1 Malaysia Government

 Eliminate the requirement to mention race on

government forms, except when it is for the
purpose of census & statistics only.

 All politicians should harness common universal

values rather than amplifying differences in race,
religion & region.

 Politician should ensure administrative that

reflect multi-racial representations.

48
National Education
Policy (NEP)

49
National Education Policy
The actual development of national education started
with the Razak Report in 1956.
 It is considered a cornerstone for the development
of the national education system used.

 Objective of Razak Report is to establish a national

education system that would promote the cultural,
social economic and political development
accepted by the nation as a whole.
 The development is then followed by Barnes Report

50
 Important Features
1 2
Form a national system of Make Bahasa Malaysia the
education for all races medium of instruction

3 4
Strengthen national education
Create a standard syllabus
system for all students
How can National Education
Policy Help?
1 Succeeded in integrating curriculum content

 The curriculum is uniform even though the

language of instruction is different.

 During the British colonial period, education

system was different with mother tongue as
medium of instruction.

 Revitalise the system with a standard curriculum

helps the education to be fair and harmonious.
52
2 Achieve Coherent Vision through RIMUP

 Known as Rancangan Integrasi Murid untuk

Perpaduan, RIMUP is providing a platform for
students from different school types to come
together and increase inter-group interactions.

 RIMUP activities comprise activities for academic

excellence, sports and games, arts and culture,
community service and activities to enhance
patriotism.

53
3 Develop 11 strategic plans for Unity

Develop policy Acknowledge Introduce Educate,

and guidelines schools that greater racial encourage and
for unity in reflect national diversity of acknowledge
education identity teaching staffs School leaders

Monitor & Implement a Incorporate Introduce

compulsory marks
assess unity holistic unity “Unity Skills”
for co-curricular
initiatives in toolkit & unto more activities that
schools training module subjects foster unity

Create Enhance
engagement Increase
environment
between public &
where positive stakeholders on private sector
values can be programmes about
instilled unity
involvement

54
Empowering Status of
Sekolah Kebangsaan

55
 National Schools (SK)
 National schools are also known as Sekolah
Kebangsaan (SK) in Malaysia. For national schools,
the medium of instruction used is the Malay
Language.

 It is mostly celebrated by the Malay and also

bumiputera, however less by the other ethnics and
lately, there is even an increasing trend of Malay
students enrolling in vernacular schools.

 SK is frequently reported of having lower

performances and also disciplines compared to
vernacular schools (The Star Online, 2017).

56
How can Improving SK help?
1 Reduce the Racial Tension

 It is found that vernacular schools pupils are more

likely to develop negative racial perceptions towards
the other races due to its monolingual environment.

 Through improving the SK quality, parents will be

more willing to send their child to national schools
without worrying they will be deprived opportunities
to learn their mother tongue.

 It is crucial for government to revised the execution

of syllabus in SK schools.
57
2 Promote cross points for racial interaction
 Children will have more opportunities to mix with
friends from different races and thus learn to get
along with them.

 Students can experience cultural differences in

school activities such as celebration of different
festivals for different races and also when doing
group projects which requires them to respect each
others.

 Other than that, the seating arrangements in

classrooms can also be multi-racial, promoting zero
segregation between races.

58
Assimilate the values
of Rukun Negara

59
 Rukun Negara

 Rukun Negara or the Pillars of the Country was

declared on 31st August, 1970 in conjunction with the
13th Independence Day celebration (Jabatan Perpaduan
Negara & Integrasi Nasional, 2013).

 It was formed following the race riot accident in

Malaysia in 13 May, 1969 to shape strong and lasting
unity between the different races in Malaysia.

60
5 Principles of Rukun Negara
1 Belief in God
Loyalty to King and
2
Country
Nobleness of the
3
Constitution
4 Sovereignty of the Law

5 Courtesy and Decency

Saribun, 2014

61
How can Rukun Negara Help?

1 Revamping Moral Education in Schools

Rukun Negara Emphasise the teaching of

good behaviour under ‘courtesy & decency’.
Youths can be wary of immoral activities.
Encourage pupils to think critically about
implementation of moral values in daily lives.
Group projects that help to elevate the status
of nation and also enforcing national
integration.

62
2 Reciting Rukun Negara as a Reminder

Students and teachers recite the Rukun

Negara at school assembly
Place the 5 tenets of Rukun Negara at obvious
places
Constantly remind pupils of the importance of
Rukun Negara in order to foster national
integration as everyone works towards the
same goal.

63
3 Belief in God

Students should be reinforced with beliefs

that someone is always watching from above
Thus, subjects such as Pendidikan Islam &
Bahasa Arab were introduced.
Motivate students to work towards goodness.

64
Terima Kasih ! Thank you! Punsikou! Nandre! 谢谢！
 References
Ashraful Alam. (2017). National Integration of Malaysia: An Overview.
Retrieved from Academia Website:https://www.academia.
edu/7032764/National_integration_of_Malaysia_an_overview

Alang B. & Maizatul R. (2013). Inculcate rukun negara in pupils.

NewStraitsTimes. Retrieved from http://www2.nst.com.my/nation/
general/inculcate-rukun-negara- in-pupils-1.280883

Burgess, R. (2007). Yusof Ishak Institute: Malaysian’s Muslim Law versus

Syariah Revivalism. Retrieved from
https://www.iseas.edu.sg/images/pdf/ISEA_Perspective_2016.pdf

Burnette, J. (1999). Eric Digest: Critical Behaviours and Strategies for

Teaching Culturally Diverse Students. Retrieved from
https://www.ericdigests.org/2000-3/critical.htm Hasnul Mohamad

Castillo, J. (2010). Educational System in Malaysia. Retrieved from

Slideshare Website:https://www.slideshare.net/JERCAS/
educational-system-malaysia
66
Chedet, C. (2008). Malaysian Insider: The Malaysian Social Contract.
Retrieved from http://chedet.cc/?p=107

Jabatan Perdana Menteri. (2010). Government Transformation Programme

(GTP) Roadmap. Retrieved from http://www.pmo.gov.my/GTP/
index.php

Khairul Anuar Shamsuddin, Ong, H. L, Ahmad Azan Ridzuan. (2015).

Malaysia: Ethnic Issues and National Security. International
Journal of Humanities and Social Science, 5(9), 136-143.

Kok, T. (2013, Feb 14). Revive the Rukun Negara, The Star Online.
Retrieved from http://www.thestar.com.my/opinion/letters/2013/02/
14/revive-the-rukun-negara/

Norbaiduri Ruslan. (2014). National Education Policy. Retrieved from

https://link.springer.com/chapter/10.1007/978-3-319-22464-0_8/
fulltext.html

Nurfarahin. (2014). National Philosophy of Malaysia (Rukun Negara).

[Powerpoint Slides]. Retrieved fromhttp://www.authorstream.com/
Presentation/nurfarahin-1768398-national-philosophy-malaysia-
rukun-negara/
67
Malaysia. (2006). Retrieved from Countries and their Cultures Website.
http://www.everyculture.com/Ja-Ma/Malaysia.html

Malaysia Racial Discrimination Report. (2016). Retrieved from:

http://komas.org/v2/wp-content/uploads/2016/03/Malaysia-Racial-
Discrimination-Report-2016.pdf

Marzuki Mohammad. (2008). Communalism, Law And State Power: The

Limits Of Political Change In Malaysia. Retrieved from:
https://openresearchrepository.anu.edu.au/bitstream/1885/10981
9/4/b25547148-mohamad.m.pdf

Ministry of Education. (1980). Official Portal: National Education

Philosophy. Retrieved from
http://www.moe.gov.my/index.php/en/dasar/falsafah-pendidikan-
kebangsaan

Ministry of Education. (1980). Official Portal: National Education

Philosophy. Retrieved from
http://www.moe.gov.my/index.php/en/dasar/falsafah-pendidikan-
kebangsaan

68
Mutang, J. A et al. (2014). A Multiethnic Perception through the Eyes of
Students. International Journal of Information and Education
Technology . 4(3), 249-253.

PADU. (2013). Unity in Education. Retrieved from

http://www.padu.edu.my/files/unity/5_Year_Roadmap_for_Unity_in
_Education.pdf

Sabariah Mohammad Salleh. (2013). Unity in Diversity: Inculcating the

Concept of 1 Malaysia in Local Context. Retrieved from
https://benjamins.com/catalog/japc.23.2.01moh

Salleh. (2011). 1 Malaysia Concept and Values. Retrieved from

http://www.kettha.gov.my/kettha/portal/document/files/Pdf%
20Innovasi%20Kettha/1Malaysia%20-%20Concept%20and%
20Values.pdf

Santhi Latha. (2014). Types of Schools in Malaysia. Retrieved from

http://www.educationdestinationmalaysia.com/essential-
information/types-of-schools-in-malaysia/

69
Saribun, S. (2014). Generasi Muda Perlu Terapkan Prinsip Rukun Negara.
Universiti Malaysia Sabah, Jabatan Canselori. Universiti
Malaysia Sabah

The Star Online. (2017, January 2). Improve System to Make Better
Students. The Star Online. Retrieved from
http://www.thestar.com.my/opinion/letters/2017/01/02/improve-
system-to-make-better-students

W. T. W. Hashim. (1993). Race Relations in Malaysia. Heinemann

Educational Books: Kuala Lumpur

70