Education Reform, The Past and Present

Norhidayah bt. Mohd Ramli

Kulliyyah of Islamic Revealed Knowledge and Human Sciences
Department of Political Science
1.0

Introduction: History of Education System in Malaysia

1.1

Pre-Independence (before 1957)

Malaysia education has experienced tremendous changes since the era of British
Colonialism till what we have today. It is not wrong to say the Malaysia has reformed its
education system in conjunction with the changes of political leadership in these multi-racial
countries. From this perspective we might say that the education system in Malaysia is one form
of political agenda in governing this country with the main intention to create a knowledgeable
nation that will lead Malaysia in the future.
Under British Colonialism, the education system in Malaysia or known as Malaya at that
time were divided into four main streams which are English medium , Malay medium, Tamil
medium and also Chinese medium. Roughly said, it reflects that under British Administration
there was no concrete education policy was created for the Malayan and normally the way
British educate the public was based on Divide and Rule policy. By having four main streams or
vernacular schools it helps the British to segregate the public according to the ethnicity. The
English medium school was built under the rule of British and Missionary movement in Malaya.
Thus, these schools were strictly selective in enrollment process and usually the students were
the British itself, the Royals and the elites from Malays and the Chinese. The syllabuses used by
these schools totally follow the British Education policy. The schools like Penang Free School,
Malacca High School and Victoria Institution are the example of the inheritance of British
education system in Malaya that we still can see the physical features in term of name and
building nowadays. Different stories for other streams like Malay medium, Chinese and Tamil
(Indian). Basically, these schools was built by the initiative by the community itself and the aims
were to provide basic knowledge to the children within the ethnicity itself. For example, in
Malay medium school the goals were to introduce the basic 3R- Reading, wRiting and
aRithmetic to the student and also emphasized on the religious teaching. Same goes to the other
1

two, the Chinese medium and the Tamil, both streams used their own syllabus that came from
India and China.
Malay aristocrats, Malay peasants and Indian estate labourers received the kinds of
education that would be fitted them in playing the roles assigned to them in the colonial scheme
of things. The aim of Malay education was to make the son of fisherman or peasant a more
intelligent fisherman or peasant than his father. The system failed to prepare the Malays to cope
with the rapid changes occurring all around them. The British education for Malays in English
medium was only for sons of loyalty and chiefs. It accentuated the stratification of the Malay
society by preparing a small, elite segment of Malays to participate in the administration of the
country.
For Indians, the whole system was aimed at assuring that estate workers children
remained in the estates. The British governed pragmatically, focusing their attention on
immediate problems, allowing things to happen and intervening only when a threat to the British
was perceived. The Chinese were left to go they own way. The Chinese were educated both in
their own language and in English. The rapid growth of Chinese participation in the English
medium education was economic. A basic education in English prepared one for a clerkship in
the government, a European owned business or for further education. Compared other ethnic
groups, Chinese were best able to benefit from the structure of opportunities offered (Snodgrass,
1980)
The education system in Malaysia also facing the black era during the World War II
when Malaya was occupied by the Japanese. During the Japanese Occupation, all streams of
education system were abolished and they must use Japanese language as the medium of
instructions. In addition, the English and Chinese languages were totally banned and it was a
huge crime that lead to death penalty for those who try to use in the school. The Japanese
education system can be seen as the brain-wash system when all the pupils were introduced to
Japanese history and patriotic songs. After the World War II ended, the education system in
Malaya returned to the one they had before the Japanese Occupation.

1.2

Post Independent (1957 current)

At this stage, there are several movements which concern on matters pertaining unity,

Malays and it leads to several reports and changes after that. The four main reports were created
2

in order to achieve objectives according to the groups solely, here we will see how the interest
group based on ethnicity play their roles to create education system that favour their own
interest. Those five reports namely, The Holgate Report 1949, The Barnes Report 1951, The Fen
Wu Report 1952, 1952 Educational Ordinance and the most significant report in Malaysia
Education system The Razak Report 1956. From those five, the Razak Report was considered
the successful and important for education development in Malaysia. It is due to some factors
that lead the other four reports faced a lot of obstacles in term of the contents, opposed by other
ethnicity and we should say that in certain aspect in do not favour the interest of the British as
the ruling government.
1.21

The Barnes Report 1951

Prior to the independence, in 1951 the Barnes Report 1951 proposed a single inter

racial type of school, the national school. It would provide six years of free bilingual (Malay and
English) education for all 6-12 year-olds. The committees aim was the achievement of the
elusive goal of educational unification, based on Malay English bilingualism. It suggested the
transformation of all vernacular schools into national schools where English would be the
medium of instruction and Malay the national language, while Chinese and Tamil languages
were to be taught as subjects in Pupils own language (POL). English was suggested as a medium
of instruction to develop skills and knowledgeable human resources for economic prosperity of
the new nation (Ales Puteh, 2010) The Barnes Report was pioneer steps in centralizing our
national education system and enhancing the idea of nationisme among the younger
generations

1.22

The Razak Report 1956

The Razak Report can be seen as the pillar to create a harmonious racial based
educations system. The main idea of this report was The Education system should compromise
of two types of primary schools standard primary schools Malay as a medium of instruction,
and standard-type primary schools Kuo-Yu or Tamil or English as the medium of instructions.
It also stress on the using uniformity of syllabus with addition of Malay as the compulsory
subject to be taught in all medium schools. For the secondary level, the Malay and English was
3

the primary language of learning progress and all teachers must be well- trained with the
standard of teaching trainings college. From this perspective, it clearly shows that Razak Report
is the pillar for the education system in Malaysia. After the independence, the Malays start to
raise concern on the importance to use Malay language as national identity for all people of
Malaya (before it changed to Malaysia after 1965), therefore Rahman Talib who was the
Minister of Education at that time came out with the idea of nation-building through the means
of education system. The idea of creating national school by abolishing all type of mother-tongue
based education system by having Malay as the sole language used in learning progress and
besides pre-requisite for potential students entering secondary schools and teacher training
college. Incentives were also given to those excelled in Malay language. As expected, the idea
gave strong critiques by those from Chinese and Tamil schools. However, from Rahman Talib
Report, the National Education System was created.

2.0

National Education System Reform

It was created after the Parliament passed the bill of Education Act 1961 based on
Razak Report 1956 and Rahman Talib Report 1961. Under Education Act 1961, it shows how
the tolerance practices by the government towards the multi-racial communities in Malaysia. The
objective of Education Act 1961 or known also as The Federal education policy aims to
establish a national system of education that comprise the elements that promotes the cultural,
economical and political advancement in this country, besides making the Malay language as the
national language. At same moment, the policy formulated based on Education Act 1961 shows
the tolerance for the needs and sensitivities of other races by allowing the Tamil and Chinese
language to be used as a medium of instruction at the vernacular with Malay language as a
compulsory subject. Three main area covered by the Education Act 1961 were the primary
education, secondary education and it also has specific framework for Islamic education. From
the very beginning on the creation of Malaysia National Education policy, the Islamic education
has been adapted to the national education system. It shows that the government did not neglect
the spiritual needs for Muslims. The spiritual values are one of vital component in Malaysia
National Education Policy. It is clearly reflected through The National Philosophy of Education
states that:
4

Education in Malaysia is an on-going effort towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious, based
on a firm belief in and devotion to God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable and competent, who possess high moral
standards, and who are responsible and capable of achieving a high level of personal
wellbeing as well as being able to contribute to the harmony and betterment of the
family, the society and the nation at large.

2.1

Education Act 1961

The implementation of Education Act 1961 as a part of changing process taken by the

Malaysia government to replace the colonial based education system with Malaysia based
system. Thus, in other aspect we can see the infusion of nationalism elements in drafting and
implementing the National Education System. The Malaysian government reviewed the
legislative provision and education policies which came into effect after our country achieved
Independence. By the end of the 1970s, after undergoing changes in the curriculum and the
system as a whole, the Education Act was fully implemented and expanded to Sarawak and
Sabah. All schools use Bahasa Melayu as the medium of instruction (except at the primary level)
and comprehensive education was provided for nine years. The forms and goals of the national
education system were further reinforced with the formulation of the national education policy
and the National Philosophy of Education upon recommendations by the Cabinet Committee
Report (1979) to strengthen and consolidate national education. Since then, several reforms have
been introduced to make education and training more efficient, attuned and responsive to the
needs of the nation. These brought major changes in tandem with accelerated national
development. Numerous areas of education are undergoing reforms. These are supported by new
legislative measures formulated to facilitate the realization of targets set by the Ministry of
Education (Haji Azmi Bin Zakaria, 2000). The rapid changes in technology and development
made the government see the importance of science and technology as a focal medium to
modernization. As a result, the new education system also created by emphasizing on the fields
of science and technology. It can be seen from the rapid increment of science stream students
intake compared to the arts stream, it change the perspective of the society towards the technical
5

and vocational based education. It was proven when at the end of 1970s, 68 technical and
vocational schools in Malaysia, with more than 30,200 students enrolled, in addition to 1,200
normal academic schools in the country.
The new trend in national education policy in Malaysia which more focusing on the
science and technology would be the significant result from the Vision 2020 introduced by Tun
Dato Seri Dr. Mahathir Mohamad who was the prime minister at that time. It was the initiative
taken by Tun Mahathir to review and revise the national education system in order to ensure the
system was comprehend with the needs and demands of the market and world as whole.
Education Review Committee was set up under the then Honorable Minister of Education, Dr
Mahathir Mohammed (before he step us as the Prime Minister in 1981). The report, released in
1979, now popularly known as the Cabinet Committee Report, was a result of a very
comprehensive study of the education system as spelt out by the Education Act of 1961.
Although the Cabinet Committee Report did not delineate a new education policy, the emphasis
shifted towards building a truly Malaysian society of the future. To that effect, it emphasizes at
all levels of schooling, a holistic (intellectual, spiritual, physical and emotional) approach to
quality human development to ensure development from all domains cognitive, affective, and
psychomotor (Rahimah Haji Ahmad, 1998)

2.2

Education Development during NEP (New Economic Policy) 1979-1990

During the NEP (New Economic Policy) 1979-1990, the rapid development projects
done by the government in order to eradicate the poverty among the Malaysians and reducing the
gap between the races. The NEP gave major impact to the education sector in Malaysia, It was
during
this phase that the education system was consolidated following the recommendations of the
Cabinet Committee Report (1979). Substantial changes made to the education system included
making Malay Language as the main medium of instruction and English as a second language to
be taught at all levels of education. However, Government primary schools and Governmentaided schools which used Chinese or Tamil as the medium of instruction were sustained,
consistent with the Education Act 1961(revised later and becomes Education Act 1996).
6

From the Cabinet Committee Report, two products was introduced into the education
system in Malaysia, those two outcomes known as KBSR (Integrated Primary School
Curriculum) and KBSM (Integrated Secondary School Curriculum). By having these two
components, we might say that the drastic reformed has been done to the Malaysia education
system. The new system can be viewed as a free market approach when the students were no
longer strictly binding to the stream like Science, Arts, Vocational or Technical. The new
education curriculum opens a wider opportunity for the students to choose any elective that they
interested in. Directly, the new system brought not only a reform in term of syllabus that
promotes the nationism but also provides space for the students passions. The KBSM was the
deadlock for the vocational and technical stream. Since both of the stream will be fall under the
science stream elective subjects. The reform in education system in the primary and secondary
level, also lead to changes in the tertiary education system in Malaysia. The foundation or preuniversity programs were introduced as the preparation step for the students to be familiar with
the university system. In Malaysia, matriculation program and diploma (one level lowers that
bachelor degree) were implemented as a part of tertiary education system. In overall, the steps
taken by the Malaysia government can be considered as creating the apprentice to fulfill the
market demands and needs of the country in the future.

2.3

Education Development National Development Policy-NDP (1991-2000).

Another reform phase that changes the major structure of education sector in Malaysia
was held under National Development Policy-NDP (1991-2000). During the time of NDP
several legislation was created to provide legal binding that will strengthen the education system
in Malaysia. The enactment of the Private Higher Education Act 1996 was also amended to
allow the establishments of more private higher education. From the current legislation, several
new education policies were introduced. The prominent education policy like Education Act
1961 was revised and emended and known as Education Act 1996. New Development Policy
also marked the new way of looking the education sector. Previously, the field only concern or
nationism or nationalism but now the new paradigm of education has appeared. The
education now seemed to act as the machineries to build the human capital forces to Malaysia
respectively. Thus, in making education relevant, education programmes were reviewed and
7

several policy reforms were introduced including the establishment of smart schools, the
upgrading of vocational secondary schools to technical secondary schools and increased usage of
ICT in education. This period also saw teacher qualification being upgraded from certificate to
diploma; the establishment of matriculation and community colleges; and the upgrading of a
teacher training college (Maktab Perguruan Sultan Idris) to a university (Universiti Pendidikan
Sultan Idris) (MOE-Mid Decade Assessment Report 2000 -2007, 2008) The rapid development
leads to the high demand of skillful man forces. This make a alarm call for the Ministry of
Education to reform the existing tertiary education system in Malaysia. This an important and the
most crucial component of education sector in Malaysia due to fact that it will the final stage in
producing the future workers for the industries in regardless the locals or abroad. Among the
policy reforms and legislations introduced at higher education level were:
1. The Private Higher Education Institution Act 1996 (aimed to make Malaysia the
centre of educational excellence).
2. The National Council on Higher Education Act 1996 (determines policy and
coordinate the development of higher education).
3. The National Higher Education Fund Corporation Act 1996 (to increase access to
higher education through the provision of students loans and funding schemes).
4. The Universities and University Colleges Act (Amendment) 1996 ( to provide for
greater autonomy to public universities programmes for educational excellence).
5. The National Accreditation Council Act (to ensure high academic standards, high
quality assurance and quality control in the provision of private higher education).

2.4

Education Development under as National Vision Policy NPV (2001 2010)

The globalization era brings the new dimensions of economy and perspective towards the
education sector in Malaysia. Globalization like the new wave that comes along with many
new improvements and challenges. It force the Malaysia government to adapt to these changes
and new policy was introduced known as National Vision Policy NPV (2001 2010) that
8

emphasizes on the knowledge based economy (k-economy). Although at the existing moment,
the national education system has provided the ICT based subjects, but the NPV acts as the
change agent that focus on building the nation who are not ICT literate but also at the same time
posses the good ethics and values and a human being. These are reflected in the Education Act of
1996 (Amendment 2002) which includes provision for compulsory primary education effective
from 2003. Other key changes made were:
1. The Guidance and Counselling Programme was extended in 2003 to provide one
counselor for every 500 students.
2. The Teaching and Learning of Science and Mathematics in English was implemented in
2003.
3. The Poor Students Trust Fund (KWAP) was introduced in 2004 to provide financial aid
to primary school students from poor households; the Tuition Aid Scheme (SBT)
introduced in 2004 provides free tuition to needy primary school pupils (Year 4 to 6) who
are weak in Malay language, English, Science and Mathematics (PPSMI).
4. Vocational subjects were introduced in regular secondary schools in 2004.
5. Remedial programmes were extended with the deployment of remedial teachers in school
(2005).
6. The Graduate Teachers Programme was initiated to ensure that 50 percent of primary and
all secondary school teachers are trained university graduates by 2010.
By the year of 2004, the Malaysia Education reform took another advanced step by establishing
Ministry of Higher Education (MOHE) separately from Ministry of Education. MOHE was
established particularly to focus on developing and the expanding demands for tertiary and
postsecondary education.

2.5

Education Development Plan (2001-2010)

The policy was the continuous from the National Vision Policy in establishing a resilient

nation, creating a just society, maintain sustainable economic growth, develop global
competitiveness, build a knowledge-based economy (K-economy), strengthen human resource
development and maintain sustainable environmental development. The main focus areas of EDP
are development of pre-school, primary,secondary and tertiary education which were
strengthened through the development of support programmes, funding, management and
9

integration of information and communication technology (ICT).Overall, the framework of EDP

was built based on four key components :- (i) increase access to education; (ii) increase equity in
education, (iii) increase quality of education, and (iv) increase the competency and efficiency
level of the educational management. This followed by the Education Development Master
Plan (EDMP) 2006 -2010 which focusing on two main approaches which aim to provide the
quality education for all people under the Ninth Malaysia Plan. Those two approaches are
ensuring the five year plan must be achieved in order for all the citizens obtain equal opportunity
for education and the other one EDPM acts as the continuous process in creating the local
education system to be recognized at the international level as the popular term used during
Abdullah Ahmad Badawi- PakLah, glocal which refers to the effort of making the local
products to be global and recognized by the outsiders.

2.60

Current National Education

2.61

Education National Key Result Areas (2010-2012)

Malaysia education system now is more focusing on Education National Key Result Area

based on the Government Transformation Program (GTP). From the NKRA itself, it tells us that
the government aim is to produce not only students who achieve the international standards but
also to develop the child holistically along intellectual, spiritual, emotional, and physical
dimensions, as reflected in the National Education Philosophy. Therefore, the government
focusing on four main areas: 1. Increase pre-school enrolment: Research shows that the first five years are the most
critical to a childs development. As such, the NKRA targeted an increase in enrolment of
students in preschool, particularly in rural areas, from 67% to 87% by 2012.
2. Ensure Literacy in Bahasa Malaysia and Numeracy (LINUS): LINUS was set out to
ensure that every child would be able to acquire basic literacy and numeracy skills after
three years of mainstream primary education by the end of 2012, from a starting base of
approximately 80% in 2009
3. Develop High-Performing Schools (HPS): The HPS proposed to develop 100 outstanding
schools by 2012 that are at par with global standards. Status as a HPS will afford the
school greater operational flexibility in their efforts to improve student outcomes.
10

4. Introduce the New Deal (Baiah) for principals: A performance incentive programme
called the New Deal For Principals that both rewards schools that have made significant
gains in short time frames, and schools that have sustained hig levels of performance, was
introduced to encourage school leaders to significantly improve outcomes (Malaysia
Education Blueprint 2013 2025).

3.0

The Infusion of the Value Based and Islamization in National Education Policy.

The national education system in Malaysia in another perspective can be viewed as the
tools to shape the nation through the infusion of values and religions within the syllabus.
Actually, if we recall the history of education system in Malaysia, the elements of values and
religions was practiced long time ago while the Malaysia or Federation of Malay States was
under British Administration. During the era, In English schools, be it government or the
missionary schools, it was Christian ethics. In the government Malay schools, there were also
doses of values education in the teaching of hygiene and ethics similar to those of the English
schools. In Arabic or Koranic schools, Islamic ethics were the core, taught in the context of
teaching Islam as a way of life. It can be assumed that some form of values education, no matter
how informal, was given in the other schools, since all education is in fact moral education, as
all the experiences that pupils have in schools have a morally educative effect (Downey and
Kelly, 1986). However, there are a lot of differences if we consider the way values was
embedded in the previous education system and the current setting.
First and foremost, when we look at the progress of the reforming the Malaysia education
system, the gradually changes has been made to ensure the main objective of national education
will be achieved smoothly. By reviewing the stages endured by in creating national education
policy that became the backbone of learning methodology to Malaysian after the independence.
In another point of view, the goal of reforming Malaysia education policy in spite of eradicating
the colonial system of learning, it actually acts as the mechanism to create not only
knowledgeable nation but in a wider framework, the main idea is to create a noble nation that
have the minds and ethics that will help us to have sustainable development not only from

11

economic angle but also on the aspects of people orientation. By infusing the belief in God the
Almighty, it encourages a person to think and act in accordance with rules and norms.
The concept of Belief in God in National Education Policy of Malaysia also has been
criticized by the well known scholar of Islamization of Knowledge, Professor Dr. Syed Ali
Ashraf. His view on education in Malaysia by referring to the National Education Philosophy
(NEP) as the yardstick- based on his evaluation he found that the NEP was created on the ground
idea of integrative education, with a transcendental epistemological definition, linking existing
knowledge for eternal life as well as minds and experience in acquiring a diversity of
sophisticated skills for daily requirements. These will prevent from mishaps which occurred in
western education due to the elements of dichotomy and dualism (Dr. Abd. Halim Tamuri and
Muhamad Faiz Ismail, 2013). According to him, the education should not be separated from the
religion as what the Western or the secularist did by neglecting the aspect of religion in their
education system. The idea of producing the balance development of the nation would face
difficulties if we totally distinguish the religion or belief in God since it will affect the abtract
needs of a human being. The nature of human needs the so called spiritual values thus, the
NEP is a good example on how the integration of education and the relationship with the Creator
was built. Even though, the concept of NEP basically was too general since it does not mention
believing in Allah specifically, but we must take in consideration that the Malaysia population is
highly heterogeneous society, thus the government wisely used the word belief in and devotion
to God instead of using Allah. The education reform in Malaysia through the establishment of
National Education Philosophy (NEP) obtains other good remarks by Prof. Naquib al-Attas.
From his perspective, the education in Malaysia seemed in line with the idea of the fundamental
of being a good man. The goal of education supposedly is to produce a good man according to
him and NEP is in line with his idea.
The most important feature of National Education Policy that stress the important of
belief in God of The Almighty can be seen from the National Education Policy. The phrase
as to produce individuals who are intellectually, spiritually,

emotionally

and

physically

balanced and harmonious, based on a firm belief in and devotion to God- it directly reflects the
notion of Malaysia education policy in term of producing the nation who has belief in God and it
leads to the better conduct of behavior. Basically, here we can see the strong relationship
between the belief with the Divine Power and education in Malaysia context. In term of process
12

of Islamization of Malaysia education, we may say although the Quranic teaching was included
in the previous system which refers to the British Colonial education system, but it is not
considered as the official subject. Even the religious school or madrassa were not a part of
education system under British. Those religious subjects or streams were only considered as the
traditional education for the Malays or Muslims particularly. Therefore, it creates doublestandard treatment towards those from the religious background; to some extend their education
was not ratified or accepted by the British Colonials as the official education qualification. The
post independence era saw the establishment of the National school system (and the abolishment
of the different strands of schools systems) and following the British tradition religion (in these
case Islamic Studies) was taught in place of Scripture. Agama, as the subject was then known,
was heavily content based, and doctrinaire in approach, but nevertheless had an important
section devoted to akhlak (Islamic ethics) (Rahimah Haji Ahmad. 1998).
Current reforms in education are the continuation of the reforms which began in the
1980s. They culminate with the introduction of the Education Act 1996, which reiterates
specific policies under the Education Act 1961, but with a fresh look at education philosophy and
development. The process of Islamization of Malaysia education system can be traced back to
the creation of Education Act 1996. Under Education Act 1996, one of the important elements
that will be adapted to National Education Policy is the regulation that lead to the religious
teaching to the Muslim students who undergo public school system is a compulsory, and subject
like Islamic Education must be taught in all public school and it becomes the core-subject for the
Muslim students in primary school at the first stage and later on at secondary level. In addition,
National Education policy also emphasizing the continuous human capital development, thus
based on Education Act 1996, the Islamic Education based subjects and Morale was introduced
in the public university as the University Compulsory Subject. This regulations show us the
initial steps taken by the Malaysia Ministry of Education in order to ensure that the Muslims in
Malaysia obtain the proper religious teaching. Previously, the government has established
National Religious Secondary Schools (SMKA) in 1977. It was initial effort taken by the
government to create a standardized religious based education and make it in parallel with the
conventional system.
An integrated approach in the education content whereby Islam stands at the core of the
system grows very rapidly. From the elementary most level, namely the kindergartens to the
13

highest level in the university, an integrated approach to education are implemented. The
contents of Islam in subjects taught are found well entrenched in the curriculum. Not just in the
government schools, private sectors who involved in education at primary and secondary schools
are actively playing their roles by establishing their own Islamic schools. They are however
registered with and regulated by the Malaysian Ministry of Education. In their curriculum, apart
from the normally taught academic subjects such as mathematics, science and history, greater
detailed Islamic religious subjects are equally given strong attention. These subjects include
knowledge of the Quran, Sunnah, Islamic civilisation, Islamic jurisprudence, Islamic history,
Islamic conduct (akhlaq) and philosophy. They are taught side by side with the other academic
contents under the same roof (Nooraini Othman, 2011).
In a more recent development, a specialized international university, namely the
International Islamic University of Malaysia was established. The university employs a unique
methodology in its education system, having Islam at the core of its foundation. In the same
time, knowledge which is loosely called conventional or western to some is not neglected.
The approach is synergistic and eclectic in nature. The establishment of higher education that
offers variety conventional or modern courses with the injection of Islamic elements creates a
new perception among the public especially the parents in Malaysia regarding Islamic based
education. Previously, the Islamic school or madrassa seemed to be the last choice or even
under-rated as compared to the conventional school, they only significant in producing the
orthodox religious people and do not have any market value. However, with the rapid
development of Islamization of education in Malaysia, those skeptical views on Islamic based
education has changed dramatically. Before this, most of the parents especially the Malays do
not see the Islamic school as the most wanted or favorite to send their children to further
studies but nowadays, the situation to be vice versa. Every year, after each national examination
like UPSR, PMR and SPM. Most of the top scorers whose are Muslims will choose Islamic
based institutions. From SMKA (National Religious Secondary Schools Boarding School),
Islamic College to Islamic University regardless whether there are located inside or outside
Malaysia. There are lot of prestigious government fund Islamic secondary school or colleges
which we can describe them as the premier high schools in Malaysia. Namely only a few of
them like Sultan Alam Shah Islamic College (KISAS), Maktab Mahmud, SMAP Labu and many
more.
14

The impact of Islamization of education in Malaysia also colorized the corporate world.
The corporate organization now also looking the way forward to have more corporate experts
who have Islamic background. For instance, the National Bank of Malaysia (Bank Negara
Malaysia) set up a specialized higher learning institution called INCIEF (International Center for
Education and Islamic Finance). This institution offers professional courses up to doctoral level
to train a highly specialized professionals in the field of Islamic banking, finance and economics.
The principles of Islamic transactions are now translated into a working and operational banking,
financial and economics systems. The non-Muslim bank owners are equally practising Islamic
banking system and it proved to be practical and profitable. This illustrates the successful result
of such integrated approach in the education system.

4.0

Conclusion

The reform of education policy in Malaysia has brought a lot of changes in many ways.
One of important result from the education reform can be seen in term of Islamization of
knowledge within the framework of Malaysia. The Islamization of education can be measured
as the strongest impact of reformation process of education since it totally offer new paradigm of
learning process. Here, we are not only talking about producing the As students but rather
viewing the learning process and academic institution as the mechanism of human capital
development. The nation building is the main essence of it, in order to produce the eligible
apprentices for this country it lead to the tremendous process of reforming the bases of it which
is the education. Thus, it can be concluded by saying that the decision made by the Malaysian
government to reform the education system would be rationally understood as one of the political
and economical strategy for the countrys future. By having a strong foundation of Islamic based
education, it directly helps to ensure that the country always will be lead under a Muslim
leadership. It is a strong statement that makes some people feels uncomfortable and it is no doubt
a sensitive issue. However, if we read between the lines of the reformation of education process
in Malaysia, you may agree with me. In other perspective, the reformation of education is a must
action to be done in order to build the Malaysia identity among the Malaysians. As the Malay
proverb says melentur buluh biarlah dari rebungnya.

15

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