Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading content…
Loading…
Transcript

Does vernacular school system contribute to clash of races and hinder efforts for racial unity in Malaysia ?

The history of vernacular school

Malaysia's Society

-Deeply influenced by the British colonial educational system.

-The arrival of Chinese and Indians immigrant to Malaysia leads to the existence of vernacular schools

-as a channel to prolong their colonisation era instead of developing the colonised country

-with the intention of dividing and minimizing the interaction between different races in our country, and prevent cooperation among the people

Malaysia's Society

National unity is imperative for the growth and stability for our society

Percentage Distribution of the population by ethnic group, Malaysia, 2010

Source : Department of Statistics Malaysia, 2010

-It is a challenge, as the cultural differences act as an impeding barrier for intercultural unity.

-We must embrace cultural differences. As long as mankind exists, every individual or group is unique.

-To inculcate the values at a young age, preferably at primary school

-The relevance of the question in reflecting the diversified social phenomenon, as vernacular school system is prominent among the non-indigenous citizens.

Racial unity is the priority to achieve national unity

Academic aspect of vernacular school (History)

Percentage of vernacular schools

Before Independence, the education syllabus differed according to respective schools, adapted from their country

The Second World War brought the education system in Malaysia to another new level

-The previous education system that caused racial division in Malaya was being taken into serious concern.

-After achieve independence in 1957, the foundation of the national education in the Education Ordinance, known as the Razak Report (1957) was introduced.

Lecturer: Dr. Linda Alfarero Lumayag

Group 8 ;

Lee Jia Xu

Cheng Wan Chuen

Loh Chee Keen

Duncan Chin Hong Seng

Kok Keng Xin

Mohamed Arshad

Academic aspect of the present vernacular school

Source : Educational Planning and Research Division (EMIS - Data as of 31 January)

Social and environmental aspect of vernacular school

-Use the same curriculum as the national schools.

-Different medium of instruction in certain subjects.

i. Science and Mathematics in Chinese

-Emphasise in the learning the national language, in line for racial unity. (Ease

of communication)

-Civic and moral education

i.Instil the unity and patriotic values

ii.Strengthen the racial ties

-Unofficial statistics from reports

-Racial composition in SJK(c)

i. 95% Chinese, 5% non-Chinese

-Racial composition in SJK(t)

i. 55% Indian, 45% non-Indian

-Racial composition in SK

i. undisclosed

Reference: PATTERNS OF SOCIAL INTERACTION BETWEEN DIFFERENT ETHNIC GROUPS IN MALAYSIAN PRIMARY SCHOOLS, Najeemah Mohd Yusof, USM

Enrolment percentage of vernacular school

Contact theory

Notes : 1. Excluding pre-school enrollment

2. Special Model (K9) - Primary school with secondary level from 1 to 3

3. Special Model - Secondary school with primary level from Year 4 to 6

4. Including enrollment of Year 4 to 6 students in Special Model and Sports Schools

5. Enrollment in Year 1 to Year 6 includes pupils in SEIP (Special Education Integration Programme)

Source : Educational Planning and Research Division (EMS - Data as of 31 January)

Bronfenbrenner Ecology Theory

-Relationship between ethnics will only occur when an individual from an ethnic group has contact with another from a different group.

-Need to create a situation of similar status involving students from different ethnics so to have the similar goals.

-Suspicion and prejudice between groups may be reduced.

-Cooperative relationship increases positive attitude.

-This will enhance their relationship between different ethnics group.

-The Malaysia curriculum is in line with sustaining the racial unity.

Suggestion/Alternatives

-Environmental social-cultural influence towards an individual’s development since birth to adulthood.

-Direct interaction with their family and peers in the microsystem.

-Social interaction inside and outside of classroom setting.

-Voluntary development controlled by environmental and inner factor.

-Prove that the mind-set of the children is set by the environment

-Greater imposition of Malay culture as the dominant culture in national school. WAN SAIFUL WAN JAN (INSTITUTE FOR DEMOCRACY AND ECONOMIC AFFAIRS, CHIEF EXECUTIVE)

-Due to the trend of mono-ethnicity, the national school has the similar social background as the vernacular school.

-Hence, national school system also hinders the efforts for racial unity in the same manner as the vernacular school.

-The severity depends on the entrenchment of the dominant culture by the staff.

-A return of secularism and meritocracy to national and vernacular school system

i. Curb mono-ethnicity and promote multiculturalism.

ii. Reject politically motivated social engineering.

iii. Equal treatment for both systems.

-Outcome of implementation

i. Reaffirm the sole distinction as the medium of instruction

ii. Freedom to choose for all citizens regardless of ethnicity

Mono-ethnicity in National school

Social identity theory

Conclusion

Political analysis

-reflects the difference from individuals of different ethnics more than the similarities among them

-elevates prejudice and obstructs the building of relationship between different ethnic groups

-students will be inclined to build a relationship with friends of similar ethnic compared to friendships that of different ethnics if they are provided equal opportunities

-Associated with ethnic boundary and social interaction pattern among students of different ethnics in the SK, SJKC and SJKT.

-Based on our analysis, vernacular school system will not contribute to the clash of races.

-Moderation and tolerance in this modern society.

-Clash of races is mainly due to political factor, with politicians playing up with racial sentiments.

-Vernacular school system does impede slightly the efforts of racial unity due to social and environmental reasons.

-Single school system enhances racial unity, but jeopardises

i. The preservation of cultural identity

ii. The process of learning own mother tongue

Reference

-Vernacular school system slightly impedes the effort for racial unity due to racial singularity in all the schools.

-Mono-ethnicity significantly reduces the real-life interaction needed for intercultural understanding.

-Racial segregation occurred in the vernacular school system to hinder racial unity by the British.

-However, the government did not remedy the situation and further politicise the matter, worsening the problem of mono-ethnicity.

-Amaleen Aisyah. (2000). Reformasi Dalam Pendidikan. Petaling Jaya: Pustaka Cahaya Intelek.

-Haris Md. Jadi. (1990). Etnik, Politik Dan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Kementerian Pendidikan Malaysia.

-Allport, W.G. (1954). The Nature of Prejudice. Addison-Wesley, Cambridge, MA.

-Bronfenbrenner, U., & Morris P.A. (2006). Handbook Of Child Psychology (6th ed.). New York: Wiley.

-Baerveldt, C. et al,.(2004). Ethnic Boundaries And Personal Choice, Assessing The Influence Of Individual Inclination To Choose Intra-Ethnic Relationship On Pupils’ Network. Social network, 26, 55-74.

Learn more about creating dynamic, engaging presentations with Prezi