INSTITUT PENDIDIKAN GURU

KAMPUS IPOH
31150 HULU KINTA,
PERAK DARUL RIDZUAN

EDUP2102
SOCIOLOGY IN EDUCATION

Nama : NUR SYAZWANI BINTI MOHAMED

No. K/P : 951128-14-5078
Angka Giliran : 2022242420022
Program : PDPP TESL (KDC)
Ambilan : OKTOBER 2022
Unit : YD 3
Nama Pensyarah : SIR THAYALAN
MUNIANDY
Tarikh Hantar : 30 NOVEMBER 2022
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1.0 INTRODUCTION

Every individual has the right to education regardless of status, race, gender, and
circumstances. Thus, in upholding the notion of 'Education for all,' the education system in
Malaysia has gone through several reforms and implementation of policies ensuring equal
opportunities for education to the people. It is surely not easy considering Malaysia that
comprises of multi-racial societies and requires the Ministry of Education to consider this
aspect as well. Therefore, this essay will analyse programs implemented to achieve equality
in educational opportunities in Malaysia along with the endeavour to nurture national
integration in schools.

2.0 PROGRAMS IMPLEMENTED AND EDUCATIONAL EQUALITY

The first programme is concerned with the indigenous group, also known as the Orang
Asli, the minority of Malaysia's population. The International Work Group for Indigenous Affairs
states that as of 2017, Malaysia's Indigenous people were estimated to account for around
13.8 percent of the country's people. Not leaving any groups, even the minority, the MOE has
planned the Orang Asli education transformation programme to deliver education to all and
achieve the objective of equal educational opportunities. Design of syllabus and curriculum
has been made by MOE that is culturally appropriate and in context for the Orang Asli
communities. The initial results of the execution are encouraging. Sarimin and Rahman (2018)
highlight the significance of the contextualised curriculum on students’motivation as well as
their perception on the importance of education towards their future. KAP students are said to
be more confident, attain greater reading and numeracy levels, and havea stronger sense of
self-esteem.

Then, MOE has taken its initiative by implementing inclusive education programme at
school levels. According to Zalizan and Manisah (2012), the need for equal access to
education for all children, including those with impairments should be acknowledged by
Malaysians and educators. There are two types of inclusive education available in Malaysia
which are full inclusion and partial inclusion. For the full inclusion, students with special needs
will be placed in the mainstream classrooms full-timely with their typical peers for all the
academic subjects. Meanwhile, for partial inclusion, students with special needs are included
for certain academic subjects or co-curricular activities based on their abilities, talents and
potentials.
 Besides, MOE also provided Supplementary Feed Plan or Rancangan Makanan
Tambahan (RMT). It has been introduced in 1974 by State Government of Selangor after a
study found 15% -20% students coming to school without having breakfast and not taking
lunch food. After looking at the effectiveness and need to students, MOE implement this
programme to all primary schools in Malaysia . Unfortunately, in 1983, the Supplementary
Feed Plan or Rancangan Makanan Tambahan (RMT) is only limited to primary schools with
enrolment of 200 students and below when Malaysia experienced economic problem. In the
year 1989, this programme was carried out again to all primary school in Malaysia by
prioritizing underprivileged students.

3.0 EFFORTS TO FOSTER NATIONAL INTEGRATION IN SCHOOL

Ministry of Education also has been actively promoting the important of National
integration in the school level. This National Integration is about upholding the Rukun Negara as
it provides the basis for Malaysians to call themselves as Malaysians. The Rukun Negara was
created with the intention of forging strong and lasting unity among Malaysia's various races.
Saribun (2014) stated that the Rukun Negara's five principles are sufficient for an individual as a
human character with good moral values. Generally, these five principles highlight the spiritual
components, nurture patriotism, and encourage acculturation practises that are ethical.

The Program Rancangan Integrasi Murid Untuk Perpaduan (RIMUP) or Pupils Integration
for Unity Plan (PIUP) was then developed by MOE in 1986 as an intervention programme to
improve communication between students of different school types and races. Through activities
specifically created for integrating multiracial students from various school types, it aims to
strengthen their sense of unity and create a generation of students who are knowledgeable, have
superior spirit and personalities, have a strong sense of unity, and are capable of tackling
challenges collectively and thoroughly (KPM 2005a). Since its founding in 1986, PIUP has been
executed regularly under numerous macro education development plans, such as the current
Malaysian Education Blueprint 2013-2025. A National School, a National Type Chinese School,
and a National Type Tamil School are the three types of schools that are united together under
PIUP and have students from each of those institutions. With assistance from the community,
governmental bodies, and non-governmental organisations (NGOs), these chosen pupils will take
part in activities held in one of the schools.
 School also emphasize on the involvement of pupils in the co-curricular activities.
According to New Strait Times, co-curricular activities in schools were the best way to forge unity
among pupils of diverse background, races, and religions. Hence there are many co-curricular
programs that are being actively executed in school that serve as a purpose to foster national
integration. One of the most effective co-curricular activities that is highly regarded as successful
is Sport Day. Sport Day is known to be held as an annual program for every school. The
implementation of Sport Day is concerned with the involvement and participation from all students
regardless their backgrounds and races. Also, the opportunities for everyone to take part in the
Sport Day will nurture a sense of belonging among themselves. It is proven that sport promotes
sense of belonging and identity by tying people together in Malaysians’ context as a segmented
society. Zubedy (2020) stated that “fostering a spirit of unity needs to start from the school through
education and the implementation of sports programs”.

4.0 CONCLUSION

In conclusion, the programs certainly present the MOE’s effort to provide equal
opportunities in education. The execution of program, though, has flaws but still displays changes
and improvements made throughout the times for the betterment of students’ education. The
issues found in the implementation of the program are not left unattended. Instead, the MOE is
working to overcome them as what has been manifested in the Malaysian Education Blueprints.
Overall, the right to education does not identify any ethnic group, status, gender, or circumstances
as everyone deserves the equal chance. Also, to nurture National Integration in school, many
efforts have been done from every aspect. It is important to uphold the National Integration to
unite all races in Malaysia. Although this is obviously a great challenge to any nation to unite
different ethnic and races, but nothing is impossible.
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