Abstract
The Chinese education and Islamic religious school groups have contributed to the development of children’s education in Malaysia. Both groups have benefited from democratization of education by demanding rights in education for the future of students. The findings show that campaign of the Chinese education group succeeded in reducing the ministerial power so as to prevent conversion of Chinese school to national school in the Education Act 1996. While the case of the Islamic school education group, ministerial power increased in authority over the majority of the religious schools which were previously initiated and developed by the society and state. This is evident from the registration of a number of religious schools as Government-Aided Schools. Chinese schools which are registered as Government-Aided Schools still retain their influence on authority through merger of social movements for Chinese education groups. Hence, the researcher suggests that the Islamic religious school institution requires some simple procedures to wisely and effectively claim democratic rights in education. This research gave an implication to the institution’s governance policy for both groups and a challenge to get the democratization of education to fulfil the society needs. It is indeed in line with the Development Plan of Malaysian Education.
| Original language | English |
|---|---|
| Pages (from-to) | 1584-1592 |
| Number of pages | 9 |
| Journal | International Journal of Civil Engineering and Technology |
| Volume | 9 |
| Issue number | 4 |
| Publication status | Published - 1 Apr 2018 |
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Keywords
- Campaign for Rights
- Chinese Education
- History of Education
- Islamic Religious School
- Rights in Education
ASJC Scopus subject areas
- Control and Systems Engineering
- Civil and Structural Engineering
- Building and Construction
- Computer Networks and Communications
Cite this
History of campaign for rights in education of islamic and chinese school groups. / Umar, Azizi; Saedin, Mohd Syuja; Muslim, Nazri; Hussin, Supyan.
In: International Journal of Civil Engineering and Technology, Vol. 9, No. 4, 01.04.2018, p. 1584-1592.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - History of campaign for rights in education of islamic and chinese school groups
AU - Umar, Azizi
AU - Saedin, Mohd Syuja
AU - Muslim, Nazri
AU - Hussin, Supyan
PY - 2018/4/1
Y1 - 2018/4/1
N2 - The Chinese education and Islamic religious school groups have contributed to the development of children’s education in Malaysia. Both groups have benefited from democratization of education by demanding rights in education for the future of students. The findings show that campaign of the Chinese education group succeeded in reducing the ministerial power so as to prevent conversion of Chinese school to national school in the Education Act 1996. While the case of the Islamic school education group, ministerial power increased in authority over the majority of the religious schools which were previously initiated and developed by the society and state. This is evident from the registration of a number of religious schools as Government-Aided Schools. Chinese schools which are registered as Government-Aided Schools still retain their influence on authority through merger of social movements for Chinese education groups. Hence, the researcher suggests that the Islamic religious school institution requires some simple procedures to wisely and effectively claim democratic rights in education. This research gave an implication to the institution’s governance policy for both groups and a challenge to get the democratization of education to fulfil the society needs. It is indeed in line with the Development Plan of Malaysian Education.
AB - The Chinese education and Islamic religious school groups have contributed to the development of children’s education in Malaysia. Both groups have benefited from democratization of education by demanding rights in education for the future of students. The findings show that campaign of the Chinese education group succeeded in reducing the ministerial power so as to prevent conversion of Chinese school to national school in the Education Act 1996. While the case of the Islamic school education group, ministerial power increased in authority over the majority of the religious schools which were previously initiated and developed by the society and state. This is evident from the registration of a number of religious schools as Government-Aided Schools. Chinese schools which are registered as Government-Aided Schools still retain their influence on authority through merger of social movements for Chinese education groups. Hence, the researcher suggests that the Islamic religious school institution requires some simple procedures to wisely and effectively claim democratic rights in education. This research gave an implication to the institution’s governance policy for both groups and a challenge to get the democratization of education to fulfil the society needs. It is indeed in line with the Development Plan of Malaysian Education.
KW - Campaign for Rights
KW - Chinese Education
KW - History of Education
KW - Islamic Religious School
KW - Rights in Education
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M3 - Article
VL - 9
SP - 1584
EP - 1592
JO - International Journal of Civil Engineering and Technology
JF - International Journal of Civil Engineering and Technology
SN - 0976-6308
IS - 4
ER -