Education in Malaysia

Dong Jiao Zong's policy[edit]
A "rooted" Chinese[edit]
According to the United Chinese School Committees' Association of Malaysia, also known as "Dong Zong" 董总 ^[18]), it was the British colonial policy (1786–1957) to allow vernacular language schools to exist and develop, along with Sekolah Pondok (Malays) and Sekolah Tamil (Indians). This was part of the British strategy of "dividing and rule". For those who are willing to attend English schools, they will gained better opportunities in employment than any other schools, sometimes at the expense of their own racial/ethnic and religious root(s). Nevertheless, the development of Chinese language education thrived due to the conformity to the divide and rules policy. Before Malaysia gained independence, the Chinese had 1300 primary schools, nearly 100 high schools, and even a tertiary institution, Nanyang University, built without the financial support of the government. The report of Dong Zong claimed that the main reason for many Chinese parents sending their children to Chinese schools was that they generally hoped their children would retain their Chinese identity, with love and awareness of the nation Malaysia, love of their own culture and traditions, ethnic pride, and most importantly being aware of their ethnic roots.
Lim Lian Geok (simplified Chinese: 林连玉; traditional Chinese: 林連玉), known as the "Soul of Ethnic Chinese" (Chinese: 族魂), the former president of UCSCAM, said: "One’s culture is the soul of one’s ethnicity, and its value as important to us as our lives. And if any of you (Chinese) want to inherit Chinese cultural heritage, and if any of you (Chinese) want to live a 'true' Chinese, your children must be sent to a Chinese school."^{[citation needed]}
International Schools[edit]

HELP International School inSelangor.
International schools prepare children for global challenge in the future by advocating international education. Children will reap plenty of benefits through the curriculum such as that of the International Baccalaureate, Edexcel or Cambridge International Examinations; or by following a national curriculum different from that of the school's. Some examples of international schools in Malaysia are:

• 
  [31]International School of Kuala Lumpur, Kuala Lumpur
  
• 
  [32]Prince of Wales Island International School, Penang
  
• 
  [33]Westlake International School, Perak
  
• 
  [34]Kingsley International School, Selangor
  

"Final goal"[edit]
The UCSCAM believed that the government of Malaysia had a "final goal" (referring to the Razak Report) to eradicate the Chinese schools and Tamil schools. The report claimed that the government of Malaysia's culture and language education policy, over the past 50 years was, to not give up implementation of the "final goal": a final "national school" with the Malay language (National language) as the main medium of instruction. The language of other ethnic groups, namely Chinese and Tamil, thus could only serve as a foreign language. The reason given by the government was that the Chinese and Tamil primary schools were the root cause of disunity of this country. To achieve "national unity", all other non-national schools should be restricted, and finally merge with the national school.