Functional Perspective On Education Education Essay
Functionalism is developed by Auguste Comte and Herbert Spencer who viewed the society as a life being that composed of many parts and each portion has its ain maps. The society is in the “ normal ” province if all the parts of the society fulfil their functions. Otherwise, if any parts of the society are malfunction, the society is in an “ unnatural ” or a “ pathological ” province ( Henslin, 2005 ) . At the ulterior clip, Robert Merton defined maps as the good effects of the people ‘s actions. In Henslin ‘s book mentioned that there are two types of maps: “ manifest maps which is the intended good effects of people actions ; Latent maps which is the unintended good effects of people ‘s actions. ” ( p.26 ) .
Functional position on instruction
Functional position emphasizes on each portion of the society play their functions and serve their maps. Education serves its map in the society as a system to learn cognition and accomplishments, transmittal of values, integrate the society ( assisting people to be portion of the mainstream civilization ) , societal arrangements ( imparting people with different abilities into assorted functions in the society ) , replacing household maps and as a platform for networking ( Henslin, 2005 ; Theories of Education, n.d. ) .
Conflict Perspective
Conflict position is developed by Karl Marx concluded that the society is a category battle after he observed and analysed the European society in the Industrial Revolution epoch. He saw the little group of capitalists ( middle class ) is commanding and working the monolithic group of workers ( labor ) . The capitalists are the people who hold political power which is able to repress the people who rebel. Today, struggle theory can be seen in the dealingss that involve power. Peoples in authorization are seeking to implement regulations to further conformance. As a consequence, there will be opposition and bitterness which creates the battle of power ( Henslin, 2005 ) .
Conflict Perspective on instruction
Very different from functional position, struggle position viewed instruction as a tool with concealed docket for the elites to procure their position in the society. The concealed course of study in instruction contain “ unwritten regulations of behavior and attitudes ” is taught in the school so that kids learn about the “ right ” manner to move and respond in the society harmonizing to their societal position ( Henslin, 2005, p. 494 ) .
In analyzing the instruction in Malaysia, I would wish to look at the development and impact of the educational doctrine before independency and at the initial old ages independence compared to after the debut of instruction doctrine. After many readings, I realize the pre-independence and at the initial old ages of independency have set a really strong foundation in our instruction system. Most phenomenon in the society in Malaysia has significantly owed to early educational policies alternatively of the ulterior 1s.
Malay Peninsular Education System and Philosophy before Independence
Before we look into the impact of Malayan educational doctrine, allow us analyze the history and the development of Malayan instruction system. A few old ages before Malaya ‘s independency, the leaders realize that we need to hold comprehensive instruction system and policies to replace the system that was implemented by the British ( Dasar Pendidikan Kebangsaan, 2008 ) .
In the epoch of British colonisation, Chinese and Indian were immigrated in a large graduated table footing to supply the inexpensive labor for the economic addition industries like Sn and gold excavation ; agribusiness and plantation. Harmonizing to Lim ( 1984 ) and Kratoska ( 1982 ) ( as cited in Hirschman, 1986 ) , due to set down policies, the races are non mingled with either ethnicity. The Malays are encouraged to be in the rural countries, Chinese gathered at mining countries and Indian at plantation countries. Furthermore, the British colonial at that clip were reenforcing the Malays xenophobic attitudes, and Chinese Indian were believing that they will travel back to their fatherland one twenty-four hours, the hostility attitude is bit by bit rooted particularly among the Malays and Chinese ( Hirschman, 1986 ) .
In order to command the people and maximise the economic addition, British was leting each races to administrate their ain instruction system utilizing their ain female parent lingua in instruction ( Masariah, Johara, & A ; Ridzuan, 2009 ) . The set up of common schools is still exist until today.
The instruction system that British colonials implemented can be explained in both functionalist position and struggle position absolutely. In the functionalist point of position, the instruction system at that clip is to keep the societal map of every races. The transmittal of cognition and accomplishments to the Malays enable them to be teacher, constabularies and carry through some low degree administrative undertakings in authorities section. In the other manus, course of study, books and instructors were all from China to back up the Chinese communities ‘ instruction. The map of the Chinese instruction is to go through down the civilization, values and even outlook that one twenty-four hours they will return to their fatherland and the British fostered that ( Hirschman, 1986 ) . In the other manus, Indian instruction was remain in the plantation country and utilizing the course of study, books and instructors from India ( Masariah, Johara, & A ; Ridzuan, 2009 ) . The manifest map of the instruction system in that epoch is to keep the societal stableness and societal map of every races in their business and part in economic system ( Santhiram & A ; Tan, 2010 ) .
Although different school system is allowed, the British did non fix in-between school for the Malays because their purpose was to stay the Malays as husbandmans and fishermen. The bing instruction at that clip merely allowed the Malays to execute low degree undertakings ( Santhiram & A ; Tan, 2010 ) . Furthermore, as Chinese school bloomed like the mushroom after the rain, the British implemented The Enactment of School Enrolment 1920 to command the development of Chinese schools ( Masariah, Johara, & A ; Ridzuan, 2009 ) .
Obviously, the British colonial has the concealed course of study for the people as harmonizing to the struggle position. “ Education was seen as a mechanism of societal care instead than a societal mobility ” ( Hirschman, 1986, p. 350 ) . Harmonizing to Wertheim ( 1968 ) ( as cited in Hirschman, 1986 ) , the society is moulded harmonizing to racial footing to keep the white upper caste prestigiousness and power. Therefore, instruction is served as a system to present or even maintained the instruction of obeisance to authorization and conformance to continue the white caste position and power ( Hirschman, 1986 ; Henslin, 2005 ; Masariah, Johara, & A ; Ridzuan, 2009 ) .
The impact of British Education doctrine is deep rooted in the people of Malaysia even after more than 50 old ages of independency. From the survey done by Hirschman ( 1986 ) , he concluded that despite we are now rejecting the high quality of the white castes and the stereotyping of ain community, we still tend to accept the “ baseless generalisation of unconditioned racial differences about other communities ” . Racial political orientations are still regulating the actions of Malay and non-Malay leaders until today ( Hirschman, 1986 ) .
Malayan Educational Development and Reformation upon Independence
Upon independency of Malaya, the leaders realized we need a national establishment to further a common cognition utilizing a common linguistic communication and unite the different communities of the society ( Hirschman, 1986 ) . The first effectual implemented policy is Education Ordinance 1957 based on the Razak Report 1956. The chief doctrine of Razak Report 1956 is same instruction system with consistent national course of study for all the citizen to further integrity from different racial communities ( Ramlah, Shakila, Abdul, & A ; Muslimin, 2010 ) .
Therefore, harmonizing to the Razak Report 1956, there are two chief watercourse of school: national school utilizing Malay linguistic communication as medium of direction and national-type school utilizing English, Mandarin and Tamil as medium of direction. For secondary schools, Malay and English linguistic communication is used as linguistic communication of direction for Malay and English secondary school severally. However, both linguistic communication had to be taught in both chief watercourse secondary schools ( Pong, 1995 ; Ramlah, Shakila, Abdul, & A ; Muslimin, 2010 ) .
On 1960, the Rahman Talib Report suggested a few more add-on to the Razak Report. The add-on are all kids irrespective of race and faith are given free primary instruction ; Conversion of all English-medium primary school into Malay-medium primary school by mandatory alteration of Malay linguistic communication as the linguistic communication of direction for all the English-Medium school ; Malay linguistic communication will be the official linguistic communication for all the public scrutiny ( Ramlah, Shakila, Abdul, & A ; Muslimin, 2010 ) .
On 1961, Education Act 1961 was implemented based on the model of Rahman Talib Report 1960. The most important amendment towards the instruction system to construct up a national individuality that surrogate integrity among all the races are as followers:
Command of Malay linguistic communication as the chief medium of direction
Using the standardise course of study for all the schools
All the pupils are to take the standardized public trial and the official linguistic communication for the trials is Malay linguistic communication.
( Ahmad, n.d ; Kolej Matrikulasi Negeri Sembilan, n.d )
Now, allow us look at the reformation and development of Malaya Education system from the functionalist and struggle position. Besides learning cognition and accomplishments, the Malaya instruction system was concentrating of unifying people from different racial communities since independency. It fits really good the functionalist position on instruction as tool or a topographic point to advance societal integrating ( Henslin, 2005 ) . Malaysia sows the seed of integrity through standardising the common linguistic communication, the course of study and the public trials. Besides that, the transmittal of civilization and values of integrity, trueness towards the male monarch and the state, regard and tolerance are to go through down to our younger coevals ( Henslin, 2005 ) .
On the other manus, based on struggle position, the attempt of the leaders took to standardize the course of study was another purpose to mobilise the societal position of the Malays and to make the equal societal position among the three chief races after the British colonial pull out from Malay Peninsula. Due to Malayans are the largest population and preponderantly remaining at rural countries populating below the poorness lines, many educational policies are the benefits of the Malays at the execution degree. The groundss will be explained in the undermentioned Hagiographas.
The Education reformation and development in the age of New Ecomonc Policy Implementation.
Although these instruction policies that implemented at the beginning of independency impose important impact toward the society in Malaysia, seemingly a few researches has shown that the New Economic Policy ( NEP ) that is partner offing up with the execution of New Education Policy synergize the impact towards Malayan Society. In order to analyze the impact of Education Policies, we can non disregard the impact of the economic policies because the relationship of the two policies is intertwined profoundly.
Here ‘s the brief debut of New Economy Policy ( NEP ) that implemented in 1970 with the ends of extinguishing poorness ; addition and variate occupation chances for all races ; extinguish societal inequality and the designation of race with economic map. ( Dasar Ekonomi Baru, 2008 ; Ramlah, Shakila, Abdul, & A ; Muslimin, 2010 ) . Among the schemes in instruction that the authorities has taken are:
Establish MARA Institute to assist rural Malays to set about scientific discipline, engineering, technology, and vocational classs so that they can take up occupations in commercialism and industry ( Santhiram & A ; Tan, 2010 ) .
Establish Fully founded residential secondary schools that merely offer pure scientific discipline electives for rural Malays. ( merely 10 % of non-Malays pupils are accepted in these schools ) ( Santhiram & A ; Tan, 2010 ) .
Establish Matriculation montages and cultural quota system ( on a ratio of 55:45 for Malay and non-Malay pupils ) to guarantee plenty qualified Malays pupils enter funded local universities ( Pong, 1995 ; Santhiram & A ; Tan, 2010 ) .
With the above attempts in instruction, the NEP targeted Malays and the indigens are able to have 30 % of the economic portion by 1990 ( Dasar Ekonomi Baru, 2008 ) .
There is a batch of positive but besides negative consequence of these educational and economic attempts that have been taken by the authorities. To contract down our focal point, we are traveling to look at the impact of these policies based on the accomplishments of the aims and ends set at the ab initio phase of execution.
Let us look at the positive impact of the New Education Policy and New Economic Policy. Owing to the policy that instruction is made free and compulsory to all the citizens in Malaysia, the primary attainment rate for are above 90 % for despite ethnicity. The Malays achieve the greatest growing in secondary attainment which is excess of 13 % as compared to non-Malays in the late 1960 ‘s. As old ages passed, the societal category differences no longer the chief determiner among Malayans in secondary attainment ( Pong, 1995 ; Mahani, n.d. ) . Today, Unexpectedly, the latent map of the policies execution diminished the gender differences for all races in primary attainment and achieves gender equality in secondary attainment among Malays, but that is non the instance for Non-Malays who born in between 1960 ‘s cohorts ( Pong, 1995 ) . This is fiting up with the New Ecomonic Policy end to shut up the instruction inequality between metropolis and rural kids who preponderantly is Malays.
On the other manus, allow us look at the negative impact of New Education Policy and New Economic Policy towards the development of society. The policies have successfully shut up the instruction inequality between the Malays and Non-Malays, they even reversed the colonial state of affairs in which Malays were educationally disadvantaged ( Pong, 1995 ) . However, it increased the societal inequality among the non-Malays in measuring secondary instruction. Furthermore, gender inequality in among non-Malays in secondary attainment still remain significant because there are limited chances, as Asiatic households ever reserve the chances for male childs in the 1960 ‘s ( Pong, 1995 ) .
Besides that, the policies that favours the Malays really did non accomplish the ultimate end of the New Education Policy which is build up a national individuality that surrogate integrity among all the races. How does it state so? Non-Malays position the execution of the New Education Policy and New Economic Policy as a signifier of racial favoritism whereby individual out what they believe as their educational rights ( Pong, 1995 ; Santhiram & A ; Tan, 2010 ) . Due to the bitterness between the Malays and non-Malays over unequal chances, any attempt of the authorities in advancing integrity is perceived as non sincere purpose ( Santhiram & A ; Tan, 2010 ) . This has farther segregated the society towards protecting their ain races and individuality alternatively of unifying the different races communities.
Furthermore, unequal buttocks to education chances further promote the segregation of races through enrolment picks. Chinese will direct their childs to Chinese common school, so national-type or Chinese independent secondary school. Due to limited chances, non-Malays normally send their childs to private establishment to foster their instruction. This has a really different way compared to Malayans where they attend national primary and secondary school, farther surveies through Matriculation or Islamic school. Even though all the schools are utilizing the same course of study, the Malayan kids still are populating in their comfort zone of the homogeneous society alternatively of holding chance to understand each other. The blooming of different private establishment like international school, home-schooling will finally increase the spread of enrolment picks, which defeat the original intent of holding national school to advance integrity ( Santhiram & A ; Tan, 2010 ) .
Our authorities has realized these issues shortly and come out with a few disciplinary steps towards the state of affairs including established incorporate primary school in which conveying three linguistic communication media primary school into a school in which socialisation of all the races are promoted. In 1990s, vision school ( primary school ) with the same purpose is introduced. Last, the authorities implemented plans to do the national school are the school of pick among all the races by integrating Chinese Language and Tamil Language into the course of study ( Santhiram & A ; Tan, 2010 ) . All these actions taken by the authorities are non favoured particularly by Chinese.
Harmonizing to my sentiment, this segregation of races is deep rooted since the age of British colonial. The misgiving among races is farther strength due to the execution of the sensed unjust policies. The beliefs and attitudes that pass down through coevalss has become the world in their eyes, it will take non merely a few simple steps to alter it but a long journey to travel.
On 1988, the educational doctrine is introduced ( Kolej Matrikulasi Negeri Sembilan, n.d ) . It was a long journey and tough experience for the state to put their visions and ends ; acquire redirected to a baronial and comprehensive cause in instruction. Our Educatoin Philosophy is ( Falsafah Pendidikan Kebangsaan ) as followers:
“ Pendidikan di Malaysia adalah satu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis Dari segi intelek, rohani, emosi dan jasmani. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berakhlak mulia, bertanggungjawab, berketrampilan dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara. ”
( Kementerian Pendidikan Malaysia, 2001 )
Align with the Malaysia instruction doctrine, the ends of the Ministry of Education Malaysia are as followers:
Melahirkan bangsa Malaysia yang taat setia dan bersatu padu
Melahirkan insan yang beriman, berilmu, berahklak, mulia, berketerampilan dan sejahtera.
Menyediakan sumber tenaga manusia untuk keperluan kemajuan negara.
Memberi peluang pendidikan kepada semua warganegara Malaysia.
( Kementerian Pendidikan Malaysia, 2001 )
