Pendemokrasian pendidikan dalam pengelolaan sekolah agama Islam dan sekolah Cina di Malaysia: Satu kajian perbandingan

Abstract

The existence of Islamic religious schools and Chinese schools has preceded the history of the formation of the country and developed in line with various educational policies implemented by the government to successfully elevate its position in the national education stream. The struggle of the management of these two types of schools is to defend the position and identity of their schools which has started before the country’s independence until now. School administrators are challenging the implementation of several government policies and education acts that are seen as contrary to their educational rights. Conflict between education movements against the government due to conflicts of education goals, governing powers, legislation and distribution of financial aid. This study aims to examine three important questions namely the democratization of education that exists in the management of Religious Schools and Chinese Vernacular Schools, the challenges of democratization of education that occur in the management of both schools and the differences and comparisons of educational democracy movement for both schools. In this qualitative study, data were collected through a series of semi-structured interviews with eleven key respondents and an analytical approach to official government documents including Acts, Enactments and General Regulations. The findings of this study have shown that there are four main challenge dimensions namely the curriculum goal dimension; management power; legislation and distribution of financial aids. Each dimension has elements and parts that are specifically examined. The struggle for justice in the aspect of distribution financial aids is the biggest challenge faced by school administrators due to the factor of independent type of school, the priority of national educational goals and the absence of strong supporting acts. These challenges have prevented schools from getting the education right they deserve. However, the government is seen to be compromising with some demands of Religious and Chinese education groups especially in the aspect of financial assistance. This stance shows the practice of the spirit of prioritizing the endurance of education and the policy of racial harmony in the country. This thesis presents a few proposed solutions in the form of model known as the Government Cooperation School (GCS), the Religious School Governing Board Consortium (RSGBC), the Democratization of Mono-lingual Based Education (DMBE) and the National Language Integration School (NLIS) . The initiative of the implications of these models is able to give a major impact on the science of democratization of education. Notes: