National Integration Definition A process of uniting various groups of people/several ethnic communities with different social and cultural, economic background into one physical entity bound by common norms, values and interests and at the same time not ignoring the original identity of each group.

Universal norms and values include respect for others, mutual understanding, tolerance, cooperation, neighbourliness, mutual help, love for one’s country, love for peace and harmony. To use them for national integration is not easy. What then? Possible through interdependence among communities in a single common system of production, interaction and

political actions which involves planning, interdependence and multi-racial interaction. -It is a unity of the heart and mind that goes beyond cultural and ethnic differences. It should be an understanding and communication that arises naturally without being forced.

-Diversity of culture, physical separation, identification of ethnicity by employment, lack of social contact and dominance of a major group politically has been obstacles towards unity. Process of Integration -Segregation – separation due to area of residence, school system, transportation, public facilities consciously (de jure) or

unconciously (de facto) -Accomodation – aware of each other’s existence, norms, values but continue to safeguard their own culture. But they live in harmony, respect each other. At government level each community is represented. -Acculturation – minority group accepts norms, values and patterns of behaviour,

cultural elements of majority group but retain their original cultural elements. -Assimilation – entry into a dominant society through friendship and close relationship -Amalgamation – culture or race mixes to form new culture and race through inter- marriages between ethnic groups

Society has to go through 5 stages before integration is achieved -Co-existence -Frequent external contact -Compromise -Unity -Integration

Ethnic relations viewed in terms of relations of conflict, competition and cooperation 16 th century peaceful co-existence. Some assimilation and amalgamation.Evidence Kpg. Kling, Nyonya Baba 17 th, 18 th, 19 th century, Chinese and Indian immigrants living separately, culturally, economically, socially, politically isolated because of. divide and rule policy causing racial separation.

20 th century – Japanese invasion. Cooperation and tension. Communist time revenge Emergency and confrontation, Cooperation and unity in the country because of external threat. Conflict at local level still existed. Penang 1956,Pangkor 1960, Bukit Mertajam 1966, Penang 1967, May

Government had to come up with new policies that can bring about unity, stability, implementation of socio- economic development programmes, prosperity of society and finally integration

Towards National Integration National Education Policy -Cheeseman Plan – free places to children in vernacular schools, English medium of instruction in primary schools, 2 types of primary schools. Not carried out. -The Barnes Report – Primary schools as uniting factor, only national schools, Malay main medium of instruction and English second, school-going age 6-12 years

Secondary school English medium, free education, local government to bear part of expenses -Fenn-Wu Report – Chinese be made third language in school system, National –type schools to continue, Chinese schools malayan oriented Education Ordinance – report from a Special Committee on Barnes and Fenn-Wu Reports – two schools, Malay medium and English medium, Chinese and Tamil to be taught, Vernacular schools excluded from national education system, english taught from Std.1 in Malay-medium schools,malay from Std.3 in English schools

-The Razak Statement 1956 – Every child given the opportunity for education, only one education system i.e. National Education System, two types of schools namely public schools using Malay as a medium and public-type schools using English, Chinese or Tamil, Malay and english compulsory in all schools, Chinese and Tamil to be taught if more than 15 students or requested by parents, all

schools given aid, Malay national secondary schools with English compulsory, English national schools with Malay compulsory -The Rahman Talib Statement 1961 and Education Act 1961 – Children in primary schools given opportunity to continue to secondary schools, education to be free,

school going age 6-15 years, vocational schools for those who fail to enter academic schools, only national schools and national-type schools, curriculum and examinations to be co-ordinated at all levels, Malay as as medium of instruction and taught in all primary schools, Chinese Tamil and Islamic Knowledge to be taught if number exceeds 15.

-Education from – focus on improving education in rural areas, widening secondary education opportunities, improving pupils participation in secondary level education. -Education after 1970 – focused on quality and solidarity, curriculum renewed, diversification of subjects in line with development of science and technology, expanding training programmes to meet employment needs, national language as medium of instructions, Murad Report was released as a solution to dropout problem, SPBT launched, more schools and universities built.

-Cabinet Committee 1974 under Dr. Mahathir – Mahathir Report 1979 – education to meet the man power needs of the country, focus on science and technology, development of noble values in children, KBSR 1983,KBSM 1989

Rukun Negara -Belief in God -Loyalty to King and Country -Honour of the Constitution -Sovereignty of Law -Good Behaviour and Morality