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Malaysia's Education Policies and the Law of Unintended Consequences 
Journal of International and Comparative Education Pub Date : 2016-01-01 , DOI: 10.14425/jice.2016.5.2.73
Kee-Cheok Cheong , , Christopher Hill , Yin-Ching Leong   , ,

Since gaining independence in 1957, the Federation of Malaya and now Malaysia has implemented education policies to broaden access, to unify an ethnically diverse population through a common curriculum and language, to enable the disadvantaged to catch up through affirmative action, and to build human capital as the country seeks to become an advanced country in the face of globalization. While some policies, such as enhancing access have achieved their objectives, others, such as unification and development of a national identity, have not. No less important are the unintended consequences of these policies. While some, like the expansion of private higher education and transnational higher education, have been a boon to Malaysian education, others, such as ethnic polarization in education, have been damaging. Some of these consequences, while unintended, have not been unexpected.

中文翻译:

马来西亚的教育政策和意外后果法 

自1957年获得独立以来,马来亚联邦和现在的马来西亚已经实施了教育政策,以扩大普及机会,通过共同的课程和语言统一不同种族的人口,使弱势群体能够通过平等权利行动来追赶,并建立人力资本。在全球化的背景下,该国寻求成为先进国家。虽然某些政策(例如增加获取机会)已实现其目标,但其他政策(例如统一和发展民族认同)却没有实现。这些政策的意外后果也同样重要。虽然有些,例如私立高等教育和跨国高等教育的扩展,对马来西亚的教育是一个福音,但另一些,例如教育中的种族分化,却一直在破坏。其中一些后果,
更新日期:2016-01-01
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