國家教育研究院

　　相較於西方主要國家，東南亞與我國的距離最近、關係甚深，馬來西亞是其中之一。然而，國內在馬來西亞義務教育政策與制度的研究產量尚未飽和，仍是塊處女地。本研究主要著眼於馬來西亞義務教育制度與政策上的基礎性分析，首先探討馬來西亞義務教育政策與制度的歷史發展為何？其次，馬來西亞義務教育制度的特色又如何反應在各時期的教育報告中？最後，探討近年來的改革為何？職是之故，本文從歷史分析的觀點，針對馬來西亞義務教育制度與政策進行歷史觀點分析，分析對象包括各時期的義務教育政策報告書與文件。

　　本研究從歷史分析的觀點歸納四項結論。首先，從歷史分析來看，馬來西亞學校制度呈現「一個國族、兩種學校、三種語言」的學校制度造型。其次，馬來西亞升學制度呈現「馬來文—英文」的鐘擺效應，尤以中等教育階段為最。再者，馬來西亞「國家意識形態」在義務教育課程的實踐是從「新」、「統整」到「標準」概念的轉變。最後，近年來馬來西亞華文獨中教育改革漸趨朝向「馬來西亞化」，一個「馬來西亞化」的獨中教育正逐漸形成。

　　Issues of compulsory education and educational policy in Malaysia were less discussed in past several decades in Taiwan. The study in this article was mainly subject to the overview of compulsory education and its policy in Malaysia. As a fundamental study, the paper mainly explored the historical development of compulsory education and its policy, including the background of the establishment of national education system in educational reform reports, and its influences of social engineering of Rukunegara on national curriculum and on the school streaming system.?

　　Recommendations for policy：Four conclusions for this study. Firstly, the school system is increasingly based on ‘One Bangsa, two schools, and three languages’ in past several decades in Malaysia. Secondly, the steaming policy in secondary education is prone to Malaysianization based on ‘One Malaysia’. Thirdly, the reform of national curriculum is increasingly focused more on the concept ‘Standard’ than ‘Integration’. Finally, the Malaysianised compulsory education policy is challenging to Malaysian Chinese independent schools.?