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Singapore Malays' Attitude Towards Education

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Singapore Malays' Attitude Towards Education SINGAPORE MALAYS’ ATTITUDE TOWARDS EDUCATION: A LOOK AT THE IMPEDIMENTS TO EDUCATIONAL DEVELOPMENT HAFSAH BINTE MOHAMMAD KASSIM (Bachelor of Arts, National University of Singapore) THESIS SUBMITTED FOR THE DEGREE OF MASTER OF ARTS DEPARTMENT OF MALAY STUDIES NATIONAL UNIVERSITY OF SINGAPORE 2006 ACKNOWLEDGEMENTS I am greatly indebted to a number of individuals who have been very supportive of me at every stage of research, making this dissertation possible. I deeply appreciate the Ministry of Education, Republic of Singapore, for awarding me with the Postgraduate Scholarship, without which I would not have been able to embark on this dissertation. I would like to specially thank my supervisor, Associate Professor Shaharuddin Ma’aruf, the former Head of Malay Studies Department, National University of Singapore, for his guidance, mentoring and encouragement. I would also like to thank Associate Professor Syed Farid Alatas, the present head of the department, for his help. Once again, I would like to thank to my mentor, Mrs Edelweis Neo, Principal, Dunman Secondary School, for her tremendous moral support and understanding. I am also greatly indebted to the following individuals: Azhar Ibrahim Alwee, Kalsum Harun, Saras Maniam and Anne Ang, for their constructive comments on ways to improve my dissertation. To my husband, Salleh Haji Yasin, I extend my heartfelt gratitude for his unstinting support, love and motivation in seeing me through this research, especially during my most trying of periods. To my children, Syazia Salleh, Muhammad Hazrie Salleh and Syamin Salleh, thank you for being understanding and a great source of inspiration to me. ii TABLE OF CONTENTS Page No. Acknowledgements ii Table of Contents iii Summary iv -v Chapter 1 Current Educational Problems Facing the Malays in 1 - 32 Singapore Chapter 2 Perceptions on the Malay Educational Problem 33 - 51 Chapter 3 Analysing the Educational Problems Amongst the Malays 52 - 80 Chapter 4 Attempts to Improve Educational Performance 81 - 106 Chapter 5 Effects of Malay Value Orientations on Ideas of Education 107 - 126 and the Clamour for Reforms Conclusion 127 - 130 Bibliography 131 - 141 iii SUMMARY This research exercise is an attempt to look at the efforts of the Malay/Muslim community in Singapore to upgrade its educational performance and achievement. In conducting this study, sources from the past and current Malay society are used. Some old texts used include Hikayat Abdullah and The Malay Annals . Contemporary sources include the various local newspapers like the Straits times and Berita Harian. Ministerial speeches touching on the issues of education are also utilized to provide a view of the community leaders’ assessment of the topic in question. This study also referred to other studies to obtain a grasp of the community’s views of the problem at hand. Although the primary concern is the issue of education of the Malays in Singapore, some of the materials covering Malaysia are also used to further enrich our understanding. In analysing the thinking of the Malay community and the views of the non- Malays on the problem of educational underachievement of the Malays, this study utilizes observations made through historical-sociological research using the methodology of sociology of knowledge. The first chapter of this study highlights the current educational problems faced by the Malays in Singapore and how they affect the Malays’ development in Singapore. Chapter Two looks at the perception of the different interest groups on the issue of the educational performance of the Malays. Chapter Three studies the historical background of the Malays in Singapore from feudal times to the colonial and the contemporary period. This will help us to better understand the type of education the Malays have received and how this type of education has shaped the world-view of the Malays with regard to education and socio- economic matters. Chapter Four discusses the various measures the community has iv attempted, specifically through the two self-help groups; Mendaki and the Association of Muslim Professionals, in their effort to overcome the educational underachievement among the Malay/Muslim, for the past four decades. Finally, the last chapter analyses the value orientations of the Malay/Muslim that may have negative implications and hinder their achievement in the educational arena. It is important to have a good understanding of such value orientations and outlook, because not only do they shape the world-view and psyche of the Malays, but they also influence the ability of the Malays to adapt to changes brought by industrialization and globalization. There has been little study on the Malay ideas on education especially in the case of Singapore Malay/Muslim within the framework of sociology of knowledge and sociology of education. I hope to contribute, in a small way, to the understanding of the problems of the Malay/Muslim in the field of education and to provide some insights in diagnosing the problems of educational underachievement. ----------------- ---------------- v vi Chapter One Current Educational Problems Facing the Malays in Singapore This chapter discusses the current educational problems facing the Malays in Singapore. An understanding of the contemporary problems is essential since this will help us have a better perspective on the issues that should be taken into consideration in the formulation of programmes to overcome the problem of lack of achievement among the Malay students in their studies. There have been several studies that discussed the educational issues and challenges that the Malay Muslim community in Singapore are confronted with. Each of them has contributed in their own right to our understanding of the Malay educational issue. In discussing the educational problem facing the Malay/Muslim in Singapore, this study utilises some insights gained from reading Karl Mannheim’s perspective of sociology of knowledge to understand the discourse appropriately. 1 Basically, Mannheim emphasises the importance of understanding the relationship between ideas and social condition which has taken place in the development of human thought. 2 In considering the above discussion on education, it is pertinent for us to understand the extent to which ideas, values or concepts 1 In Malay studies, insights of sociology of knowledge as discussed by Mannheim can be seen in the works of some scholars, notably in the writings of Syed Hussein Alatas, The Myth of the Lazy Native: A Study of the Image of the Malays, Filipinos and Javenese from 16th to the 20 th Century and Its Functions n the Ideology of Capitalism. (London: Frank Cass, 1977); Tham Seong Chee, Malays and Modernisation, A Sociological Interpretation (Singapore: Singapore University Press, 1983); Shaharuddin Maaruf, Malay Ideas on Development: From Feudal Lord to Capitalis. (Singapore: Times Books International, 1988); Noor Aisha Abdul Rahman. Colonial Image of Malay Adat Laws: a Critical Appraisal of Studies on Adat Laws in the Malay Peninsula during the Clonial Era and Some Continuities. (Leiden: Brill, 2006.); Azhar bin Ibrahim, 2000. The Understanding of Islam as Reflected in Classical Malay Texts: a Study of the Interplay between Religion and Values ,(MA Thesis, National University of Singapore , 2000) . 2 Generally, Mannheim’s evaluative sociology of knowledge stress the importance of historical-sociological method of research to analyse worldviews and human thought whereby a researcher is able to “judge the quality of truth in the different kinds of thought.” See Henk Worldring, Karl Mannheim, The Development of His Thought. (Assen/Maastricht: Von Gorcum, 1986) p. 367; Refer also to Mannheim’s Essays on the Sociology of Knowledge, especially chapter II differ from one group to another. 3 It is interesting to note what has been said so far. At the same time it is crucial to take note of those ideas that have not been conceptualised and formulated. According to Mannheim, “the absence of certain concepts indicates very often not only the absence of a certain point of view, but also the absence of a definitive drive to come to grips with certain life problems.” 4 An understanding of sociology of education, as an extension of sociology of knowledge, is also indispensable in our discussion. The primary aim of sociology of education, in Mannheim’s term, is how to understand the prevailing educational issue, recognizing its historical dynamics and sociological approach , in order to plan possible reforms, as part of the reconstruction of man and society. “Our investigation into the sociological foundations of education cannot be a purely academic one, piling up facts for their own sake. There is something definite we want to know. We are in search of something which should never be lost sight of in our research. We want to understand our time, the predicament of this age and what healthy education could contribute to a regeneration of society and man.” 5 An intellectual tradition or structure of a society and its conception on education evolves throughout history. An educational paradigm that is cherished and persists on a society is more likely a product of a past historical period. But changes occurring in the 3 Without going into details of the methodology of sociology of knowledge, which is admitted as beyond the ability of this study to elaborate, we shall however, enumerate the summary of its perspective as provided by Alexander Kern, which has helped us to understand some insights pertinent in our study. “First, select a period for study and pick problem to be treated, setting up the leading concept and its opposite. Second, on the initial level of imputation analyze all the works involved, trace them to the central common idea, for example, transcendentalism, and produce a structural type which makes the Weltanschauung clear. Third, analyze the works and see to what extent they fit the construction. Blends and crossings of viewpoints within each work will be pointed out, and the actual history of the thought style will be charted.
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