Marrying two age-old adages 'children are the future' and 'education is the key to

a brighter tomorrow', it is clear that educating a nation's young is imperative for

national growth and development and to sustain a country's success. Therefore,
it comes as no surprise that all nations place utmost importance on education.
This is translated into government subsidies to provide free education and also
the formulation of national education curriculums to be taught at schools.
The development and implementation of one national curriculum to be taught to
every child in the country irrespective of race and creed, gender, family
background or socio-economic status aims to foster unity in a diverse society. In
countries with multiracial and multicultural societies such as Malaysia, national
schools teaching the national curriculum promote racial integration by serving as
melting-pots for students from all races. The national curriculum places high
emphasis on the use of the national language, ensuring that all students are able
to converse and write fluently in the language. This is crucial to racial harmony
since effective and positive communication opens the doors to friendship and
goodwill between people from culturally and linguistically diverse backgrounds.
Without proper grasp of the national language, the hinese and Indian immigrant
communities, fluent only in their mother tongues, will be polarised. The !"##s in
Malaya witnessed how racial polarisation in a diverse and volatile society led to
racial riots and bloodshed. The notorious racial riot on the historical date of May
!$th, !"%" taught the ruling government a valuable lesson. The national
education curriculum was revised to inculcate aspects of racial tolerance,
national unity and patriotism towards the country.
&n effective national curriculum should teach a wide and complete range of
sub'ects comprising the arts and sciences, moral studies as well as physical
education. The curriculum is meticulously thought out and designed to provide a
holistic educational e(perience for all students, placing e)ual value on the
development of the mental, physical and intellectual faculties of the child. In
some countries such as hina, there are highly specialised sports schools that
recruit and train children from a young age to e(cel in a certain physical activity
or sport for which they have demonstrated aptitude. These young chidren
undergo rigorous training for long hours, testing their strength and endurance to
the limits, often at the e(pense of other aspects of their education. *ut of the
thousands recruited, only a handful make it to the end of the training period+ and
even then, only a selected and e(ceptional few go on to e(cel and attain fame for
themselves and their country on the international arena. &nd what becomes of
the nameless and forgotten drop-outs, -)uipped with little knowledge and skills
from the defective education received, it remains to be wondered if they can cope
well as adults in a society where education and skills are highly valued and
sought after in the 'ob market.
*n the other side of the coin, some parents may have doubts about the )uality of
the national curriculum and its ability to provide the best education for their
children. .ome might argue that it is too rigid, too stifling to a child's creativity+
some might have a different opinion on the sub'ect choice and teaching material
used. &s global mobility increases in this age of modern technology and free
trade, we see the mushrooming of international schools in many developing
countries. Traditionally, it was meant to school e(patriate children. /evertheless
in recent years, an increasing number of parents, eager to give their children a
headstart in a competitive society and distrustful of a national education
curriculum they believe to be flawed, are willing to pay e(orbitant fees to send
their children to international schools. 0owever, flaws can be fi(ed. I am
optimistic that with continual revision and input from students, teachers and
parents, the national curriculum will continue to remain relevant to today's young
generation.
In a nutshell, I agree with the statement given that all students irrespective of
race and socio-economic background should study the same national curriculum
until they enter college. I base my opinion on the grounds of fostering racial unity
and harmony, instilling national patriotism and providing a holistic education for
our younger generation for the glory and success of the country.