马来西亚的教育理念、政策和课程，从概念上看来是优秀的、前瞻性的。教育政策已经包含了四种传统中的三种，不管是有意识的还是其他的，但在很大程度上是来自本质主义。如果政策的目标得到满足，国家教育系统的产品一般应该表现出在2020年的哲学和展望中所设想的属性，即学习成果应该产生“在一个自由和宽容的社会中，智力和精神平衡、技术和创新的个体”。但是，这些理想已经实现了吗?从现在媒体上的公开辩论来看，人们对此持怀疑态度。公众质疑国立学校体系的有效性，尽管政府投入了大量资金，但它显然未能培养出中学毕业生，甚至大学毕业生，他们的素质、技能、自信和能力都是正确的。由于缺乏公众信仰，学费的急剧增长以及家长们更倾向于把孩子送到白话学校。这最终将挫败国家通过教育体系建立统一的愿望。
澳洲昆士兰论文代写:马来西亚教育理念
Malaysia's education philosophy, policy and the curriculum derived from it appear to be excellent and forward-thinking in concept. The education policy has incorporated, whether consciously or otherwise, elements from three of the four traditions, but to a large extent from essentialism. If the aims of the policy are met, the products of the national schooling system should generally exhibit the attributes as envisaged in the philosophy and Vision 2020, i.e. the learning outcomes should produce "individuals who are intellectually and spiritually balanced, skilled and innovative, in a liberal and tolerant society".But have the ideals been achieved? Judging by the public debate in the media nowadays, there are doubts. The public are questioning the efficacy of the national schools system, which in spite of massive government investment, has apparently failed to produce school leavers, and even university graduates, with the right quality, skills, confidence and competency. The lack of public faith has manifested itself in the mushrooming of tuition centres as well as parents' preference for sending their children to vernacular schools. This will eventually defeat the national aspiration to create unity through the education system.
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