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.