Abstract: Towards the end of 19th century, the discovery of tin
and the growing importance of rubber, had led Malaya to once again
become the centre of attraction to western colonization, which later
on caused the region to be influxed by cheap labour from China and
India. One of the factors which attracted the alien communities was
the characteristics of social relation offered by the Malays. If one
analyzes the history of social relation of the Malays either among
themselves or their relation with alien communities, it is apparent that
the community places high regards to values such as tolerant,
cooperative, respectful and helpful with each other. In fact, all these
values are deeply rooted in the value of 'budi'. With the arrival of
Islam, the value of 'budi' had been well assimilated with Islamic
values thus giving birth to the value of 'budi-Islam'. Through 'budi-
Islam', the Malay conducted their dealings with British as well the
other communities during the time of peace or conflict. This value is
well nurtured due to the geographical circumstances like the fertile,
naturally rich land and bountiful marine life. Besides, a set of Malay
customs known as 'adat' custom contributed in enhancing the values
of budi.
Abstract: The main issue discussed is on the role of education system in the process of nation building as a means in uniting different community ethnics which later on, hoped to shape the future ethnic relation of this country. It is generally known that political socialization experienced by each ethnic community has given birth to a vernacular education system, separated along the ethnic line. Every community shapes their own education system based on their respective mother tongue language, however all are based on the same curriculum. As a result the role of education as a uniting force is not significantly effective. Historically, it has been shown that government efforts to unite the country education system under the wing of national education system (national school) is not that successful since every community (Chinese) will defend the existence of their community education system because they want to spur their mother tongue language. The clash between national education system and vernacular education system is the root cause of stalemate in the ethnic relation in Malaysia and it always becomes a flash point when the issue is raised. The question now is what is the best solution to enhance the national education system in multiethnic Malaysia?