At first glance, Malaysia and England appeared to share many similar government policies, especially in politics and education. This observation is mainly due to the fact that the British occupied Malaya and brought many British cultures to the country, which was then known as British Malay. When it gained independence in 1957, the new Malaysian government under its first Prime Minister was given control of governing the country without any interference from outsiders. Understandably, the new independent government decided to maintain the education system started in Britain and focused more on implementing new political policies within Parliament. It was only in the 1970s that the government decided to start rebuilding the education system left by the British to form its own identity as an independent country1. However, Reconstruction did not happen on its own, as it was triggered by a nationwide race riot in 1969. The riot sent a strong and bold message to the government; that the Malays as an indigenous population wanted to bridge the gap between the rural and urban residential importance of certain ethnic groups because they were disadvantaged, while the Chinese and Indians who were brought into the country during the British occupation as immigrants, wanted equal opportunities both in politics than in education without barriers of interethnic interactions2. The demand of the Chinese and Indians has been successfully met and Malaysia is now known as a multicultural society and the three major races (Malay, Chinese and Indian) live peacefully amidst the diversity of languages, cultures and religions.2. For both Malaysia and England, compulsory education... middle of paper... decides which is better than the other. Instead, this study should be used as a guideline on how to improve each other's education systems, taking the best from both systems and using them to fit each country's context and goals. In other words, this should be seen as an opportunity to help and assist our pupils towards a better society in terms of global dimension and social justice. Works Cited1) MNN Lee; School effectiveness and improvement; 10; 86 (1999).2) S.7) D. Wyse, H. Torrance; Educational research; 51; 213 (2009). R. Raman, TYSua; Historical Pedagogical; 46; 117 (2010).3) “English education system”; Royal Geographical Society.4) Curriculum Standards and Guidelines, Department of Education.5) S. Warren; Race, ethnicity, and education; 10; 367 (2007).6) S. Md. Nor; The international journal of learning; 16; (2009).