At a glance, Malaysia and England appear to share many similar government policies, especially in political and educational matters. This observation is mainly due to the fact that the British occupied Malaysia and introduced many British cultures there, then known as British Malay. When it gained independence in 1957, the new Malaysian government led by its first Prime Minister was given control of the country's direction without any outside interference. Naturally, the new independent government decided to retain the British education system and focus more on implementing new political policies within Parliament. It was only in the 1970s that the government decided to begin rebuilding the education system left by the British in order to forge 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 a population indigenous, wanted to bridge the gap between the rural and urban residential predominance of certain ethnic groups because they were disadvantaged, while the Chinese and Indians who were brought to the country during the British occupation as immigrants wanted equal opportunities. in politics and education, without any barriers of inter-ethnic interactions2. The demand of the Chinese and Indians was successfully met and Malaysia is now known as a multicultural society and the three main races (Malay, Chinese and Indian) live peacefully amidst the diversity of languages, cultures and religions2 . For both Malaysia and England, compulsory education...... middle of paper...... decides which one is better than the other. Instead, this study should be used as a guideline on how to improve everyone's education systems by making the most of both systems and using them according to each country's context and goals. In other words, this should be seen as an opportunity to help and assist our students to become a better society in terms of global dimension and social justice. Works Cited1) MNN Lee; School effectiveness and school improvement; 10; 86 (1999).2) S.7) D. Wyse, H. Torrance; Educational research; 51; 213 (2009). R. Raman, TYSua; Historical educational; 46; 117 (2010).3) “English education system”; Royal Geographical Society.4) Curriculum Standards and Guidance, Department for Education.5) S. Warren; Race, ethnicity and education; 10; 367 (2007).6) S. Md. Nor; The International Journal of Learning; 16; (2009).