CAWANGAN NEGERI SEMBILAN CAMPUS SEREMBAN
FACULTY OF ADMINISTRATIVE SCIENCE AND POLICY STUDIES
DIPLOMA IN PUBLIC ADMINISTRATION
AM1104D
PAD 270:
MALAYSIANS POLITICS
TITTLE:
BRITISH COLONIAL “DIVIDE AND RULE” POLICY IN MALAYSIA
PREPARED BY:
STUDENTS NAME NO MATRIC
ZAHRATHUL NADHIRAH BINTI 2023173283
ABDUL HAMID
AMEERA NATASHA BINTI MOHD 2023173151
SHAM
NURIN SAFIAH BINTI ZULFIKRI 2023159935
NURUL EMILYN BINTI 2023184391
BAHARUDIN
ARIF SAFWAN BIN MOHD 2023167781
AZAHARI
PREPARED FOR:
DR. MOHD. RIZAM BIN MD. LADIN
Table of Contents
1.0 INTRODUCTION OF BRITISH ARRIVAL TO MALAYA.....................................................................1
2.0 WHY BRITISH COLONIZED MALAYA..................................................................................................2
2.1 Resources and economy............................................................................................................................2
2.2 Labor needs................................................................................................................................................2
2.3 Geographic strategy..................................................................................................................................3
3.0 BRITISH EMPIRE DIVIDE AND RULE...................................................................................................4
3.1 Ethnic Separation......................................................................................................................................4
3.2 Education...................................................................................................................................................4
3.3 Economic....................................................................................................................................................5
4.0 CAUSE OF THE DIVISION OF THE THREE RACES............................................................................6
4.1 Political Effect............................................................................................................................................6
4.2 Economy.....................................................................................................................................................6
4.3 Education...................................................................................................................................................7
5.0 CONCLUSION..............................................................................................................................................9
1.0 INTRODUCTION OF BRITISH ARRIVAL TO MALAYA
Malaysia gained independence as the Federation of Malaya on 31 st August 1957. The
first state that was colonized by the British was Penang, an island of the west coast on 1786.
Then followed by Singapore in 1819 in the hand of Stamford Raffles, a former Governor-
General of the Dutch East Indie. After that Malacca was taken by the British in 1825 from the
Dutch. For strategic and commercial reasons, the British first founded trading centers like
Penang and Singapore. Later, through agreements and protectorates, they expanded their
authority across the Malay Peninsula. By dividing Malays, Chinese, and Indians into different
economic roles and communities, they enforced a divide-and-rule policy that strengthened
ethnic tensions while reducing unity. (Yamada, 2022)
With infrastructure built to facilitate resource exploitation, Malaya rose to popularity
as a global supplier of rubber and tin. Although British rule caused modernization in the
legal, educational, and governance systems, it also left behind economic and cultural
differences that still affect Malaysia's current growth. British also strongly influence in the
political, economic and social landscape. Malaysia's socio-political and economic systems
were influenced by the long-lasting effects of British colonial control. By using a variety of
governance techniques, such as corporation rule in Borneo, indirect control in Malaya, and
direct rule in the Straits Settlements, the British established a divide-and-rule policy that
encouraged racial division while taking advantage of the area's rich natural resources. A
divided society was brought about by the increase in immigration, and nationalist
organizations developed in reaction to injustices. Due to the effects of its colonial past,
Malaysia had to negotiate the difficulties of unity, autonomy, and progress after gaining its
independence. (Bee. O. J, 2024)
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2.0 WHY BRITISH COLONIZED MALAYA
British colonized Malaya with the main purposes to take their resources and
control the trading center because of the strategic positions of Southeast Asia. Over time,
Malaya was important to British for trade and had valuable things like tin and rubber.
Precisely speaking, the British made deals with local rulers and slowly took control of the
area. This is several purposes on why the British colonized Malaya.
2.1 Resources and economy
British came to Malaya is because of course the greatest tin and rubber largest
producing center in the world. Precisely speaking, Malaya was rich in natural resources
especially tin and rubber for developing their shipping and equipment industries and needed
resources to fulfil the demand at their country during the Industrial Revolution. Thus, the
British wanted to find a source of goods to sell in China. The British wanted tin and rubber
from Malaya because these materials were crucial for Britain's industrial and economic
growth during the 19th and early 20th centuries because tin used for tinplate for canning and
packaging, alloys, electronics and electrical equipment so that’s how British increase for
developing their economy. In fact, Tin was in high demand, especially in North America and
Europe. Next, Rubber became essential with the rise of the automobile industry in the late
19th and early 20th centuries. Rubber was used to make tires, and as cars became more
common, the demand for rubber skyrocketed. In conclusion, by controlling resources mines
of Malaya, the British was secured vital part of their economic power during the industrial
revolution. (British Malayan Capitalism, 1874–1957: An Economic-historical Perspective -
Articles, n.d.-b)
2.2 Labor needs
In a historical context, during the 19th century, the process of immigration happened. The
British brought the largest number of foreign laborers from China and India to work in the
mining and rubber plantation sectors. A lot of labor with cheap wages helped the British
strength their control over the economy and society in Malaya to work in some sectors that
are not welcomed by the local population. In British-controlled Malaya, the workers from
India and China were assigned to different sectors based on their skills and backgrounds
which are the Indian workers must be work on rubber plantations, construction and railways
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because Indian had a lot of experience in agriculture so that Indian workers ideal for rubber
production and Indian laborers also worked in building infrastructure like roads, railways,
and other public works. Next, Chinese workers compulsory to work on based on sector tin
mining and trade and small businesses because Chinese immigrants were ideal for working in
the mines since they brought with them mining and trade expertise. Furthermore, the Chinese
community also played a significant role in local trade, owning businesses, and operating
small shops in urban areas like Kuala Lumpur and Penang. (Ahmad et al., 2024)
2.3 Geographic strategy
British or known as English people were entered Malaya since 17 th century because of
English traders had been present in Malay waters. They were controlling the Malacca strait as
main trade route between east and west especially for ships that carrying a lot of resources
such as spices and for the British to trade with other countries intended to increase their
economics. British were interests in the region were predominantly economic, with little
interest in territorial control. Furthermore, Malaya’s location on the route to India and China
was important for the British to control over Southeast Asia. More precisely, when British try
to control Malaya that’s mean make it easier to them establish naval bases and maintain
military superiority in the region. After Britain entered the Malaya, British influence was
increased by Malayan fears of Siamese expansionism, which Britain made a useful
counterweight. Besides that, British wanted to protect against other powers intended to secure
the strategic placed between British-controlled territories like Singapore and the Dutch
controlled East Indies (Indonesia) because they feared other colonial powers such as the
Dutch and French and Spanish might expands their influence in the region. By establishing a
foothold in Malaya, they ensured they would dominate the region politically and
economically. (Hays, n.d.)
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3.0 BRITISH EMPIRE DIVIDE AND RULE
Rule and divide history in Malaysia happen during colonialism era and it is one of the
political strategies that being used by most of the colonial powers and post-independence
government to maintain their power and keep control over the people. The main purpose of
this strategy is to break the unity between societies especially for the country who have
various ethnic group so they will not unite to against the colonial power. This is how the
“Rule and Divide” shaped the system in Malaysia.
3.1 Ethnic Separation
Rule and Divide strategy that being used by the British during Malaysia colonialism
was instrumental in maintaining colonial order by segregating the Malays, Chinese, and
Indian migrant laborers. This segregation was evident in various aspects of life, including
geographical dwellings, educational and professional fields, and economic and political roles.
The British encouraged the migration of Chinese and Indian laborers to work in tin mines and
rubber estates, while the indigenous Malays were often confined to rice cultivation and other
agricultural activities. The British also set up ethnic enclaves, with Malays largely living in
rural areas, while the Chinese and Indians were concentrated in urban centers and plantations.
This created physical and social boundaries between groups and avoided the society to unite
to resist against the colonial. (Lee Yong Leng, 1986)
3.2 Education
The British colonial education system further entrenched ethnic divisions. Educational
policies were designed to serve the colonial economy, with different ethnic groups receiving
different types of education that prepared them for specific economic roles. This system
sowed the seeds of separatism and contributed to the cultural insularity among the ethnic
groups The British also introduced a different dualistic education system for the common
Malays and the Malay aristocracy. Education for the common Malays was placed in rural
areas or more specifically in Pondok schools and aimed to keep them in a semi-subsistence
economy, while English elite education was given to the Malay nobility to integrate them into
the British administrative system. This system not only separates society based on social class
but also hinders educational mobility for ordinary Malays. For the Chinese and Indian
communities, they were given separate education in schools according to their respective
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races and were taught in their own languages. These two schools emphasize education in
their own language, culture and religion. Education became one of the ways to maintain the
social and economic gap between those ethnic groups, preventing them from working
together in a common struggle for independence. (Wicks, 1980)
3.3 Economic
Rule and Divide was also implemented in the economic sector which separates the
roles of certain races in the industry. The modern economic activity was dominated by the
British and immigrants from China and India. The Chinese were involved in tin mining and
retail business, while the Indians worked in the rubber industry. On the other hand, the
majority of Malays live in traditional villages and are not actively involved in modern
economic activities. This system minimizes economic interaction between these races,
thereby preventing them from working together in any united economic. This caused
significant economic segregation between ethnic groups and contributed to the economic
imbalances that persisted after independence. (Freedman, 1960)
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4.0 CAUSE OF THE DIVISION OF THE THREE RACES
4.1 Political Effect
During the British colonial period in Malaya, through the policy of divide and rule,
these races were separated in terms of involvement in Malaya. Indeed, the implications of the
policies introduced affect the pattern of political activities of each race after independence.
Every race in Malaya is more likely to emphasize continuity. This can be seen when Tunku
Abdul Rahman, who was the first Prime Minister of Malaysia, tried to combine political
parties representing the three main races, namely Malays, Chinese and Indians. He received
strong opposition and criticism from the Malay elite and middle class because he thought it
threatened the time the political front of the Malays. (Chakravarty, 2009)
In addition, the thing that is a factor in the division of this race is in terms of the
centralization of power. As mentioned, the formation of political parties in Malaysia is based
on race, both in the government and the opposition. Since independence, the National Front
Party (BN) or formerly known as the Alliance Party has dominated the administrative and
government structure of the country. In addition, throughout this period the fate of the
Malays, especially in the economic field, did not show any changes that could be proud of.
Therefore, there is an assumption that political power is held by the Bumiputera group, while
the economic sector is held by the non-Bumiputera group. The feeling of being ostracized
and so on definitely exists, whether in the community and also at the state government level,
especially if it involves aspects of living standards, development and so on. (Chakravarty,
2009)
4.2 Economy
The economic position in Malaya has undergone major changes since the arrival of
the British. The economic situation in the colonial period shows the injustice in the economic
position. The policy of division and British order has caused some in the community of
Malaya to feel left behind and marginalized from the flow of progress and development. This
policy has divided the people of Malaya based on their function in the economic field. As a
result of the policy, the economic gap between the races is getting wider and bigger. This
situation can be seen in terms of the involvement and standard of living of the Malays in the
economic field in Malaya is far behind when compared to other races, especially the Chinese
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are stronger than other races. 19 This is so because the British have encouraged the influx of
immigrants from outside, especially Chinese and Indians who are actively involved in the
economy, especially in the mining, business and trade sectors and the Malays are maintained
in the traditional economic status. If look at the economic disparity between these ethnic
groups, especially between the largest ethnic group in Malaysia, the Malays, Chinese and
Indians, this has led to the events of May 13, 1969. The New Economic Policy (NEB) created
by the government aims to reorganize society and eradicate poverty of all races. 23 However,
DEB prioritizes the reorganization of society by increasing the participation and involvement
of Malays in business and industry. However, it does not mean that other races are ignored
because they also benefit from the implementation of this development project. If examined,
DEB has brought significant changes in the reorganization of Malaysian society because the
economic identification between races is fading. The national economic model should also
emphasize the growth and balanced distribution of material resources between ethnicities,
religions, regions, cities and villages because it is the basis for the success, prosperity and
well-being of Malaysia's multi-ethnic society. (Ahmad, 2016)
4.3 Education
This multi-lingual set-up of the education system has historical roots and was largely
the legacy of the divide-and-rule policy implemented by the British colonial power. Due to
the laissez faire policy of the British, children of Chinese and Indian immigrants who came in
large numbers beginning in the late nineteenth century and early twentieth century to work as
indentured laborers in the colonial economy were allowed to go through vernacular education
in their mother tongues. The Malay indigenous population was mainly encouraged to attend
Malay-medium schools. Thus, education during the colonial period was essentially a divisive
force in society and tended to support its ethnic plural population. The only exception was
English schools established by the British and mission groups in urban areas. Although after
the Second World War, when decolonization and eventual self-government became
inevitable, the British tried to reorganize the segregated system of education by proposing the
establishment of national schools for all races that used English and Malay as media of
instruction, this proposal was rejected by the non-Malays who had promoted their languages
and cultures through the provision of mother-tongue education. The strongest rejection came
from the Chinese education is affiliated to the United Chinese School Teachers’ Association
and the United Chinese School Committees’ Association .At the time of independence, out of
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political expediency, the segregated system of primary school, which was made up of 2144
national primary schools, 1275 Chinese primary schools, and 898 Tamil primary schools,6
was accepted by the government as an integral part of the national education system.7 These
Chinese and Tamil primary schools had become alternative streams that catered to the
language and cultural main-tenancy intent of the minority groups. Currently, more than 90%
of Chinese parents and about 50% of Indian parents enroll their children in these schools.
Although, over the years, the national primary schools had grown in numbers and became
mainstream primary schools entrusted to serve as a common platform of socialization for
children of all races in the post-independence era, by and large they failed to appeal to the
non-Malays, especially the Chinese, and remained largely a Malay preserve. The phasing out
of English-medium primary schools that used to have a fair mix of all ethnic groups between
1971 and 1976 further exacerbated the problem of ethnic segregation at the primary level. In
2003, for instance, from a population of 2,211,971 pupils enrolled in the national primary
schools, the number of Chinese students was a mere 46670 (2.1%) and Indians 95,180
(4.3%). The small number of non-Malay student. (Chan, 1971)
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5.0 CONCLUSION
In conclusion, British colonialism's "divide and rule" strategy left a profound and
lasting impact on the societies it governed. By fostering divisions among communities based
on ethnicity, religion, language, and caste, the British secured their dominance while
weakening the collective strength of the colonized populations. This approach not only
disrupted traditional social structures but also sowed seeds of mistrust and conflict that persist
even today in many former colonies. While the strategy served the British Empire's interests
during their rule, it left a legacy of fractured societies struggling with internal divisions.
Understanding this historical context is crucial for addressing the challenges of unity and
reconciliation in the post-colonial era. The lessons from this period highlight the importance
of fostering inclusion, mutual respect, and cooperation to build stronger, more equitable
societies.
Other than that, I believe that British colonial policies had lasting effects on various
aspects of society, including the lives of teenagers in former colonies. These impacts are both
direct and indirect, influencing cultural, social and educational dynamics. Here are some
benefits in which British colonialism has colonize Tanah Malaya is about educational system.
The British introduced formal education system based on western models, emphasizes
English language and literature while sidelining indigenous knowledge and languages. For
example, in this era has Primary school, vernacular school, Indian school and also Chinese
school. The second impact of previous issue is many types of cultural that introduced after
colonialism come. British colonialism was promoted many cultures as superior, leading to the
adoption of western fashion, music and lifestyles. This cultural influence the teenagers
nowadays. For example, in Malaysia has Indian people, Chinese people also Malay people.
Every nation has their unique tradition like Indian has Deepavali day, Chinese has Chinese
festival and Malay people has Eid al-fitri day and Adha day for Muslim. The traditional
clothing is Baju Melayu, Baju Kurung, Cheongsam and Sari. If British colonialism was not
happened maybe nowadays don’t has many and different cultural and races.
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