The Chinese education and Islamic religious school groups have contributed to the development of childrens education in Malaysia. Both groups have benefited from democratization of education by demanding rights in education for the future of students. The findings show that campaign of the Chinese education group succeeded in reducing the ministerial power so as to prevent conversion of Chinese school to national school in the Education Act 1996. While the case of the Islamic school education group, ministerial power increased in authority over the majority of the religious schools which were previously initiated and developed by the society and state. This is evident from the registration of a number of religious schools as Government-Aided Schools. Chinese schools which are registered as Government-Aided Schools still retain their influence on authority through merger of social movements for Chinese education groups. Hence, the researcher suggests that the Islamic religious school institution requires some simple procedures to wisely and effectively claim democratic rights in education. This research gave an implication to the institutions governance policy for both groups and a challenge to get the democratization of education to fulfil the society needs. It is indeed in line with the Development Plan of Malaysian Education.

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