From the British colonial period and henceforth after independence, educationists have striven to unify the divided and "particularised" education structures that were taking firm roots in plural Malaya and thenceforth, Malaysia. The primary focus as boldly enshrined in the Malaysian Constitution, the national ideology statement-the Rukun Negara, the National Education Philosophy (NEP) and by the constant reminders and promptings of our founding fathers, was national integration of the ethnically and culturally diverse society. The aspiration of "sejahtera" (well-being) as propounded in the nation's NEP, seen together with the United Nations' SDGs (sustainable development goals), towards Education 2030, clearly points to the urgent need for further effort towards inclusive and quality education. The discussion on the prevalent, divided education system, attempting to answer the main research questions, centres on mother-tongue vernacular education and other sub-set education structures, such as the religious and "one-race" schools. These have inevitably with the course of decades, contributed to social disunity. It is found that educators emphasise that transformation and integration, and not the termination of these education sub-sets, into mainstream education, with a strong implementation of the national language and English in the school curriculum. This can help evolve Malaysian education into a globally reputed education system. Educationists are also of the view that it can be then an effective bonding tool for national unity. Language, religion, and literature subjects can be conducted in the mother-tongue languages within the ambit of the national education philosophy.