ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book presents some case studies from each country to demonstrate the applicability of the three aforementioned factors and to shed light on the differences of Islamic education systems between them. It shows that the ideological orientation of the state institutions in Malaysia in the field of Islamic education has been much more consistent than that in Indonesia, especially after the start of the wave of Islamization in the late 1970s. The book shows that Nusa Tenggara Timur in Indonesia and Sarawak in Malaysia have not experienced Islamization as in other parts of their countries. It explains how the ability of the states in Indonesia and Malaysia to exert control over integrated Islamic schools through distribution of resources is limited by the schools' healthy financial status, which means that they are not dependent on support from the central government.
