Development In Malaysia education

7/28/2019 Development In Malaysia education

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The Education System Before Independence (1400-1956)

Before BritishColonization (1400-1786)

IslamicEducation

- Teachers house

-Mosque, surau,& madrasah

-Pondok/hut

Before World War II(1786-1941)

-Primary & SecondaryEducation

-National Teacher

Training-Vocational &Technical Education

-Higher Education

During British

Colonization (1786-1956)

After World War II(1946-1956)

-Cheeseman Plan (1946)

-Barnes Report (1951)

-Fenn-Wu Report (1952)

-Education Ordinance(1952)

-Razak Report (1956)

-National Teachers Trainee

-Higher Education


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Primitive & Feudal Period

(1400-1786)

Education during this period was typical of

feudal societies.

Only the royalties and nobility had thebenefits to formal education.

For the society, education was

INFORMAL & LIMITED to acquiring skillsvital for survival. Eg: Fishing & farming for

boys, cookery & weaving for girls.


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However, the Islamic clergyestablished a small number of

Quranic schools @ pondok forthe purpose of religiouseducation.

Phase 1: Teachers houses

Phase 2: Mosque, surau & madrasah

Phase 3: Religious Institute (HutSchools)


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Phase 1: Teachers houses

Students learnt to study al-Quran & Fardhu Ainfrom teachers who were known as the scholars at

their houses.


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Phase 2: Mosques, Surau & Madrasah

Existed due to the increasing number ofstudents.

The scholars were respected and praised by

the society & sometimes they were beinginvited to teach the royalties at the palace.


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Phase 3: Religious Institute

(Hut Schools)

Prior traditional religious school.

There were no standard syllabuses.

The syllabuses and the way theyteach were based on the Al Haram

Mosques curriculum.


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The subjects

included:

Tauhidknowledge

Al-Quran

Fiqh

Hadith

Nahu

SufiTasawwuf

& Akhlaq

Arab

Language

& Jawi

Students assembled in the hut provided & studied

at madrasah owned by Tok Guru.

After graduated, most of them worked at theirvillages.

Some continued their studies to Mecca, Cairo,

Pakistan or India.


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3 phases of Colonial period:

[Divide and Rule]

1786-1941

[Japanese occupation]

1941-1945

[After Japanese occupation]

1945-1957


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The British Colonial Period(1786-1957)

The main concern of the British was to maintain peace

& order to facilitate the exploitation of the economic

resources of Malaya especially tin & rubber.

British encouraged mass immigration of workers from

China & India to work in the tin mines & rubber

plantations respectively.

The Malays remained in rural areas, the towns were

dominated by the Chinese & a minority of Indians who

eventually controlled commerce & industry.


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1786-1941

DIVIDE AND RULE (Laissez faire)

No clear policy on education.

Through their divide & rule policy, Britishdid not intend to establish rapport between

the different races in Malaya through astandardized education system.

Various vernacular schools were

presented to only particular ethnic grouprun by either missionaries, rubber & coffeeplantation owners, & local residentsassociation.


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Each ethnic group were to be educated in

their own language & learn to accept their

roles in life.British were to govern, Malays to cultivate

the fields, Chinese were to run the mining

industry & businesses, while Indians wouldbe confined to plantations & estates.

This had contributed to the status quo of

the different races in Malaya & identifyingthem with their previous economic

activities.


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There were 4 types of

school during Britishcolonization.

English-medium.Malay-medium.

Chinese-medium.Tamil-medium.


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Malay Vernacular Schools

Students were taught with the basic of reading,

writing & arithmetic as well as academic subjects

such as Malay history & geography.

Schools were set up to ensure the younger

generations were able to provide themselvesand their future generations with living skills.

However, it garnered little response from the

Malay society because skills like reading, writing

& arithmetic were of little use to the village folk.

In addition, children were expected to carry out

duties at home or in the fields.


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Thus, the British government

implemented compulsory education in

the late 1880s and early 1890s.

Malay Chiefs were commissioned toencourage parents to send their

children to school.

The number of students increased to

8000 in 1909.


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Number of Malay Schools in

1916States Number of

Schools

Enrolment Attendance

The Straits Settlements

(Penang, Malacca &

Singapore)

191 12, 934 11, 034

The Federated Malay States

(Selangor, Perak, Negeri

Sembilan & Pahang)

365 18, 034 14, 535

The Unfederated MalayStates (Johor, Kedah,

Kelantan, Perlis &

Terengganu)

137 >7, 923 >6, 940


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FEDERATED MALAY

STATES: Selangor,

Perak, NegeriSembilan, Pahang.

UNFEDERATED

MALAY STATES

STRAITS SETTLEMENT


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The pondok schools were still a very important

means in the Unfederated States since the British

government paid more attention on development in

the Straits Settlements & the Federated MalayStates.

The year 1916 was significant as the British

established the post of Assistant Director ofEducation for Malay schools & other new posts for

Chinese & Indian education.

1919, there was a Chief Inspector for English

schools.1924, Assistant Director of Education for Chinese

schools was created.

1930, an Inspector for Tamil schools.


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The Malay vernacular schools provided

education only in the primary level.

The British feared that Malay communitywould not maintain their status quo &

remain as farmers and fishermen.

It was enough for them that thegovernment administration positions were

held by Malays princes and sons of the

elite Malays who studied in Englishschools.


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Teachers training courses were

provided by:

Malay College in Singapore.

Malay College in Malacca

Malay College in Matang, Perak.

Sultan Idris Training College in Tanjung

Malim, Perak. (1922)

Malay Womens Training College,Malacca. (1935)


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Education for Chinese

In the hands of the Chinese community.

Teachers were imported from China.

Textbooks were written & printed in China,comprised of the history, culture & geography

of China. Examples of schools:

Cantonese schools, Kampong Glan, Singapore.

Hokkien school, Perkin Street.

Mandarin (kuo yu) was introduced to enablevarious groups with different dialects tocommunicate.


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China achieved victory in its Republican

Revolution of 1911 & began focusing their

attention on Chinese communitiesoverseas.

Aimed to instill the pride of being Chinese

& ensuring their loyalty.

Brought nationalistic literature to the

Chinese communities in Malaya.

The British were fearful of the increasingpoliticization of Chinese schools might

disrupt their government administration in

Malaya.


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Steps taken by British government to curb

the growing anti-foreigner sentiments among

Chinese. 1919, School Registration Enactment was passedto control political activities in school.

1929, the British had to remove all xenophobic

elements in Chinese texts. Put a stop to the influx of teachers imported from

China.

Appointed more government officials to keep an

eye on the progress of Chinese schools. 1935, introduced more teacher-training

programmes & formalized Mandarin as the officialmedium of instruction for Chinese schools.


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Education for the Indians

Early 19th century, the missionaries ran formal Indianeducation but garnered less response from theIndians.

1923, the British passed the Labour Ordinancewhich stipulated that plantation owners in theFederated Malay States were required to provideeducation for the children of labourers at their ownexpenses.

Tamil schools existed were of poor quality due to no

guidelines or provision to enforce Indian education. Most of the teachers were either not trained orequipped with little training.

They were mainly comprised of Indian labourrecruiters (kangani), clerks & other estate labourers.


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The mediums of instruction were Tamil,

Thelugu, Malayalam, Punjabi or Hindi.

Indian schools imported school textbooks &

materials from India.

1937, the British government decided to

intervene & appointed an official Inspectorof Tamil schools.

A new training scheme for Tamil teachers

was introduced but only were carried out inprimary schools.


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English-medium Schools

Schools were run by missionaries & the Britishgovernment.

Provided primary & secondary education under

the provision of the colonial government.

Examples of English schools:

Penang Free School. (1816, by Reverend R.S

Hutchings).

Malacca High School (1826).

Singapore Free School (1834).

Victoria Institution (1893).


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They were the least popular schools in thelate 19th & early 20th century, especially

among Malays. Most schools were established in the

urban areas & out of reach of the ruralfolk, in term of distances & school fees.

Furthermore, the Malays felt Englisheducation did not suit their religion &culture.

They (The Malays) were afraid that theyounger generation would be influencedby the Christian missionaries.


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However, Malay princes & sons of

aristocratic families attended English

schools who would eventually beemployed as government clerks &

lower officials in the British

administration.

A cunning way for the British to

ensure the Sultans & aristocrats felt

that they were part of the government

administration.


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Japanese Colonization(1941-1945)

During World War II, education was used a tool forPROPAGANDA to inculcate love & loyalty for theJapanese emperor.

The English & Mandarin languages were bannedin schools.

Several Malay schools in Kedah & Chinesevernacular schools in Sarawak were reopened by

the Japanese & used to spread propaganda. Almost all secondary schools in Kedah were used

as army operation centres by the Japanese.


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The Japanese language, Nippon-Go

became the official medium of instruction

for all subjects in schools. The language was also taught by teachers

who had to attend Japanese language

courses conducted by Japanese officialsonce a week.

Compulsory for students to sing the

Japanese national song each morningbefore classes began to demonstrate their

love for the Japanese emperor.


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Those who served in the government were

required to have a command of the

Japanese language. Established the Shonan Korenjo Sihan

Gakko, a Japanese Language Institution in

Johor, to promote patriotism towardsJapan.

The Development of Malaya ( Marei Koa

Kunrensho) was set up in Malacca to offercourses on the Japanese language,

culture & army training.


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Education After World War II

(1946-1957)

The Cheeseman Plan.

The Barnes Report.

The Fenn-Wu Report. The Education Ordinance.

The Razak Report.

The Rahman Talib Report. The Education Act 1961.


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THE CHEESEMAN PLAN 1946

Free basic education for all.

Medium of instruction in secondary school:

English language

Malay language

Mandarin Tamil

English language compulsory for all vernacular

schools.


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The Cheeseman proposal was

abandoned in 1949 with the demise

of the Malayan Union. The Barnes Committee was set up in

1950 to look into reforming and

integrating the educational system.


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1951, THE BARNES REPORT

Proposed all primary vernacular schoolsmaintained one single standard &become national school using the same

syllabus with bilingual languages; Malay& English.

Secondary schools had to maintain

English as medium of instruction. Replacement of Jawi script with Islamiceducation.


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1952, THE FENN-WU REPORT

Medium of instruction for vernacular

schools are English, Mandarin and

Malay. Argument: Country still can achieve

unity though there was diversity in the

medium of instructions.


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1952, THE EDUCATION

ORDINANCE

Based on Barnes Report.

5 types of schooling systems:

English schools with English as medium ofinstruction.

Malays schools with Malay as medium of instruction.

Chinese schools.

Tamil schools. Religious schools.

Curriculum according to individual school system.


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1956, THE RAZAK REPORT

Chaired by Dato Abdul Razak Hussein.

Received 151 memorandums.

The report proposed: One common school system for all:

Malay language as the medium of instruction

for all stages of schooling. Centralized curriculum & school examination.


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Both types of primary school should

enforce Malay as a compulsory

subject.

All national secondary schools should

use a common syllabus &

examination & enforce Malay &

English as their compulsory subjects.

All teachers should be trained with acommon syllabus in teachers training

colleges.


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1960, THE RAHMAN TALIB

REPORT

Malay language as main language in

schools.

Free secondary school education. Automatic promotion until form 3.

Establishment of technical &

vocational schools.

Emphasis on religious & moral

education.


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HUSSEIN ONN REPORT 1971

Provide a basic education for all children

of school-going age.

Acknowledge the Malay language as the

main medium of instruction.

Maintain the status of English language as

second language.

Time allocated for teaching of English

language will be increased & teachers

given the necessary training.


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1979, MAHATHIR REPORT

Chaired by Dr. Mahathir bin Mohammad. Main objective:

to review the goals and effectiveness of the

present education system for the purpose of

meeting the manpower needs of the country

both for the short and long terms. Besides

this, to also ensure that the education system

meets the countrys goals of producing aunited, disciplined and skilled society.


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Recommendations:

Focus on the 3 basic skills; reading, writing &

arithmetic.

Teaching of English language as a second language.

Emphasis given for a sound spiritual education &

other disciplines, wherever appropriate.

Secondary education to be divided into two streams;academic & vocational.

Extension of educational opportunities from 9 to 11

years.

Emphasis on curriculum ala Malaysia. Review of Bahasa Malaysia in-service courses.


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Education act 1996


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Education act 1996

Aims:

To further consolidate the national educationsystem for the young generation in accordance

with the countrys aspirations of making

Malaysia a center of excellence for education.

To outline the legislation related to education.

3 general legislative provisions:

The National Philosophy of Education which

was proclaimed in 1988 & forms the underlying

basis;


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The consolidation of the national education

system to include the following:

All levels of schooling, from pre-school untiltertiary education;

All categories of schools, for example,

government schools, government-aided schools

& private schools;

The National Language became the main

medium of instruction under the national

education system, besides being acompulsory subject for all schools &

educational institutions.

National Philosophy of


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National Philosophy of

Education 1989

"Education in Malaysia is an on-going effort towardsfurther developing the potential of individuals in aholistic and integrated manner, so as to produceindividuals who are intellectually, spiritually,

emotionally and physically balanced and harmonious,based on a firm belief in and devotion to God. Suchan effort is designed to produce Malaysian citizenswho are knowledgeable and competent, who possesshigh moral standards, and who are responsible andcapable of achieving high level of personal well-beingas well as being able to contribute to the harmonyand betterment of the family, the society and thenation at large."


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National Education Policy

Goals:

To produce a united bangsa Malaysia;

To produce Malaysian citizens who are

knowledgeable, God-fearing, well-behaved,competent & harmonious.

To provide a competent work force to meet

the needs of a growing nation To offer equal educational opportunities for all

Malaysian citizens.


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ETeMS

Teaching of Mathematics & Science inEnglish (ETeMS) began in 2002.

Aim to ensure that our country would not

be left out in the globalisation era. Complete abolishment of ETeMS on the

year of 2012

y


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Compulsory Education

Compulsory for parents to send children to

school.

Duration of compulsory schooling is 6 years.

Failure for parents to register their children to

school will be fined by the law with RM5000 orprison sentence not more than 6 months or both.

Reasons:

Various ethnic groups to have equal access to

education.

Rights of children with poverty are uphold.

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Elective Subjects

Rationale:An inadequate number of pupils in

Government schools.

An increase in the number of non-Chinesepupils in Chinese vernacular schools.

Examples of elective subjects in school:

Chinese

Tamil

Kadazandusun

Iban etc.

Smart School


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Smart School

Rationale:

To achieve Vision 2020 & to keep pace with rapiddevelopment in the era of science & technology.

The establishment is supported with technology

initiative.

Promote the development of a work force

prepared to meet challenges of the next century.

Concept:

A change in the learning culture based onmemory & examination-orientation to creative

thinking & problem-solving.

Goals:


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To produce a knowledge-based work force who will navigate

our country towards an information-based economy.

Students will be absorbed into the workforce for the

Multimedia Super Corridor.

Assist in the transformation of technology ultimately leading

to a highly technology-based local industry.

Implementation: Production of a computer-savvy workforce equipped with

thinking-skills

Democratisation of education.

Increment of stakeholders involvement. Holistic development with due consideration to individual

capability.

Emphasis on physical, emotional, spiritual & intellectual

domains.


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Vision Schools


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Vision Schools

Aims:

Initiative to produce a Malaysian race (bangsaMalaysia) built on love for the country & abolitionof ethnic differences amongst its citizens.

The importance of fostering racial unity early inan individuals life.

Concept:

Nation Primary School, Chinese National-type

Primary School & Tamil National-type PrimarySchool will have their students to study in acommon area.

Rationale:


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Rationale: Pupils from diversified races interact with one another

from an early thus ensuring that our country is moving

towards national unity. Issues: Inculcation of ethnic & cultural diversity through printed

& non-printed materials, co-curricular activities &celebration of festivals.

Equality in the implementation of school rules inaccordance to the culture & beliefs of each ethnic group.

Academic & non-academic staff of all races to enhancesocial interaction with the pupils.

Fostering of positive ethnic identity awareness & theabsence of superiority or inferiority complex founded onethnicity.

Open communication across ethnic groups throughinteraction during recess & co-curricular activities.

C id ti


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Considerations: Inadequate practice of collaborative teaching for

pupils to be exposed to & comprehend differentcultural & social viewpoints.

Inadequate specialized training for Vision Schoolsteachers in areas such as cross-culturalcommunication skills, cultural sensitivity.

Balance between teachers & pupils background soas to bridge the social gap & enhance mutualunderstanding.

Challenges: Encounter stiff challenges from the private sector &

community.

Eg: Chinese schools were reluctant to get themselvesinvolved will probably lead to a loss of the Chineseidentity & culture.

Basic Reading & Writing Classroom


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Basic Reading & Writing ClassroomIntervention Program (KIA2M)

Why?

The problem of pupils failure to master basic reading and writing

skills was a huge concern & given serious attention.

Goals:

To assist Year 1 pupils to master the basic reading & writing skillsin the Malay language.

To provide opportunities for pupils to learn according to their

individual ability levels.

To enhance pupils self-confidence

To nurture an interest for learning.

KIA2M is compulsory for all national schools whereas

national-type schools are given option.


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TargetGroup-

Year 1pupil

Those whoneed to besent to a

specialremedial class

The slow learnerswho have yet to

master the basicreading andwriting skills

Those who

needremediation in

class


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6 Steps of

Teaching &Learning

Strategies

1

Nomination

2

Screeningtest

3

Planning

4

Teaching

5

Evaluation

6

Follow-up

Steps Details


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p

Nomination &

Screening Test

Based on the number of Year 1 pupils.

No addition to the number of classes or

teachers.Students initially undergo a nomination

process and screening test before get

selected.

Pupils are classified into test scores:

0-9: Referred to medical practitioner10-44: Undergo KIA2M program

45-60: Continue with teaching and

learning in a normal class.

Planning Teachers plan their teaching using teachingmodule provided as a guide and reference.

Teachers are given autonomy to modify the

activities and exercises in the module

according to pupils abilities.

Suggested Strategies


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Suggested Strategies

Teacher-

centered

Planning and implementation of teaching is carried

out by the teacher on an individual basis. Pupils are required to follow the teachers

instructions and learn what has been taught.

Pupil-

centered

Active pupil involvement in all the activities plannedby the teacher, on an individual, group or class.

Resource-

centered

Learning materials are prepared and arranged to beused by pupils after they have been given clearexplanations by the teacher.

CHOICE OF APPROACHES


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CHOICE OF APPROACHES

Focus on one student only.

Peer assistance can be sought (if necessary).

Individual Approach

Pupil-centered.

Pupils who are facing the same or almost thecommon learning problems.

Teacher teaches using the module provided.

Group Approach

Pupils involve themselves in group activities to helpfoster their self-confidence.

Class Approach

TEACHING


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TEACHING

TechniquesSuggested

Story-telling

Drills

Demonstrations

Question-and-

answer

Role play

Songs

Plays

Quizzes

EVALUATION AND FOLLOW UP


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EVALUATION AND FOLLOW-UP

KIA2M pupils are allowed to go back tomainstream if they passed:

Ujian Pelepasan 1

Ujian Pelepasan 2

Observation & monitoring:

Curriculum Development Center & other interested

divisions in the Ministry of Education

School Inspectorate

State Education Departments

District Education Offices

School heads (Headmasters @ headmistress)

Education Development Master Plan (EDMP) 2006-


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Education Development Master Plan (EDMP) 20062010

Goals: To produce quality educationfor all through the following 2 main

approaches:

1st Approach: Ensure equity & equality.

Strategies:

Given fair & just educational opportunities. Given the opportunities to master 3R: Reading,

Writing, Arithmetic.

Improvement of ICT access.

2nd Approach:


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pp Fully develop the potential of all schools.

To fall within the excellence cluster.

Achieve measurable success to chart our country & theeducation system on the world map.

Strategies: Identify cluster schools from the following types of schools:

National

National-type Boarding

Premier

Secondary technical

National religious secondary

Centennial

Smart Schools

Schools situated in Putrajaya & Cyberjaya.

Introduce various programs to enhance the strengths &competitiveness of schools in the education cluster.

EDMP 6 STRATEGIC THRUSTS


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EDMP 6 STRATEGIC THRUSTS

EDMP

T1: Nation-building

T2: DevelopingHuman Capital

T3:Strengthening

NationalSchools

T4: Bridgingthe Education

Gap

T5: Enhancing

the TeachingProfession

T6:AcceleratingExcellence ofEducationalInstitutions

Education And Vision 2020


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Education And Vision 2020

Aim: To gain the status of"a fully developedcountry" for Malaysia by the year 2020.

"By the year 2020, Malaysia can be aunited nation, with a confident Malaysian

society, infused by strong moral andethical values, living in a society that isdemocratic, liberal and tolerant, caring,economically just and equitable,progressive and prosperous, and in fullpossession of an economy that iscompetitive, dynamic, robust andresilient."

9 challenges as stated in


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9 challenges as stated in

Vision 2020: 1) The challenge of establishing a united Malaysian nation with a

sense of common and shared destiny. This must be a nation atpeace with itself, territorially and ethnically integrated, living inharmony, full and fair partnership, made up of one "BangsaMalaysia" with political loyalty and dedication to the nation.

2) The challenge of creating a psychologically liberated, secureand developed Malaysian Society with faith and confidence initself, justifiably proud of what it is, of what it has accomplished,robust enough to face all manner of diversity. This MalaysianSociety must be distinguished by the pursuit of excellence, fullyaware of all its potentials, psychologically subservient to none,and respected by people of other nations.

3) The challenge of fostering and developing a mature,democratic society, practicing a form of mature consensual,community-oriented Malaysian democracy that can be a modelfor many developing countries.

4) The challenge of establishing a fully moral and


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) g g yethnic society, whose citizens are strong in religiousand spiritual values and imbued with the highest ofethical standards.

5) The challenge of establishing a matured, liberaland tolerant society in which Malaysians of allcolours and creeds are free to practice andprofess their custom, cultures and religious beliefs,

yet feeling that they belong to one nation.

6) The challenge of establishing a scientific andprogressive society, a society that is innovativeand forward-looking, one that is not only aconsumer of technology but also a contributor tothe scientific and technological civilization of thefuture.

7) The challenge of establishing a fully caring


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) g g y gsociety and a caring culture, a social system inwhich society will come before self, in which thewelfare of the people will revolve not around the

state or the individual but around a strong andresilient family system.

8) The challenge of ensuring an economically justsociety in which there is fair and equitable

distribution of the wealth of the nation, and there isfull partnership in economic progress. Such asociety cannot be in place so long as there is theidentification of race with economic function, andthe identification of economic backwardness with

race.

9) The challenge of establishing a prosperoussociety, with an economy that is fully competitive,dynamic, robust and resilient.

Strategies to achieve VISION


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Strategies to achieve VISION

2020

Vision 2020 emphasizes Malaysia as a fullydeveloped country, which is developed in every

aspect - economically, politically, socially,

spiritually, psychologically and culturally.

The National Philosophy of Education calls for

"developing the potential of individuals in a

holistic and integrated manner, so as to produce

individuals who are intellectually, spiritually,

emotionally and physically balanced and

harmonious".

Introduce the subjects of Islamic Studies and


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jMoral, which are compulsory for students.

Increasing the intake of Science students.

Encouraging the use of computers andmultimedia technology in educational institutionsand providing courses in Information Technology.

The government is already in the process of setting

up 90 pilot Smart Schools. These schools are one of the 7 flagships of the

Multimedia Super Corridor (MSC) project and aimat transforming the education system from

memory-based learning into simulative thinkingand creativity, through access to moderntechnology.


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Thank you

Presented by:

McelleyLorience

Aileen Asim

Documents

Development In Malaysia education