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7/30/2019 Education Development in Malaysia
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1
EDUCATION DEVELOPMENT
IN MALAYSIA
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PRE INDEPENDENCE
1ST STAGE
2ND STAGE
3RD STAGE
4TH STAGE
before the arrival of the British
to Malaya
From the time when Francis Lightacquired Penang (1786) until the
end of Second World War.
formation of Malayan Union in 1946till Malaya attained its independence,
1957
from 1957 – 1963 (formation of Malaysia)
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PRE INDEPENDENCE
1ST STAGE
before the arrival of theBritish to Malaya
2ND STAGE
From the time when Francis Lightacquired Penang (1786) until theend of Second World War.
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1400 – 1941 RELIGIOUSEDUCATION
IN SURAU/PONDOK/MOSQUE
Vernacular Malayschools were set up inthe middle of 19thcentury by the British
strongly objectedby the locals & religious teachers
Skinner introduced a system
to allow the Quran classes,after learning session – Malaystudents entered the Malayvernacular school ( especiallybefore the end of the 19thcentury).
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set up teacher trainingcentre (Sultan IdrisTeacher’s College)
first intake in1922 underO.T. Dussek.
Vernacular Chinese and Tamilschools
policy of non-interference
Britishgovernment
1902 – policy changed – toencourage laborers fromIndia to work in Malaya.
Chinese set upschools based onChina educationsystem.
spreading the ideologyof Kuomintang
oppose the British
British passed a Registration of Schools Enactment, 1920)
close any school thatfailed to follow theconditions in the
Enactment.
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1816- Penang FreeSchool was set upby tne missionary
English
malaychinese
tamil
Woolley Report 1877 – British financialassistance
provide Englisheducation to theupper classchildren
providecompletesecondaryschooleducation
up to primary level
futher theirstudies to higherinstitution
further studies in Chinaafter completing Senior Middle III
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PRE INDEPENDENCE
3RD
STAGE
formation of Malayan Union in 1946till Malaya attained its indepence,
1957
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Education System from1946-1957
Between 1942-1945,during Japanese rule, alltypes of schools wereforced to close down
return of British
proposed to form
Malayan Union(1946)
Cheeseman Report
1948- formation of the Federation of Malaya
govern. setup a Central
AdvisoryCommitteeinEducation
review theeducationpolicy undernewadministration
Holgate Report & recommendedChessman’s Plan to be accepted
Rejected byFederal LegislativeCouncil – due toobjection on theuse of English assole medium
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Barnes EducationCommittee (1950)- to studyMalay education system
continue Malay & English schoolChinese & Tamil taught
as a subject.
(Dr. W.P. Fenn & Dr.Wu) appointed toexamine problemsin Chinese schools
Chinese Language as themedium in Chinese School,student study other
language (i.e Malay & English)
strongprotestfrom theChinese.
Special committeerecommendations – accept all suggestionin Barnes Report .
to unite people of various races inMalaya
the Education
Ordinance 1952 .
difficult to carryout (financialreasons)
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Teacher TrainingProgramme
1946 –
1957
Normal Classes (1946)
Week-End Teachers Training Courses (1948)
Senior Normal Classes (1948)
Government sent teacher-trainees to England for formal training
Kirkby Teacher College (1951)
Brinsford LogdeTeacher College (1955)
Kota Bharu
Teacher College
(1954)
train lower secondary school
teacher.
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4TH STAGE
from 1957 – 1963 (formation of Malaysia)
EARLY INDEPENDENCE PERIOD
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Razak Report
(1956)
Formation of a single system of national education
Recognition of the eventual objective of making
Bahasa Malaysia the main medium of instruction.
Commencement of a Malaysia-oriented curriculum
Conception of a single system of evaluation for all
Education
Ordinance 1957
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Rahman Talib
Report
Stress on 3R basic education, reading, writing and arithmetic.
Stress on a strong spiritual education and the desired elements of
discipline
Stress on a Malaysian curriculum
Upper secondary education of two streams, academic and vocational
Opportunity to continue education from 9 years to 11 years
Facilitation of education management procedures to improve the
overall quality of education.
Education Act 1961
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EDUCATION SYSTEM DURING THE EARLY
INDEPENDENCE PERIOD (1957-1963)
Second Stage
- Rahman Talib Report (1961) modification from RazakReport
1. Schooling age raised to 15 years. Pupils automaticallypromoted up to lower secondary level i.e Form 3.
2. Further Education Schools were established- to cater pupils who failed
3. Examination conducted in official language only
4. Financial assistance – allocted to National SecondarySchools (SMK) & National Type Secondary School
(SMJK).5. Free education given to all lower econdary pupils
irrespected of what medium they followed.
6. Technical Secondary Schools & Vocational SecondarySchools were set up.
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EDUCATION DEVELOPMENT AFTER
THE FORMATION OF MALAYSIA (1963 -
1975)
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- implementation of the plannings of educationsystem which has been legalized under Education Act 1961.
-National Schools for all schools
- Medium for public examination limited toEnglish or National Language.
First Stage (1963-1965)
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to foster unity socially, culturally & politically among various races
fulfill the requirement of ever increasing enrolments of schools pupils
To increase education opportunity in the whole country
To increase diversify in education training facilities by way of increasingfacilities in certain important fields such as agriculture, industrialscience & technology
To speed up the teacher training programme so as to produce sufficient
qualified teachers.
Second Stage (1966-1970)
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- to fulfil the requirement of the economic development
- produce more skilled labour force according to the New EconomicPolicy (NEP) – launched early 1970’s –
-promoting unity among the various races
Third Stage (1971-1975)
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EDUCATION DEVELOPMENT AFTER 1975
1974 – Cabinet Committee – to study the result of the implementation of NEP.
Cabinet report 1979 – Stress on 3R basic education, reading, writing and arithmetic.
– Stress on a strong spiritual education and the desired elements of discipline.
– Stress on Malaysia curriculum.
– Upper secondary education of two streams, academic and vocational.
– Opportunity to continue education from 9 years to 11 years
– Facilitation of education management procedures to improve the overallquality of education.
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EDUCATION DEVELOPMENT AFTER 1975
implementation of KBSR (1983) & KBSM (1989)
Preschool Education
- becoming importance & expanding in eighties. – private sector,public organisation & government agencies.
Implementation of KBSR(Kurikulum Baru Sekolah Rendah) &KBSM (Kurikulum Bersepadu Sekolah Menengah)
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THE EDUCATION ACT 1995
Five Bills regarding Educations Act (tabled & passed by
Parliament in 1995 & 1996) – designed to put in order and to complete the legal aspect for higher education:
1. Education Bill 1995
2. Private Higher Education Institution Bill 19963. University Act and College-University (Amendments) Bill
1996
4. National Higher Education Council Bill 1996
5. National Acccreditation Board (LAN) Bill 1996
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THE EDUCATION ACT 1995
Education Bill 1995 – Legislated basically on the principles and
ideologies of Razak Report, Rahman Talib
Report and the objectives of philisophy of
education, designed according to the national
vision.
– Main aim-to consolidate & strengthen the
National Education System
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THE EDUCATION ACT 1995
Private Higher Education Institution Bill 1996
– Specially applied to Private Higher EducationInstitutions.
– Main aim – to increase the opportunity for students to obtain higher education by allowingprivate colleges & universities to set upaccording to the laws stated in the Education
Act.
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THE EDUCATION ACT 1995
University Act and College-University
(Amendments) Bill 1996
– Legislated with the aim to speed up the process of corporatization & privatization of hogher education
institution in Malaysia as well as to stream line its
administration so that these universities could become
international centres of academic excellence.
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THE EDUCATION ACT 1995
National Higher Education Council Bill 1996
– Aim – determining the right direction of developmentfor institution of higher eduction in Malaysia.
– Committee set up by the Minister of Education would
be empowered fo plan, formulate and determine the
policies so that the development could be monitored.
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THE EDUCATION ACT 1995
National Acccreditation Board (LAN) Bill 1996
– Main aim - to ensure that all institution of higher learning both government & private, strive to achieve
a certain minimum standard and quality for every
academic course offered.
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ISL Task
In groups of 3,
Build a mind map branches of philosophy.
- Perennialism- Essentialism
- Progressivism
- Reconstructivism- Existentialism