MALAYSIAN EDUCATION AFTER INDEPENDENCE UNDER HISTORICAL FOUNDATION OF MALAYSIAN

EDUCATION

GROUP MEMBERS:MUHAMMAD MU’AZAHMAD SIS MUBARAKTUAN MOHD HAKIMI

QUESTION….

Discuss the implications of various reports on the development of our education system (continuation).

DEVELOPMENT OF THE EDUCATION SYSTEM IN MALAYSIA : POST INDEPENDENCE

Rahman Talib Report 1960

Education Act 1961

Hussein Onn Report 1971

Cabinet Committee Report on the review of Education Policies

Implementation 1979 (Mahathir Report)

RAHMAN TALIB REPORT 1960

IMPLICATIONS OF RAHMAN TALIB REPORT Free primary school education:

- Number of students increase (English primary school) decrease (Chinese Primary school)

All examination must use official language.- Students from primary school (use Chinese and Tamil language) struggle to answer the exam when they are in secondary school.

School that use other languages will not be given any support by the government.- Chinese Secondary School change to National types school.

Enhancement of vocational and technical education.

Automatic promotion until Form Three.

HUSSIEN ONN REPORT

HUSSIEN ONN REPORT 1971

This report head by Tun Hussien Onn who became the Minister Of Education at that time

The objective of this report is to reexamine National Education Policy at that time, and to provide the basic education for all children in school year. This to cover the education in Malay, English, Chinese and Tamil School.

To promote national Unity

ACCORDING TO THE REPORT…

Starting 1968, the Malay language will progressively replace the English language as the medium of instruction in all English-medium schools.

Nevertheless, this committee acknowledge that, “ Although the Malay language is the main medium of instruction in the country’s education system, we will still a maintain the status of the English language as a 2nd language.

IMPLICATION OF HUSSIEN ONN REPORT

The report remain the acknowledge of Malay language as the main medium of instruction, and the English language was taught as a second language in all school due to its importance as an international language (lingua franca)

This report build more intention to country’s need and to promote cultural, social, economical and political development.

CABINET COMMITTEE REPORT ON THE REVIEW OF EDUCATION POLICIES IMPLEMENTATION 1979 (MAHATHIR REPORT)

MAHATHIR REPORT 1979

A Cabinet Committee set up in 1974 and chaired by Tun Dr Mahathir bin Mohamad

Main objective: “…to review the goal 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 contry’s goals of producing a united, diciplined and skilled society.”

Similar to Education Act 1961 and Hussein Onn Report 1971.

IMPLICATIONS The establishment of Malaysia Education

Staff Training Institute (MESTI) in March 1979. “Owing to the rapid development of education in the

county, and the need for training in order to produce quality serving the Ministry of Education, it is imminent that a national Educational Staff Training Institute to be set up.” (98:250)

The beginning of a clearer focus and emphasis on the development of Special Education in Malaysia.

“With the awareness that the government should be responsible towards the education of disabled children, it should then take over all the responsibilities from the organizations handling it currently. Moreover, the involvement of volunteers in developing the education for disabled children is encouraged.”

Teaching of English is enable all school-leavers to use English in certain everyday situations and work situations. It is also to allow students to pursue higher education in the medium of English.

DEVELOPMENT OF EDUCATION SYSTEM IN MALAYSIA: CURRENT EDUCATION

Education Act 1996

National Education

Policy 1999

Smart school, Vision School, ETeMS,

KIA2M

Education Development Master Plan (2006-2010)

IMPLICATIONS OF EDUCATION ACT 1996 The system of education will includes all levels and types of school- include private school.

National language- compulsory in all schools.

All schools must follow the National Curriculum.

Categories of schools : government, government-aided, private.

Islamic education- compulsory- 15 pupils and above.

IMPLICATIONS OF NATIONAL EDUCATION POLICY 1999

Introduction of ETeMS (2003)Compulsory education (2003)- 6 years old.

April 2005- Chinese and Tamil language- was made as elective

subject- all national schools.

Smart schools- 90 schools- divide to 3 categories. (A-9, B+-15, B-79)

Vision schools (1997). SK, SRJK(C),SRJK(T)- in one area.

Basic Reading and Writing Classroom Intervention Program (KIA2M). – master 2R (reading & writing)

EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010

EDUCATION DEVELOPMENT MASTER PLAN(EDMP) 2006-2010

Aims- to consolidate the education sector in our country.

Become the guidelines for the holistic development of education system for 5-years period as contained in 9th Malaysian Plan

Responsible foe developing national schools as mainstream schools and caters for national type Chinese schools, national Tamil’s school and government-aided religious school.

Infrastructure, input and manpower Consist of 6th thrusts

IMPLICATIONS

The implementation of EDMP take the responsibility for all for all level.

encourage the commitment and collaboration of the entire education fraternity as well as the stakeholder is just as crucial.

Level up the quality and brilliant work for teacher in education sector.

THAT’S ALLTHANK YOU…