The Education System and Nation Building

8/9/2019 The Education System and Nation Building

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Malay, Chinese and Indian

Education

Major educational policies

Moral, religious and civic education

The Education

System and Nation

Building


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MALAY, CHINESE & INDIAN

EDUCATION

Before & After

Independence


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Before colonization

religion-oriented education(focus on Quranicmemorization and 3 skills).

Pondok/Madrasaheducation.

During colonization

Dualism was introduced

education based on socialstratification-the elite & thecommoners.

No social mobility-unemployment/underpaid.

EDUCATION FOR THE MALAYS

Before

Independence


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After Independence

y National (Malay-medium) and national-type(Chinese/Tamil/English-medium) schools wereestablished.

y

1970s gradual conversion to Malay-medium nationalschools.

y KBSR & KBSM were introduced.

y Other types of school (religious-based): Sekolah Agama

Rakyat (S

RA) &Se

kolah Me

ne

ngah Agama (S

MA).


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Chinese Education

y Before Independence:

Vernacular school.

Autonomous governance.

Use syllabus, text books and teachers from China.

Located in urban areas.

Better social mobility compared to the Malays &

Indians.


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After Independencey Early independence: granted funds by the government

but has to adopt the national curriculum.

y A few rejected Chinese independent high schools.y These schools are mostly funded by the Malaysian

Chinese public.y Coordinated by Dong Jiao Zong.

y Has standardized tests known as Unified ExaminationCertificate (UEC).


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Indian Educationy Before Independence:

Penang Free School was openedTamil schools weregranted.

Labour Act 1923- every rubber plantation with morethan 10 children must have a school.

Poor condition of schools, under qualified teachers.

Primary education only.

Located in plantation areas/estates.


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After Independence

y Tamil vernacular schools were converted into national-type

schools (with the same condition as proposed to Chinese

schools).


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MAJOR EDUCATIONAL POLICIES


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Introduction

The education system during colonization did not

emphasize on the development of national identity and

integrity among its citizens, thus encourages the

establishment of Educational Policies

Here are some of the major educational policies :


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Objective Strategy

To establish an education systemthat

1) fulfills the countrys needs 2)

encourages cultural, social,

economy and political growth.(Education Act, 1961)

To develop a nation that is :1) Knowledgeable

2) Innovative

3) Morally good

4) Contributive to nationsdevelopment

To unite multi racial children and

to train them for work force

1) To use the National Language

2) To use the same curriculum in

schools


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Objective Strategy

To fulfill the workforce quota forlong and short term

+

to produce a united, disciplined and

trained society

1) Improve the quality ofeducation as a whole, balanced

and integrated system.

2) Create basic education

opportunity for school children

To produce knowledgeable, moral

and balanced individuals

1) To create more educational

facilities at tertiary level

2) To upgrade spiritual, moral anddisciplined education


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Objective Strategy

To change education system

towards better quality, up-to-date

and universal

1) BM and English as compulsory

subjects

2) Give opportunities to other

languages (Chinese, Tamil) to

used in the curriculum

To create a teaching and learning

environment that is suitable with

the latest education development

1) International integration

2) Encourage thinking process

based on knowledge and

technology

3) Flexible curriculum according

to changes and suitability


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MORAL, RELIGIOUS & CIVICS

EDUCATION


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Moral Education

y Aim: to develop individuals who are responsibleand able

to contribute towards the prosperity and stability of the

nation as well as the global community.

yHelp students master skills such as generic skills, creativeand critical thinking skills, problem solving skills and

social skills.

y Taught to students in all levels for secondary school (only

in Standard 4-6 for primary school).


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Content Areas (Values) in Moral

Education

y Self-Development

y Family

y Environment

y Patriotismy Human Rights

y Democracy

y Peace & Harmony


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Religious Education

y Aim : to develop a balanced individual: pious and

religious, educated, courteous, responsible and dynamic.

y Before Independence, religious education was taughtinformally.

y Focus only on aqidah and ibadah.

y After Independence, Islamic education was given an

official & special status (1962).


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Continue

y Other type of religious school: Sekolah Agama Rakyat

(SAR).

y In 1970s, Islamic consciousness increased.

y Introduction to Islamic policy 1983-establishment ofIIUM & Islamic banking.

y The importance of Islamic Education:

universality and relevance in terms of

integration of personalityattitude

development asbasis to nation building.


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Civics Education

y Aim: create awareness about students roles, their rights

& responsibility towards society & country.

y taught formally in school before the Integrated

Curriculum (KBSR, 1982 & KBSM 1988) wereintroduced.

y Reason of discontinuation: teaching & learning process

were unsatisfactorily done.

y Reintroduction (in phases) starting 2005.


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Common Challenges

y Lack of pedagogical skills in teaching & learning these

subjects.

y School administrators need to be more supportive- nominate

professionally knowledgeable teachers with moralcommitment.

y Lack of parental commitment.


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ReferenceChang Lee Hon. Pendekatan pendidikan sivik dan kewarganegaraan dalam millenium baru. (2005).

Masalah Pendidikan, Universiti Malaya, 195-203.

Education in Malaysia. (n.d). Retrieved July 28th, 2010 fromhttp://www.wikipedia.org/Education_in_Malaysia

Haris Md. Jadi. (1990). Etnik, politik dan pendidikan. Kuala Lumpur:Dewan Bahasa danPustaka.

Hasan Langgulung & Che Noraini Hashim. (n.d). Islamic religious curriculum in muslimcountries: Theexperiences ofIndonesia andMalaysia. Retrieved August 9th, 2010 fromhttp://www.hijrahmedia.com/proto/iidl2/artikel/edu6.php

Kurikulum bersepadu sekolah menengah: Huraian sukatan pelajaran pendidikan moral.

Mahathir Mohamad. (1995). The Challenge. Selangor: Pelanduk Publications.

Rosnani Hashim. (2002). Balancing educationalpluralityand nationality: the case studyofMalaysia.

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The Education System and Nation Building