The Education System Before Independence (1400-1956) Before British Colonization (14001786) Before World War II (1786-1941) During British Colonization (17861956) Islamic Education - Teacher’s house -Mosque, surau, & madrasah -Primary & Secondary Education -National Teacher Training -Vocational & Technical Education -Higher Education After World War II (1946-1956) -Cheeseman Plan (1946) -Barnes Report (1951) -Fenn-Wu Report (1952) -Education Ordinance (1952) -Razak Report (1956) -Pondok/hut -National Teachers Trainee -Higher Education Primitive & Feudal Period (1400-1786) Education during this period was typical of feudal societies. . cookery & weaving for girls. education was INFORMAL & LIMITED to acquiring skills vital for survival. Only the royalties and nobility had the benefits to formal education. Eg: Fishing & farming for boys. For the society. Phase 1: Teachers’ houses Phase 2: Mosque. surau & madrasah Phase 3: Religious Institute (Hut Schools) .However. the Islamic clergy established a small number of Qur’anic schools @ pondok for the purpose of religious education. .Phase 1: Teachers’ houses Students learnt to study al-Quran & Fardhu Ain from teachers who were known as the scholars at their houses. Surau & Madrasah Existed due to the increasing number of students. . The scholars were respected and praised by the society & sometimes they were being invited to teach the royalties at the palace.Phase 2: Mosques. There were no standard syllabuses. The syllabuses and the way they teach were based on the Al Haram Mosque’s curriculum.Phase 3: Religious Institute (Hut Schools) Prior traditional religious school. . Pakistan or India. Cairo. Some continued their studies to Mecca. most of them worked at their villages. After graduated. .The subjects included: Tauhid knowledge Al-Quran Fiqh Hadith Nahu Sufi Tasawwuf & Akhlaq Arab Language & Jawi Students assembled in the hut provided & studied at madrasah owned by Tok Guru. 3 phases of Colonial period: 1786-1941 •[Divide and Rule] 1941-1945 •[Japanese occupation] 1945-1957 •[After Japanese occupation] . .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. The Malays remained in rural areas. the towns were dominated by the Chinese & a minority of Indians who eventually controlled commerce & industry. British encouraged mass immigration of workers from China & India to work in the tin mines & rubber plantations respectively. . Through their divide & rule policy.1786-1941 DIVIDE AND RULE (Laissez faire) No clear policy on education. & local residents’ association. rubber & coffee plantation owners. Various vernacular schools were presented to only particular ethnic group run by either missionaries. British did not intend to establish rapport between the different races in Malaya through a standardized education system. .Each ethnic group were to be educated in their own language & learn to accept their roles in life. while Indians would be confined to plantations & estates. Malays to cultivate the fields. British were to govern. Chinese were to run the mining industry & businesses. This had contributed to the status quo of the different races in Malaya & identifying them with their previous economic activities. . Malay-medium. English-medium. Chinese-medium.There were 4 types of school during British colonization. Tamil-medium. In addition. Schools were set up to ensure the younger generations were able to provide themselves and their future generations with living skills. children were expected to carry out duties at home or in the fields.Malay Vernacular Schools Students were taught with the basic of reading. However. writing & arithmetic as well as academic subjects such as Malay history & geography. . it garnered little response from the Malay society because skills like reading. writing & arithmetic were of little use to the village folk. The number of students increased to 8000 in 1909. . the British government implemented compulsory education in the late 1880s and early 1890s. Malay Chiefs were commissioned to encourage parents to send their children to school.Thus. 034 365 18. Perak. 034 14. 923 >6. 934 Attendance 11. Negeri Sembilan & Pahang) Number of Schools 191 Enrolment 12. Perlis & Terengganu) 137 >7. Kelantan.Number of Malay Schools in 1916 States The Straits Settlements (Penang. 940 . Malacca & Singapore) The Federated Malay States (Selangor. Kedah. 535 The Unfederated Malay States (Johor. Pahang. Negeri Sembilan.FEDERATED MALAY STATES: Selangor. Perak. UNFEDERATED MALAY STATES STRAITS SETTLEMENT . . an Inspector for Tamil schools. 1924. 1919. there was a Chief Inspector for English schools. The year 1916 was significant as the British established the post of Assistant Director of Education for Malay schools & other new posts for Chinese & Indian education. Assistant Director of Education for Chinese schools was created. 1930.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 Malay States. It was enough for them that the government administration positions were held by Malays princes and sons of the elite Malays who studied in English schools.The Malay vernacular schools provided education only in the primary level. The British feared that Malay community would not maintain their status quo & remain as farmers and fishermen. . Malay College in Malacca Malay College in Matang.Teachers’ training courses were provided by: Malay College in Singapore. (1935) . (1922) Malay Women’s Training College. Perak. Malacca. Sultan Idris Training College in Tanjung Malim. Perak. • Mandarin (kuo yu) was introduced to enable various groups with different dialects to communicate. – Hokkien school. • Teachers were imported from China. Kampong Glan. . comprised of the history. Perkin Street. culture & geography of China. Singapore. • Textbooks were written & printed in China. • Examples of schools: – Cantonese schools.Education for Chinese • In the hands of the Chinese community. • China achieved victory in its Republican Revolution of 1911 & began focusing their attention on Chinese communities overseas. . • Brought nationalistic literature to the Chinese communities in Malaya. • The British were fearful of the increasing politicization of Chinese schools might disrupt their government administration in Malaya. • Aimed to instill the pride of being Chinese & ensuring their loyalty. . • Put a stop to the influx of teachers imported from China. • 1929. • 1935.Steps taken by British government to curb the growing anti-foreigner sentiments among Chinese. introduced more teacher-training programmes & formalized Mandarin as the official medium of instruction for Chinese schools. • 1919. • Appointed more government officials to keep an eye on the progress of Chinese schools. the British had to remove all xenophobic elements in Chinese texts. School Registration Enactment was passed to control political activities in school. • They were mainly comprised of Indian labour recruiters (kangani). • 1923.Education for the Indians • Early 19th century. the British passed the Labour Ordinance which stipulated that plantation owners in the Federated Malay States were required to provide education for the children of labourers at their own expenses. • 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 or equipped with little training. clerks & other estate labourers. the missionaries ran formal Indian education but garnered less response from the Indians. . • Indian schools imported school textbooks & materials from India. • 1937.• The mediums of instruction were Tamil. the British government decided to intervene & appointed an official Inspector of Tamil schools. Punjabi or Hindi. . • A new training scheme for Tamil teachers was introduced but only were carried out in primary schools. Thelugu. Malayalam. S Hutchings). – Singapore Free School (1834). (1816. • Examples of English schools: – Penang Free School. – Malacca High School (1826). by Reverend R. – Victoria Institution (1893).English-medium Schools • Schools were run by missionaries & the British government. . • Provided primary & secondary education under the provision of the colonial government. . • Most schools were established in the urban areas & out of reach of the rural folk. • They (The Malays) were afraid that the younger generation would be influenced by the Christian missionaries. especially among Malays. in term of distances & school fees.• They were the least popular schools in the late 19th & early 20th century. • Furthermore. the Malays felt English education did not suit their religion & culture. • A cunning way for the British to ensure the Sultans & aristocrats felt that they were part of the government administration.• However. Malay princes & sons of aristocratic families attended English schools who would eventually be employed as government clerks & lower officials in the British administration. . • The English & Mandarin languages were banned in schools.Japanese Colonization (1941-1945) • During World War II. • Almost all secondary schools in Kedah were used as army operation centres by the Japanese. education was used a tool for PROPAGANDA to inculcate love & loyalty for the Japanese emperor. • Several Malay schools in Kedah & Chinese vernacular schools in Sarawak were reopened by the Japanese & used to spread propaganda. . • The language was also taught by teachers who had to attend Japanese language courses conducted by Japanese officials once a week. Nippon-Go became the official medium of instruction for all subjects in schools. • Compulsory for students to sing the Japanese national song each morning before classes began to demonstrate their love for the Japanese emperor.• The Japanese language. . • Established the Shonan Korenjo Sihan Gakko. • The Development of Malaya ( Marei Koa Kunrensho) was set up in Malacca to offer courses on the Japanese language. to promote patriotism towards Japan. a Japanese Language Institution in Johor. culture & army training. .• Those who served in the government were required to have a command of the Japanese language. The Fenn-Wu Report. The Rahman Talib Report. The Education Act 1961. The Razak Report. . The Barnes Report. The Education Ordinance.Education After World War II (1946-1957) • • • • • • • The Cheeseman Plan. .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. • 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. THE BARNES REPORT • Proposed all primary vernacular schools maintained one single standard & become national school using the same syllabus with bilingual languages.1951. • Secondary schools had to maintain English as medium of instruction. Malay & English. • Replacement of Jawi script with Islamic education. . 1952. THE FENN-WU REPORT • Medium of instruction for vernacular schools are English. • Argument: Country still can achieve unity though there was diversity in the medium of instructions. . Mandarin and Malay. • Curriculum according to individual school system. – Malays schools with Malay as medium of instruction. – Chinese schools.1952. – Tamil schools. THE EDUCATION ORDINANCE • Based on Barnes Report. . – Religious schools. • 5 types of schooling systems: – English schools with English as medium of instruction. 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. .1956. . • All teachers should be trained with a common syllabus in teachers’ training colleges.• 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. . THE RAHMAN TALIB REPORT • Malay language as main language in schools. • Establishment of technical & vocational schools.1960. • Emphasis on religious & moral education. . • Free secondary school education. • Automatic promotion until form 3. vi. iii. Upper secondary school education. etc. Taught by trained Agama teachers. Primary education i. Two periods a week during school hours. Elaboration Primary school education. iv.THE EDUCATION ACT 1961 Aspect Levels of education i. Lower secondary school education. Compulsory for all children of school-going age ii. Free for all. v. . iii. Offered in national schools & national-type schools. Education in other educational institutions. i. eg: colleges. teacher training colleges. ii. Normal lower secondary Normal upper secondary Trade Technical (upper secondary) Vocational (upper secondary) Secondary (approval from Ministry of Education Secondary education Islamic Education i. iii. Only offered if there were more than 15 Muslim pupils. iii. ii. ii. iv. • Time allocated for teaching of English language will be increased & teachers given the necessary training.HUSSEIN ONN REPORT 1971 • Provide a basic education for all children of school-going age. • Maintain the status of English language as second language. • Acknowledge the Malay language as the main medium of instruction. . MAHATHIR REPORT • Chaired by Dr. Besides this.1979.” . to also ensure that the education system meets the country’s goals of producing a united. disciplined and skilled society. • 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. Mahathir bin Mohammad. writing & arithmetic. wherever appropriate. – Review of Bahasa Malaysia in-service courses. – Emphasis on curriculum ala Malaysia. academic & vocational. – Teaching of English language as a second language.• Recommendations: – Focus on the 3 basic skills. – Secondary education to be divided into two streams. . – Emphasis given for a sound spiritual education & other disciplines. – Extension of educational opportunities from 9 to 11 years. reading. . – 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.Education act 1996 • Aims: – To further consolidate the national education system for the young generation in accordance with the country’s aspirations of making Malaysia a center of excellence for education. . • The National Language became the main medium of instruction under the national education system. government schools. besides being a compulsory subject for all schools & educational institutions. for example. – All categories of schools. from pre-school until tertiary education. government-aided schools & private schools.• The consolidation of the national education system to include the following: – All levels of schooling. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent. based on a firm belief in and devotion to God. emotionally and physically balanced and harmonious. so as to produce individuals who are intellectually. the society and the nation at large. and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family." . who possess high moral standards. spiritually.National Philosophy of Education 1989 • "Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner. National Education Policy • Goals: – To produce a united bangsa Malaysia. – To produce Malaysian citizens who are knowledgeable. – To provide a competent work force to meet the needs of a growing nation – To offer equal educational opportunities for all Malaysian citizens. . God-fearing. well-behaved. competent & harmonious. • Aim to ensure that our country would not be left out in the globalisation era. • Complete abolishment of ETeMS on the year of 2012 .ETeMS • Teaching of Mathematics & Science in English (ETeMS) began in 2002. • Reasons: – Various ethnic groups to have equal access to education. • Duration of compulsory schooling is 6 years.Compulsory Education • Compulsory for parents to send children to school. • Failure for parents to register their children to school will be fined by the law with RM5000 or prison sentence not more than 6 months or both. – Rights of children with poverty are uphold. . Elective Subjects • Rationale: – An inadequate number of pupils in Government schools. – An increase in the number of non-Chinese pupils in Chinese vernacular schools. . • Examples of elective subjects in school: – Chinese – Tamil – Kadazandusun – Iban etc. Smart School • Rationale: – To achieve Vision 2020 & to keep pace with rapid development in the era of science & technology. – Promote the development of a work force prepared to meet challenges of the next century. . • Concept: – A change in the learning culture based on memory & examination-orientation to creative thinking & problem-solving. – The establishment is supported with technology initiative. emotional.• Goals: – 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. – Increment of stakeholders’ involvement. spiritual & intellectual domains. – Holistic development with due consideration to individual capability. • Implementation: – Production of a computer-savvy workforce equipped with thinking-skills – Democratisation of education. – Emphasis on physical. . – Assist in the transformation of technology ultimately leading to a highly technology-based local industry. classrooms & office. – Use of technology in teaching & learning. – Level B: 79 Smart Schools equipped with a laboratory & computers in the Resource Center & computers for teachers. – Reasoning. – Care & concern for diversity in learning abilities & styles. values. horizontal & multi-disciplinary integration. – Level B+: 2 Smart Schools equipped with computers in 15 science laboratories.• Strategies: – A multi-perspective curriculum which encompasses elective subjects – Vertical. • Levels of Technology: – Level A: 9 new school equipped with modern technology. creativity & language across the curriculum. . . – The importance of fostering racial unity early in an individual’s life. • Concept: – Nation Primary School.Vision Schools • Aims: – Initiative to produce a Malaysian race (bangsa Malaysia) built on love for the country & abolition of ethnic differences amongst its citizens. Chinese National-type Primary School & Tamil National-type Primary School will have their students to study in a common area. co-curricular activities & celebration of festivals. . – Fostering of positive ethnic identity awareness & the absence of superiority or inferiority complex founded on ethnicity. – Equality in the implementation of school rules in accordance to the culture & beliefs of each ethnic group.• Rationale: – Pupils from diversified races interact with one another from an early thus ensuring that our country is moving towards national unity. – Academic & non-academic staff of all races to enhance social interaction with the pupils. • Issues: – Inculcation of ethnic & cultural diversity through printed & non-printed materials. – Open communication across ethnic groups through interaction during recess & co-curricular activities. . – Eg: Chinese schools were reluctant to get themselves involved will probably lead to a loss of the Chinese identity & culture. • Challenges: – Encounter stiff challenges from the private sector & community. – Inadequate specialized training for Vision Schools teachers in areas such as cross-cultural communication skills.• Considerations: – Inadequate practice of collaborative teaching for pupils to be exposed to & comprehend different cultural & social viewpoints. cultural sensitivity. – Balance between teachers’ & pupils’ background so as to bridge the social gap & enhance mutual understanding. . – To enhance pupils’ self-confidence – To nurture an interest for learning. • Goals: – To assist Year 1 pupils to master the basic reading & writing skills in the Malay language.Basic Reading & Writing Classroom Intervention Program (KIA2M) • Why? – The problem of pupils’ failure to master basic reading and writing skills was a huge concern & given serious attention. – To provide opportunities for pupils to learn according to their individual ability levels. • KIA2M is compulsory for all national schools whereas national-type schools are given option. Target GroupYear 1 pupil Those who need to be sent to a special remedial class Those who need remediation in class The slow learners who have yet to master the basic reading and writing skills . 1 Nomination 6 Follow-up 2 Screening test 6 Steps of Teaching & Learning Strategies 5 Evaluation 3 Planning 4 Teaching . Teachers are given autonomy to modify the activities and exercises in the module according to pupils’ abilities. Pupils are classified into test scores: 0-9: Referred to medical practitioner 10-44: Undergo KIA2M program 45-60: Continue with teaching and learning in a normal class. . No addition to the number of classes or teachers. Students initially undergo a nomination process and screening test before get selected. Teachers plan their teaching using teaching module provided as a guide and reference.Steps Details Nomination & Screening Test Planning Based on the number of Year 1 pupils. • Pupils are required to follow the teacher’s instructions and learn what has been taught.Suggested Strategies Teachercentered • Planning and implementation of teaching is carried out by the teacher on an individual basis. Resourcecentered • Learning materials are prepared and arranged to be used by pupils after they have been given clear explanations by the teacher. . Pupilcentered • Active pupil involvement in all the activities planned by the teacher. group or class. on an individual. • Pupils who are facing the same or almost the common learning problems. Group Approach • Pupil-centered.CHOICE OF APPROACHES Individual Approach • Focus on one student only. • Peer assistance can be sought (if necessary). . Class Approach • Pupils involve themselves in group activities to help foster their self-confidence. • Teacher teaches using the module provided. TEACHING Storytelling Quizzes Drills Plays Techniques Suggested Demonst rations Songs Role play Question -andanswer . EVALUATION AND FOLLOW-UP • KIA2M pupils are allowed to go back to mainstream 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) . Writing. – Improvement of ICT access. . • Strategies: – Given fair & just educational opportunities. – Given the opportunities to master 3R: Reading.Education Development Master Plan (EDMP) 20062010 • Goals: To produce quality education for all through the following 2 main approaches: – 1st Approach: • Ensure equity & equality. Arithmetic. • 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. • To fall within the excellence cluster.– 2nd Approach: • Fully develop the potential of all schools. • Achieve measurable success to chart our country & the education system on the world map. . EDMP 6 STRATEGIC THRUSTS T1: Nationbuilding T6: Accelerating Excellence of Educational Institutions T2: Developing Human Capital EDMP T5: Enhancing the Teaching Profession T4: Bridging the Education Gap T3: Strengthening National Schools . " . dynamic. with a confident Malaysian society.Education And Vision 2020 • Aim: To gain the status of "a fully developed country" for Malaysia by the year 2020. progressive and prosperous. robust and resilient. caring. living in a society that is democratic. liberal and tolerant. infused by strong moral and ethical values. • "By the year 2020. economically just and equitable. and in full possession of an economy that is competitive. Malaysia can be a united nation. 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 at peace with itself, territorially and ethnically integrated, living in harmony, full and fair partnership, made up of one "Bangsa Malaysia" with political loyalty and dedication to the nation. • 2) The challenge of creating a psychologically liberated, secure and developed Malaysian Society with faith and confidence in itself, justifiably proud of what it is, of what it has accomplished, robust enough to face all manner of diversity. This Malaysian Society must be distinguished by the pursuit of excellence, fully aware 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 model for many developing countries. • 4) The challenge of establishing a fully moral and ethnic society, whose citizens are strong in religious and spiritual values and imbued with the highest of ethical standards. • 5) The challenge of establishing a matured, liberal and tolerant society in which Malaysians of all colours and creeds are free to practice and profess their custom, cultures and religious beliefs, yet feeling that they belong to one nation. • 6) The challenge of establishing a scientific and progressive society, a society that is innovative and forward-looking, one that is not only a consumer of technology but also a contributor to the scientific and technological civilization of the future. • 7) The challenge of establishing a fully caring society and a caring culture, a social system in which society will come before self, in which the welfare of the people will revolve not around the state or the individual but around a strong and resilient family system. • 8) The challenge of ensuring an economically just society in which there is fair and equitable distribution of the wealth of the nation, and there is full partnership in economic progress. Such a society cannot be in place so long as there is the identification of race with economic function, and the identification of economic backwardness with race. • 9) The challenge of establishing a prosperous society, with an economy that is fully competitive, dynamic, robust and resilient. psychologically and culturally. politically. socially. which is developed in every aspect .economically. emotionally and physically balanced and harmonious". spiritually. .Strategies to achieve VISION 2020 • Vision 2020 emphasizes Malaysia as “a fully developed country. spiritually. so as to produce individuals who are intellectually.” • The National Philosophy of Education calls for "developing the potential of individuals in a holistic and integrated manner. • Increasing the intake of Science students. which are compulsory for students. • These schools are one of the 7 flagships of the Multimedia Super Corridor (MSC) project and aim at transforming the education system from memory-based learning into simulative thinking and creativity.• Introduce the subjects of Islamic Studies and Moral. • The government is already in the process of setting up 90 pilot Smart Schools. . through access to modern technology. • Encouraging the use of computers and multimedia technology in educational institutions and providing courses in Information Technology. Thank you Presented by: Mcelley Lorience Aileen Asim PISMP TESL JAN 2011 .