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Educational System from 1400 1941 Educational System before Independence 1946 1957 Educational Development: Early Independence 1957 1963
Pondok school
the Malay vernacular educational system was mainly religious and Quranic based. Pupils recited the content of al Quran under the guidance of religious teachers in the pondoks, suraus and mosque
In the middle of the 19th century - vernacular Malay schools was strongly objected by the local people and religious teachers Normal class in the morning and Quranic class in the afternoon, more Malay students entered the Malay vernacular schools. This led to an increase in the pupil population and a shortage of proper teaching staff to teach in the Malay schools
the British government rendered financial assistance for building Tamil schools in 1902. The government also enforced the Labour Code which required employers to provide Tamil education for children in the estates
The Chinese however, had to take their own initiative to set up schools based on education system in China. It was then discovered that the curriculum content in the vernacular Chinese schools in Malaya posed a danger to the country. A Registration Enactment was then established in 1920 to stop its development.
In 1816, the Penang Free School was established by preachers and was meant for elite children only. Education in Chinese schools and English schools reached the secondary level but remained at the primary level for Malay schools and Tamil schools.
In 1951, Barnes Report was released. It suggested two types of schools to be continued, i.e. the Malay schools and the English schools. This report caused strong protest from the Chinese committee. The Fenn-Wu Report then proposed Chinese Language as the medium of instruction in Chinese schools. However, students must also study Malay Language and English Language. A Special Committee was set up to coordinate and attempt the two different recommendations. It was passed and supposed to be implemented under the Educational Ordinance in 1952. However, it was not successful due to financial reasons
In 1956, the Razak Report was announced, declaring Malay Language as the National Language, and, at the same time, accepted Chinese, Tamil and English as medium of instructions in their respective primary schools. A few types of teacher training programmes were planned. The Kota Bahru Training College was established in 1954
Teacher training centre established Establishment of Education School Produced same text books
Create advanced examination for Malay and English medium schools only
National language compulsory for Financial aid for Malay and English primary schools medium schools only Provide learning place for all Learning Technical and schools and National type schools Vocational Secondary schools established
Level 2 (1966 1970) To foster Integration To achieve educational balance between rural and urban areas Diversify educational training facilities Accelerate teacher training Technical and Vocational Secondary Schools were built to provide opportunities for students with potential and talent in the vocational field
Level 3 (1971 1975) Changes based on May 13th tragedy Reformation of education aimed at promoting unity among the various races More skilled workers Improving the standard of living for rural people To reduce the economic imbalances among various races More employment opportunities for the bumiputera group Follow and practise the Five National Principles (Rukun Negara): Belief in God Loyalty to King and nation Upholding the Constitution Sovereignty of Constitution Practice of ethics and etiquette Teacher training reforms in Malaysia
In 1979, a Cabinet Committee was set up to review the educational system so that it complies with the nations objective to create a united, disciplined and well-trained society. Based on the Cabinet Committee Report, the Ministry of Education decided to implement the Primary School Curriculum (KBSR) programme in 1983 and Secondary School Integrated Curriculum (KBSM) programme in 1989.
Smart Schools
In 1995, the Smart Schools was annouced as one of the Seven Flagship Applications within the Multimedia Super Corridor (MSC). The Smart School Concept in teaching-learning activities, assessments and administration. Rationale : in line with our countrys aspiration to achieve Vision 2020 as well as to keep pace with rapid development in this era of science and technology. Smart schools which is a technology-supported initiative. Concept : change in the learning culture based on memory and examination-orientation to that of creative thinking and problem-solving. Goals : to produce knowledge-based work force who will navigate our country towards an information-based economy.