COMPARE AND CONTRAST

PRE-INDEPENDENCE AND
POST-INDEPENDENCE
EDUCATIONAL SYSTEM
IN MALAYSIA

DEVELOPMENT OF
EDUCATION SYSTEM
IN MALAYSIA
COMPARE & CONTRAST
THE EDUCATION SYSTEM
BEFORE AND AFTER
INDEPENDENCE

Overview of
Education
System
NEEDS
FORMAL EDUCATION
VERNACULAR SCHOOL
ADMINISTRATION
LEVELS OF EDUCATION
EXAMINATION
ORIENTED

Needs for the PreIndependence

Familiarize with the
Education
basic arithmetic to
handle simple
business

Fulfill the British

needs

To unite Malayan
people

To prepare for
the
independence

Develop sense of
hygiene

Needs for the PostIndependence

Education
:: To centralize the educational system
:: To provide skilled workers for the
future
:: To use Bahasa Melayu as the
medium of instructions
:: Zero illiterate

VERNACULAR
DURINGSCHOOL
PRE-INDEPENDENCE
:: Use mother-tongue as the medium of
instruction
= (Malay for the Malay school, Mandarin for
the Chinese school, Tamil for the Tamil school)
:: English school is based on the British
curriculum
from UK
:: Malay school (local education system)
:: Chinese school is based on Chinas
education system
:: Tamil school is based on Indias education
system

DURING POST-INDEPENDENCE

a)Bahasa Melayu as the medium of

instructions for all schools
b) There are 2 types of schools =
National school and national type
school
c) Focus more on the science and
technologies
d) There are higher and private
institutions

ADMINISTRATION
PRE-INDEPENDENCE
a) English school is controlled mostly by
missionary
b) Malay school is controlled by the
British government
c) Chinese school is administrated by
individual
d) Tamil school is depends on the
employer and missionary

POST-INDEPENDENCE
a)Controlled and observed by
the government
b) The establishment of Federal
Inspectorate and PPD for the
school
c) Supported by Jabatan
Pendidikan Negeri (school)
d)Supported by Ministry of
Higher Education (tertiary
level)

LEVEL OF
PRE-INDEPENDENCE
EDUCATION
:: Primary, secondary, technical
and vocational, tertiary, and
teacher training
POST-INDEPENDENCE
:: Primary and secondary
:: Technical and vocational
:: Teacher training and tertiary

Examination oriented
PRE-INDEPENDENCE

a) Lower certificate Examination (LCE)

b) Malaysian Certificate Examination
(MCE)
c) HSC
POST-INDEPENDENCE
:: UPSR
:: SRP/PMR
:: MCE/SPM
:: HSC/STPM

DEVELOPMENT OF
EDUCATION
PRE-INDEPENDENCE
CHESSEMAN PLAN 1946
BARNES REPORT 1950
FENN-WU REPORT 1951
EDUCATION ORDINANCE 1952
RAZAK REPORT 1956

Cheeseman plan
1946

After The Second World War (1946-1956)

British colonial government had to restructure the
education system after Japanese occupation
THE RECOMMENDATIONS:
a) Free education for primary (basic) education for
all media of instruction
b) Use of the English language, the Malay
language, Mandarin and Tamil as the medium
of instruction at the secondary level of
education
c) English language became a compulsory
subject in all vernacular school
*But this plan failed to address the issue at social
integration among the multi-ethnic groups in
the country

Barnes Report (1951)

Purposes : To upgrade the education system in
Malay
school
: So, a Barnes Committee was set up to
study
and improve the education system for
the
Malays
Recommendations :
a) English and Malay languages as the medium of
instructions while Mandarin and Tamil can only
be taught as subject
b) Conversion of Malay, Chinese and Tamil schools
to national type schools
c) Replacement of jawi script with Islamic

FENN-WU REPORT
Purpose : Support
one national educational
(1952)
system
: Maintain the Chinese-medium school
: Focused on education for Chinese

Recommendations:
a) To maintain the existence of Chinese
school
b) To learn 3 languages (Malay, English
and Chinese)
c) Build Chinese Teacher Training
d) Aided the financial fund

Implications:
:: No official result was taken by the
government
:: An organization was built up and
participated by MCA membersevaluate
and suggest some opinions to review
both
report (Barnes and Fenn-Wu)

EDUCATION
ORDINANCE 1952
(BASED ON BARNES
REPORT 1951 AND
FENN-WU REPORT

PURPOSE
A committee was established by
the British government to review
the
Fenn-Wu and Barnes Report

EDUCATION
ORDINANCE
Recommendations :
a) English schools ( English language as the
medium of instruction)
b) Malay schools (Malay language as the
medium of instruction)
c) Chinese and Tamil subject s( if only there are
15 students)
Implications :
= Lack of skilled teachers in the National School
= Lack of financial fund

Razak Report (1956)

Purposes :
a)To review the education system in
Malaysia
b)Make Malay language as the national
language
c)Strengthen unity among Malay, Chinese
and Tamil as a race hill in Malaysia
d)Developing the education system and
reduced the racial gaps

RECOMMENDATIONS :

Formation of a single system of national

education
Beginning of a Malayan-orientated
curriculum
Conception of a single system of evaluation
for all
Recognition of the eventual objective of
making Bahasa Melayu the main medium of
instruction

IMPLICATIONS :
The content of the Razaks Report was later

EDUCATION
ORDINANCE 1957

OVERVIE
Malaysias first
legislation on
W
education as an independent nation
served the basis of the educational
framework for independent Malaya and
eventuallyMalaysia
the basis of the education system as
enshrined in theEducation Ordinance 1957
the Malaysian Government at that time
started to make several evolutionary
changes especially upon educational
curriculum to suit theaspiration of the

PURPOS
E
committee set up to review

implementation of the Razak Report

aims to establish a national system of
education
to promote the cultural,
economical and political advancement in this
country, besides making the Malay language
the national
language

DIFFERENCE BETWEEN
EDUCATION ORDINANCES
1952 AND 1957:
Under the former, Chinese and
Tamil vernacular primary schools
existed outside the national
education system but under the
latter, such schools were
integrated within the national
education system as national
type primary schools.

IMPLICATION

:: the 1957
Ordinance
favoured the
interests of the
nonbumiputeras
more than the
1952 Ordinance

RAHMAN TALIB REPORT 196

PURPOSE
Headed by Abdul Rahman Talib ,
Minister of Education, Federation of
Malaya in June 1960 to consolidate
the education system of the country
reviewed the implementation of the
National Education Policy contained
in the Razak Report

RECOMMENDATION

all primary schools that using the

mother tongue language be abolished
and replaced
with national and national-type
schools
( for the purpose of national unity)
Other recommendation :
- Free education
- automatic promotion
- Standard Five assessment
- School Inspectorate: monitor the
school
- emphasis on teacher training
programs

IMPLICATION :
Malay language was to become
the main medium of instruction
in all school
Malay language become a prerequisite for students entering
secondary schools and teacher
training colleges

EDUCATION
ACT
1961

PURPOS
the Parliament
E

passed the
Education Act
based on the
Razak Report and
the Rahman Talib
Report

RECOMMENDATIO
N

Level of Education

Made up of:
i) primary school
education
ii) lower secondary school
education
iii) upper secondary
school
education
iv) education in other
educational institution

Primary
Education

i) compulsory for
all
children of
school
going age
ii) free for all
iii) offered in
national
schools and
nationaltype schools

Secondary
Education
Offered in t he types of
schools:
i) normal lower
secondary
ii) normal upper
secondary
iii) trade
iv) technical
v) vocational
vi) secondary (approval
from
MOE)

Islamic
Education
i) Only offered if more
than 15
Muslim pupils
ii) Taught by t rained
Agama
teachers
iii) Two periods a week
during
school hours

IMPLICATIO
N
A definite timetable was set to
phase out English medium
schools and convert
government-aided Chinesemedium secondary schools
into Bahasa Melayu-medium
secondary school

Cabinet committee
Report 1979
(mahathir report)

R
U
P

S
O
P

:
E

In September 1974 - the

committee was chaired by
Dr Mahathir Mohamed
(Minister of Education &
Deputy Prime Minister)
the purpose of meeting
the
manpower needs of the
country
producing a united
disciplined and skilled
society

RECOMMENDATION

i) focus on three basic skills

reading, writing and arithmetic
ii) teaching of English as second
language
iii) emphasis on sound spiritual
education and other disciplines
appropriate
iv) secondary education divided into
two streams (academic and
vocational)
v) extension of educational
opportunities from 9 to 11 years
vi) emphasis on curriculum ala
Malaysia
vii) review of Bahasa Malaysia inservice courses

IMPLICATION :
Implementation of pre-school
education in 1980
Ministry of Education
implemented KBSR since 1982
and KBSM 1988 as the trial

ISSUES IN EDUCATION

KBSRKSSR

PPSMI

MBM/MBI

The Integrated Primary

School Curriculum ( KBSR)
:: Divided into 2 phase which are Phase 1 ( Year 1-3)
and
Phase 2 (year 4-6)
:: KBSR emphasized on the development of positive
attitudes and values
:: Curriculum focus the mastery, reinforcement and
application of the 3Ms and the achievement of
complex skills and knowledge
:: The compulsory subjects are B.Malaysia, English,
Mathematics, Islamic Education, music, art ,
physical education, science, local studies and living
skills.

STANDARD PRIMARY
SCHOOL CURRICULUM
(KSSR)
KSSR is introduced to emphasize on:
Development of human capital
Produce first class human capital
Produce citizens who are master in
knowledge, skills and information

AIM

I
M
S
P
P

To ensure that our country was not left out of the

globalization era

RECOMMENDATION
Beginning from 2003, Mathematics &
Science would be taught in English

IMPLICATIONS
1) Mathematics & Science teacher need to
master the English language
2) Adequate supply of Mathematics & Science
textbooks

Upholding the Malay

Language and Strengthening
the Command of English
(mbm/mbi)
PURPOSE
to dignify Bahasa Melayu as the
national language
addresses both the role of the
national language in ensuring social
cohesion, while recognising the
importance of English as a global
language

recommendati
on

the government had set 2012 for

its implementation so as to give
enough time for preparations,
unlike the six months taken to
prepare for PPSMI's
implementation

RM 3 billion was allocated for the

MBMMBI policy

REFERENCES :
Government Will Not Return To PPSMI Policy. Retrieved on
February 1, 2012 from
http://www.pmo.gov.my/tpm/?frontpage/news/detail/2623
Hornby, A.S. (2006). Oxford Advanced Learners Dictionary.
(7th ed). New York: Oxford University Press.
Keow C.L. (2011). Phylosophy and Education In Malaysia.
K.G. Press Sdn.Bhd.
Language Letdown. Retrieved on February 1, 2012 from
http://thestar.com.my/education/story.asp?file=/2011/8/14/
education/9293221&sec=education
New policy to uphold Bahasa Melayu, strengthen English.
Retrieved
on February 2, 2012 from
http://www.pagemalaysia.org/news.php?readmore=37

THANK YOU!