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    Appendices

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    Fadhilah Mohd Shaher
    The document provides a holistic overview of the history of the Malaysian education system from pre-British times to the present. It outlines that pre-British education focused on religious, values, and survival skills training. From 1824-1941, education was based on the colonial policy of separating English, Malay, Tamil, and Chinese mediums. The period from 1941-1957 saw the introduction of Japanese language during Japanese occupation and several reports debating the education system. The Razak Report of 1956 ultimately established a national school system to balance racial education. Post-independence, the education system was formalized through acts, policies, and departments to create a comprehensive national system.

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    Appendices

    Uploaded by

    Fadhilah Mohd Shaher
    158 views3 pages
    The document provides a holistic overview of the history of the Malaysian education system from pre-British times to the present. It outlines that pre-British education focused on religious, values, and survival skills training. From 1824-1941, education was based on the colonial policy of separating English, Malay, Tamil, and Chinese mediums. The period from 1941-1957 saw the introduction of Japanese language during Japanese occupation and several reports debating the education system. The Razak Report of 1956 ultimately established a national school system to balance racial education. Post-independence, the education system was formalized through acts, policies, and departments to create a comprehensive national system.

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    The document provides a holistic overview of the history of the Malaysian education system from pre-British times to the present. It outlines that pre-British education focused on religious, values, and survival skills training. From 1824-1941, education was based on the colonial policy of separating English, Malay, Tamil, and Chinese mediums. The period from 1941-1957 saw the introduction of Japanese language during Japanese occupation and several reports debating the education system. The Razak Report of 1956 ultimately established a national school system to balance racial education. Post-independence, the education system was formalized through acts, policies, and departments to create a comprehensive national system.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    158 views3 pages

    Appendices

    Uploaded by

    Fadhilah Mohd Shaher
    The document provides a holistic overview of the history of the Malaysian education system from pre-British times to the present. It outlines that pre-British education focused on religious, values, and survival skills training. From 1824-1941, education was based on the colonial policy of separating English, Malay, Tamil, and Chinese mediums. The period from 1941-1957 saw the introduction of Japanese language during Japanese occupation and several reports debating the education system. The Razak Report of 1956 ultimately established a national school system to balance racial education. Post-independence, the education system was formalized through acts, policies, and departments to create a comprehensive national system.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    APPENDICES

    Figure 1 : Holistic View of History of Malaysian Education System

    Pre-British Period Delivered in a non-formal pedagogy where it was emphasized on


    religious teaching, value and morality teaching, spiritual teaching,
    martial arts teaching and handicraft teaching. In addition,
    education is taught for as a survival related to teaching on
    Prior to 1824
    agriculture, fishing and hunting.
    The education administrations in the Malay Peninsula were very
    Pre-World War II
    much based on the colonial policy of “Divide and Rule - English
    medium, Malay Medium, Tamil Medium and the Chinese
    1824 – 1941
    Medium.

    Occupancy of the Japanese military from 1941 – 1946 have


    introduced addition of Japanese language and lead to eventually
    to

     Holgate Report 1949 – standardized education systems based


    on English Medium only and proposal was rejected by
    Federal Legislative.
     The Barnes Report 1951 - Changing the whole education
    The Pre
    system to have a collective combination.
    Independence
     The Fenn – Wu Report 1951 - The preservation and
    improvement of Chinese schools to be maintained.
    1941 – 1957
     Federation of Malaya had its first government and the first
    Minister of Education made 17 recommendations which lead
    to the “Razak Report 1956”
     Razak Report 1956 – Established to balance the racial based
    education systems by creating National schooling systems.
     Education Ordinance of 1957 - The National Education Policy
    established

    The National Education Policy was incorporated into the


    Education Act of 1961. A comprehensive system of education
    was developed by departments, Act and policy such :

     The Educational Planning and Research Division in 1963


     Vocational Division in 1964
    The Post  The Textbook Bureau in 1967
    Independence  Educational Media Services 1972,
     The Curriculum Development Center 1973
    1957 Onwards  The introduction of Guidance and Counselling in 1965
     New Economy Policy 1979 -1990 lead to Education Act of
    1961 revised to Education Act 1996
     Education Development National Development Policy 1991-
    2000 and Education Development Plan 2001 – 2010.
     Malaysian Education Blueprint 2013- 2025

    Table 1: Chronological Order of Education Reform Before 1824


    Reports Overview

    The Holgate Report 1949 Standardized education systems based on


    English Medium only and the proposal was
    rejected by Federal Legislative.
    The Fen-Wu Report 1951  The Fenn – Wu Report 1951 - The
    preservation and improvement of Chinese
    schools to be maintained.

    The Barnes Report 1951  Both report “The Barnes Report 1951”
    and “The Fenn – Wu Report 1951” were
    reconciled and debated and it became the
    “Education Ordinance of 1952”.

    Educational Ordinance1952  The Barnes Report 1951 - Changing the


    whole education system to have a
    collective combination.

     To create national schools of transforming


    the vernacular schools with English
    medium of instruction and Malay
    language as national language.

     Tamil and Chinese to be additional class


    or known as (POL) – Pupils Own
    Language.

     It was aimed to have nationalism among


    the younger generations.

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