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Tutorial Task 4

Prior to independence, there were three types of schools in Malaya using Malay, English, and Chinese as mediums of instruction. The Razak Report of 1956 established a national education system incorporating national characteristics and universal access. It recommended a common school system for all with Malay as the medium of instruction, centralized curriculum and exams, and compulsory Malay and English subjects.

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TESL10621 Shameen Farah Binti Mohd Amin
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22 views2 pages

Tutorial Task 4

Prior to independence, there were three types of schools in Malaya using Malay, English, and Chinese as mediums of instruction. The Razak Report of 1956 established a national education system incorporating national characteristics and universal access. It recommended a common school system for all with Malay as the medium of instruction, centralized curriculum and exams, and compulsory Malay and English subjects.

Uploaded by

TESL10621 Shameen Farah Binti Mohd Amin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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1.

Describe the types of school system that were implemented and practised by the
British government in Malaya prior to Independence. (2008)

 Prior to independence, there was awareness amongst the leaders and the locals for
the need to replace the education systems left behind by the colonists with one
common education system for all.
 This awareness resulted in the Razak Report 1956
 The Education Committee Report 1956 established an education system that
incorporated national characteristics and guaranteed a place in schools for all
children regardless of their ethnic or religion.
 The education policies as outlined in the Razak Report were the foundation in the
formulation of a national education system that placed high emphasis on national
unity.
 At the time of independence, the segregated system of primary school was accepted
by the government as an integral part of the national education system.
 Coexistence of alternative streams of education alongside mainstream education
provided different enrolment choices resulting in different educational paths
 At the time of independence there were three types of secondary schools using
Malay, English, and Chinese as the medium of instruction
 Government was concerned of further ethnic segregation caused by the Chinese
secondary schools which flourished under British rule.

VISION & MISSION VISION EXCELLENT SCHOOLS, A GLORIOUS GENERATION


MISSION DEVELOPING INDIVIDUAL POTENTIAL THROUGH QUALITY EDUCATION
ASPIRATIONS
o Access: Every child in Malaysia deserves equal access to an education that will
enable that child to achieve his or her potential
o Quality: All children will have the opportunity to attain an excellent education that
is uniquely Malaysian and comparable to the best international systems.
o Equity: Top-performing school systems deliver the best possible education for
every child, regardless of geography, gender, or socioeconomic background.
o Unity: As students spend over a quarter of their time in school from the ages of 7
to 17, schools are in a key position to foster unity.
o Efficiency: The Malaysian education system has always been well-funded, yet
improvements in student outcomes have not always matched the resources
channelled into the system.

THE EDUCATION BLUEPRINT


It takes into account the goals and aspirations of the National Vision Policy to:
 Build a resilient nation
 Encourage the creation of a just society
 Maintain sustainable economic growth
 Develop global competitiveness
 Build a knowledge-based economy (K-economy)
 Strengthen human resource development and maintain sustainable
environmental development.
 The Blueprint aims to ensure that all citizens have the opportunity to twelve
years of education in terms of access, equity and quality.

The Education Development Plan was developed based on four thrusts:


i. To increase access to education
ii. To increase equity to education
iii. To increase quality of education
iv. To increase the competency and efficiency level of the educational
management.

2. Explain some recommendations from the Razak Report (1956) that aimed to
strengthen unity through the education system.
RAZAK REPORT (1956)
 A new educational policy was set up led by Tun Abdul Razak made a
recommendation.
 The objective of this committee is to establish a national education system
that would promote the cultural, social, economic and political development
accepted by the nation as a whole, having regard that the Malay language
would be the national language.
 It should be the main medium of instruction in the education system.
 Razak’s Report became the basis of the education system as enshrined in
the Education Ordinance 1957.

The report proposed:


One common school system for all:
 Malay language as the medium of instruction for all stages of schooling.
 Centralized curriculum and school examination.
 Both types of primary school should enforce Malay as a compulsory subject.
 All national secondary schools should use a common syllabus and
examination and enforce Malay and English as their compulsory subjects.
 All teachers should be trained with a common syllabus in teachers’ training
colleges.

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