EDUCATION

DEVELOPMEN
T IN
MALAYSIA
Prepared by;
Noor Afidah binti Mahdi
Alvin bin Chelen
Yusri bin Kipli
Syahrul Amri bin Basri
Development
Of Current
Education Education
Post
Independen
ce

Development of
Education
System in
Malaysia

Pre-
Independen
ce
re Independenc Pre-
Independence
Education System

Education
Ordinance 1952

Tradisional
Cheeseman
Education
Report System

Fenn-Wu Vernacular
Report Education
Barnes Report
 Traditional Education
System
•Or known as ‘Sistem pondok’ that held at
‘madrasah’ and religious school which
dominated the Malay world education system in
the earlier part of 14th century.
•No standard set of syllabus.
•Usually include the basic disciplines such as
Tauhid, Al-Quran, Fiqh, Hadith, Nahu, Sarf,
Tasawwuf and Akhlaq.
 Vernacular Education
• Refers to the school that using ‘bahasa
ibunda’ in its implementation.
• 3 types of vernacular school; Malay, Chinese
and Tamil.
MALAY CHINESE TAMIL
Education system was
mainly religious
education
Cheeseman Report
 Barnes Report
•Set up in 1950 to study the Malay education
system and it existed facilities.
•The Barnes Report was released in 1951,
suggesting two types of school to be continued,
i.e. the Malay schools and English schools.
•Chinese and Tamil would only be taught as a
subject.
•Caused a strong protest from the Chinese
community.
 Fenn Wu Report
•Headed by Dr. W.P.Fenn and Dr. Wu The Yau to
examine the problems in Chinese schools.
•Fenn-Wu suggested that Chinese Language
should be reserved as a medium of instruction in
Chinese schools, and students should also study
other languages, such as the Malay Language
and the English Language.
Education Ordinance 1952
•A Special Committee was set up to coordinate and
attempt to adjust the two different recommendation.
•This Special Committee later accepted totally all
suggestions from the Barnes Report.
•The main reason given was to unite people of various
races in Malaya.
•This Committee report was called Education Ordinance
1952.
•Nevertheless, it was found difficult to carry out the plan
due to financial reasons.
ost Independen
Razak Education
Report Act 1961
Rahman Cabinet
Talib Comittee
Report Report
 Razak Report
•A common syllabus for all schools was
introduced in 1957.
•The education ministry set up training centres,
in particular, the language institute (1956) to
train teachers with suitable qualifications.
•Children going to primary schools (Malay,
English, Chinese and Tamil) were provided with
places and study.
•The National Language become a compulsory
subject to be thought in all schools.
 Rahman Talib
Report
•The schooling age for all pupils was to be raised to 15 year.
•Further education Schools (Sekolah Lanjutan) were establish
to cater for pupils who failed to obtained places in academic
secondary schools.
•Public examinations would be conducted in official language
only, and all other examinations, besides English or Malay
medium, would be abolished.
•Free education would be given to all lower secondary pupils
irrespective of what medium they followed.
•Technical Secondary Schools and Vacational Secondary
Schools were set up to train pupils in various technical fields.
 Education Act 1961
•Education Act 1961 based on the suggestion posed by
Razak Report 1956.
•The important part is about implementation of
National Education Policy (Dasar Pendidikan
Kebangsaan).
•3 important aspects:
1. Use the Malay language as a main medium.
2. All school use the same curriculum.
3. All students have to sit for examinations conducted
by the Malaysian Examinations Syndicate.
 Cabinet Committee
•
Report (1974)
Set up in a year 1974 to study the result of the
implementation of the National Education Policy.
•This Committee was given the task to review the
objectives and effects of the education system,
including its curriculum.
•It is important for that committee to ascertain
that the reviewed education system could comply
with the nation’s objective to create a united,
disciplined and well-trained society.
•Studied in details the school system and its
implemented curriculum.
•Finally come up with constructive suggestions
such as to restructure the school system, its
organization, examination subjects syllabuses text-
books, religious education, moral education and
curriculum activities.
•As a result of the Cabinet Committee Report, the
Ministry of Education had decided to implement
the KBSR programme in 1983 and KBSM
programme in 1989.
urrent Educatio
Education 1996 Vision School

Smart School KIA2M

 Education Act 1996
•Repealed the Education Act 1961.
•It is the parent legislation on education and covers all
levels of education under the rational education system.
•Use the national language as a main medium of
instruction, a national curriculum, and common public
examination.
•It provides for pre-school education, primary school
education, secondary school education, post-secondary
education, teacher education, special education, private
education, and technical education.
Smart School

Vision Objectives
 Smart School
•The setting up of smart schools was one of the
seven Flagship Applications within the Multimedia
Super Corridor (MSC).
•Four smart schools, two each from primary and
secondary schools, would be built as prototype
school in the MSC.
•By the year 2000, 82 selected schools would
follow the Smart School Concept in teaching
learning activities, assessments and administration.
 Vision
•Teachers will need to change their role in the electronic
classroom from being information providers to
counselors to help students develop know how and
judgement to select information sources.
•Key to success in the Information Age will be making
the right judgement between an awesome array of
choices.
•We are examining our education system to create a
curriculum where people learn how to learn for
continuing education throughout their lives.
 Objective
•To produce a thinking and technology-literate
workforce
•To democratize education
•To increase participation of stakeholders
•To provide all-round development of the
individual
•To provide opportunities to enhance individual
strengths and abilities
Vision School

Aim &
Objectives
 Vision School
•Vision schools are primary schools with the
concept of children learning together within an
area without regard for race or religion.
•Under this concept, two or three primary
schools of different streams are placed in the
same area.
•Each school will have its own building which
can be joined to the other schools by a link-way.
 Aim & Objective
•To foster solidarity among the pupils of different
races and backgrounds
•To instill the spirit of integration among pupils of
different streams
•To produce a generation that is tolerant and
understanding so as to realise a united nation
•To encourage maximum interaction among the
pupils through the sharing of school facilities and
implementation of other activities in school
KIA2M

Objectives
 KIA2M
•KIA2M is a program design by Ministry of
Education of Malaysia to overcome the problem
faced by the Year One students who are weak
and hard to carry out in Bahasa Melayu.
•The students that fail to pass the required level
will be placed in smaller group for the teachers
to teach and guide them.
 Objective
• To ensure that all students in the school master
the 2M ( reading and writing skills.
• To make classroom looks cheerful, so that it
become conducive and suitable to the weak
students.
•To give chances to excellent students to help the
weaker students.
•To give chances to weak students to use the ICT to
improve their 2M skills.