Introduction educationsysteminMalaysia based on community and ethnic
EducationsysteminMalaysia based on community and ethnic that share same curriculumWhich known as vernaculareducationsystem or national curriculum Retention ofsuch asystemwould encouragethe separation ofstudents fromdifferent ethniccommunitiesSchool functions to socialize students from different socio-politics, cultivate the spirit of toleration and mutual understanding (neena:1985)
Introduction Creating national identity through national education with Malay language as its medium is challenging to be implemented because every ethnic holds to their heritages, identity and education systemFrance ,United State of American and Thailand also face the same conflictsThe prioritized of languageis given to originalpopulationorcommunityThe British colonial had divided Malayan for 130 years
The History of Education in Malaysia and Ethnic Relations Malay Community informaleducationBahasa melayu and bahasa arab as intermediate languageSyllabus are based on reading al Quran al hadis and religious affairsFree from British intervention.Excellent students continued studies in Indonesia, India and Egypt.
Malay Vernacular School bahasa melayu as intermediate languagefocus on reading, writing, art, carpentry and agriculture.Continued studies to Maktab Perguruan Sultan Idris (MPSI)do not have oppurnity to
The Background of Education of Ethnic Groups in Tanah Melayu
The Chinese migrants looked for better life and wealth since they suffered natural disasters, political strife and dense population.Based onthe teachings ofa Confuciuswhich emphasize the important of educationHeld a belief thatonlythrough educationand properties that canchange their fate andstatustoa higher level
Pre 1900Education system which inclined to classical Chinese - Chinese writingBritish laissez-faires policy enabled them to use Chinese as intermediate language , teacher and text book is from chinaChinese vernacular schools were funded by Chinese chambers of commerce and Hua TuanHave primary and secondary school
Pre 1920The British enacted school registration enactment when communism and Kuomintang permeated the schoolsThe enactment was to control the ideology, Chinese societies and anti British idea. Hence, the British funded the schools despite the strong rejection by the majority of Chinese community. The conducts have continued until now.
Chinese communityIndian Community
The influx of Indian immigrants to Tanah Melayu rose due to the demand of rubber market in 1880 -1890.They were of Tamil and Bengal sub-ethnic which originally from the Southern part of India.Financial constraint deterred the Indian immigrants to set up their own vernacular schools.The estate management built them the school because they refused to send their kids to British funded Malay vernacular school. Similarly to the Chinese immigrants, schools were used to keep their Indian identity by having Indian education system. The call for education was not intense, so Indian immigrants children finished their primary education only. As a result, the children did not have chance to hold high rank position in the British administration. ENGLISH VERNACULAR SCHOOLEraDescriptionColonial 1816 Penang Free School (PFS) was set up by missionaries. British administration took over PFS in accommodating their junior administrative workforce succession. Urban Chinese and Malay elites were the preference to join PFS. Huge benefits enjoyed from being part of PFS social status, pursuing studies abroad & serve in the British administration.Pre 1920 Education was divided into 2 segments [PFS for non-Malay & Malay elites] and [Malay Vernacular Schools set up by Gavenor Cavenagh in the strait settlements for non-elite Malays for basic education; read, write and arithmetic]Post 1920 stressing on vernacular system. The reasons for the majority of the Malays not joining English vernacular school; religion, finance and location. The effects of British Education Policy separation and disparity among Chinese/Indian immigrants and elites and non-elites Malay. Huntington; 2005 ethnics are bound with their long shared values including descent, religion, family, language, culture, tradition and history which could lead them to establish their own education system. Separation among ethnics is not absolutely British made. Japanese Occupation - English and Chinese schools were suppressed. Post ColonialRefer to the following slide on The Growth of Education Policy.DASAR CHEESEMAN 1946Effects from the war, British have changed the principle of education towards unification and not the separation between different ethnics.Therefore, dasar cheeseman was made in 1946.The contents are:1) allocate the primary education for free and allowed to use their own native language.2) English education will be exposed from the primary level. Those who qualify can continue their education to the next level.3) The opportunity will be given same to each gender.The issue was raised by the chinese community where every party should get the same opportunity to into an english school for free.Dasar cheeseman cannot be done because of not enough teachers for the english school and no power to establish. JAWATANKUASA CAR-SAUNDERS 1947Made by the British for the education in the universities at Tanah Melayu.The aim to make Malay language as the main language was hard to achieve because the non-Malay community sees that it can disturb their own language.The Chinese and Indian community have emphasize for the their language and value of tradition to be protected (Fennell 1968) JAWATANKUASA HUBUNGAN ANTARA KAUM 1949Established on January 1949 to unify the society to build a new independence country.The committee represented was Dato Onn Jaafar (Malay), Tan Chen Lock (Chinese) and Thuraisingham (India).Steps to achieve the unity:1) Malay and English language is compulsory to learn at school.2) Sekolah Kebangsaan will be built to unify the different ethnic community3) Each native language can be learned.However, the unification was hard to achieve because every ethnic community was still protecting their traditional education system.LAPORAN BARNES 1951The aim was to repair the form of Malay educationThe result was the Malay and English language was suggested as the communication language in primary school.The report stated that the vernacular school should be changed with the national primary school education system.In the secondary school, English language was permanent (Fennel 1968).However, the report did not succeed to unify the society because the non-Malay community did not agree.Then the Fenn Wu report was made.Fenn-Wu ReportWilliam P.Fenn and Wu Teh-Yao is the chairman of this report.This report is to maintaining the position of the Chinese schools and urged the government provide financial assistance.To maintain the Chinese language as the largest language in the world.The urge for Chinese schools do not focus on the forms and methods of education china because they have already stay in Malaysia.This report cause the Malay language and English language difficult to become the main language.Ordinance ReportTo unite all the ethnic by this education system.All ethnic want to protect their own heritage so they can maintain their own position.Malay community had force our government more focus on Malay language.But Chinese and Indian community reject this suggestion.So, this report is incorporated to solve the problem.If the school have more than 15 students that is not Malay , so the school will provide Chinese and Tamil education.Razak ReportThe report was incorporated into the section 3 of the education ordinance of 1957.This report was compromise between Barnes report and Fenn-Wu report.Malay ,English , Chinese and Tamil schools were provided for primary school level while Malay and English schools at secondary school level.Is to form a single system of national educationConception of a single system of evaluation for all.Bahasa Melayu is the main medium of instruction.Rahman Talib ReportWas introduced in 1960 and incorporated in the education act 1961.Stress on 3m basic education-membaca,menulis,mengira (reading, writing and arithmetic)Stress on strong spiritual education and the desired elements of disciplineStress on Malayan curriculum.Upper secondary education of two streams-academic and vocational.
School types and medium of instruction
Malay-medium national schools (Sekolah Kebangsaan, SK)Non-Malay-medium national-type schools (Sekolah Jenis Kebangsaan, SJK), also known as "vernacular schools",further divided intoNational-type school (Chinese) (Sekolah Jenis Kebangsaan (Cina), SJK(C)),mandarin-medium andsimplified chinesewritingNational-type school (tamil) (Sekolah Jenis Kebangsaan (Tamil), SJK (T)),tamil-mediumAll schools admit students regardless of racial and language background.Malay and English are compulsory subjects in all schools. All schools use the same syllabus for non-language subjects regardless of the medium of instruction. The teaching of the Chinese language is compulsory in SJK(C), and Tamil language is compulsory in SJK(T). Additionally, a national school must provide the teaching of Chinese or Tamil language, as well as indigenous languages wherever practical, if the parents of at least 15 pupils in the school request that the particular language to be taught.
English Vernacular School
Secondary education Public secondary education in Malaysia is provided by national secondary schools (Sekolah Menengah Kebangsaan,SMK). National secondary schools use Malay as the main medium of instruction. English is a compulsory subject in all schools. Since 2003, science and mathematics had been taught in English, however in 2009 the government decided to revert to using Malay starting in 2012As in primary schools, a national secondary school must provide teaching of Chinese and Tamil languages, as well as indigenous languages wherever practical, on request of parents of at least 15 pupils in the school. In addition, foreign languages such asArabicor Japanese may be taught at certain schools.
PRIMARY SCHOOLSECONDARY SCHOOLFORM 6DIPLOMAMATRICULATIONUNIVERSITYVISION SCHOOLObjective
To create unity among students that comes from various races and background.
To cultivate the spirit of integration between students from various streamsVISION SCHOOLTo create generation with high tolerance and understanding in order to achieve unity.
To encourage maximum interaction between all school citizen through sharing of facilities and implementation of various activities in school.PRE-UNIVERSITY EDUCATIONStudents selection after completing SIJIL PELAJARAN MALAYSIA (SPM):
Form 6 (2 years sit for STPM examination )
Matriculation program 90% places allocated for Malay/Bumiputera students (1-2 years)
Diploma in various educational institute (3 years) E.G : POLYTECHNIC COLLEGE
HIGHER EDUCATIONAL INSTITUTIONS Two categories of HIGHER EDUCATIONAL INSTITUTIONS :
Public Higher Educational Institutions (IPTA) (20 institutions)
Private Higher Educational Institutions (IPTS) (32 institutions).
*This amount does not include other IPTS that are not listed by Kementerian Pengajian Tinggi (categorised as other; approved by Kementerian Pengajian Tinggi (Kementerian Pengajian Tinggi, 2006)*CHALLENGES IN EDUCATION
efforts to prevent ethnic polarizationDiversity in the education system Engender understanding of the three pillars of chinese politicsMaintaining the chinese educationMaintaining the chinese newpaper publishingMaintaining chinese unity Sumbit the memorndm of federal educition Making chinese education as one of national education flow government commitmentRepeal the Akta Pelajaran 1961 section 21(1b) which is to give the empower to minister of education to close or repeal the national-type schoolsExpend a new act which is Akta Pendidikan NegaraCreating educational philosophy of educationCreating educational based on 1 MalaysiaReunite the ethnic relations by creating only one type of school at the secondary level
