Documentos de Académico
Documentos de Profesional
Documentos de Cultura
in Malaysia:
Meeting the Challenges
of National Integration
Seminar presented by
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Primitive and Feudal Period
(35,000BCE-1786)
• Malacca fell to the Portuguese in 1511. • Education during this period was typical
of feudal societies. Only members of the
• The Dutch defeated the Portuguese royalty and nobility had the benefit of
and conquered Malacca in 1641 formal education that prepared them
for ruling the masses.
• Education for the rest of society was
largely of an informal nature involving
• After that it was the British who the passing down of traditional life skills
colonized all of Malaysia. from generation to generation.
• However, the Islamic clergy established
a small number of Qur’anic schools or
pondok for the purpose of religious
education.
The British colonial period Colonial period can be divided into 3 phases:
(1786-1957)
• Captain Francis Light of the British East India
Company convinced the Sultan of Kedah to
allow them to build a fort in Penang, an island
• 1786 – 1941
off the northwestern coast of the Malay
Peninsula in 1786. Laissez faire (divide and rule)
• Penang, Malacca, and Singapore collectively
came to be known as the Straits Settlements.
• The main concern of the British was to maintain
peace and order to facilitate the exploitation
of the economic resources of Malaysia, • 1941- 1945 (Japanese occupation)
especially tin and rubber.
• The British encouraged mass immigration of
workers from China and India to work in the tin
mines and rubber plantations respectively.
Rapid urban development took place during • 1945 – 1957 (after Japanese
the booming colonial economy.
• The Malays remained in rural areas;the towns occupation)
were dominated by the Chinese and a minority
of Indians who eventually controlled commerce
and industry.
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1941-1945. Japanese occupation 1946-1957. After the Japanese
of Malaysia Occupation
• too brief to have had much • the British propose formation of Malayan
impact on education in Union.
• The Cheeseman Plan, which
Malaysia. advocated primary and secondary
education in the four existing languages
• the defeat of the British at the – English, Malay, Chinese and Tamil.
hands of Asians shattered the • Chinese and Tamil language teaching
were to be made available in the
myth of white superiority and English schools, and at the same time
led to a surge of nationalism in the teaching of English was to be made
compulsory in all vernacular schools.
colonial Malaysia.
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The Rahman Talib Report and the Socio-Economic Reengineering
Education Act of 1961 Era (1970-1990)
• Committee set up to review • Non-bumiputera domination of the
implementation of the Razak Report. economy accelerated after
• little progress in implementing the use of independence resulting in increasing inter-
the Malay language as the main medium ethnic tensions which culminated in the
of instruction in Malaysian schools and violent inter-racial riots of May 13, 1969.
phasing out English-medium schools. • The government launched a 20-year plan
• The Report of the Education Review in 1970 called the New Economic Policy
Committee, 1960 (Malaya, 1960) resulted (NEP) to regulate and restructure the
in the Education Act of 1961. economy. In particular, ownership of
• The most significant outcome of the equity capital of bumiputeras, non-
Education Act of 1961 was that a definite bumiputeras and foreigners would
timetable was set to phase out English- conform to a ratio of 30:40:30.
medium schools and convert • In the restructuring of the corporate sector,
government-aided Chinese-medium the share capital of bumiputeras
secondary schools into Bahasa Melayu- increased from 3 percent in 1970 to 18.5
medium secondary schools. percent in 1985 and 20.3 percent in 1990.
• During this period the national 1981 The conversion of vernacular and English national type
secondary schools to Bahasa Malaysia-medium national type
language policy laid down by secondary schools was completed.The use of Bahasa Malaysia
the Rahman Talib Report was as the medium of instruction in the first year of all university
degree programmes was started.
implemented without any
further delay; nor was it resisted 1983 The use of Bahasa Malaysia as the medium of instruction in
Form 6 was completed.
by the non-bumiputeras 1985 The use of Bahasa Malaysia as the medium of instruction in
Malaysian universities was completed
The Report of the Cabinet Committee to Liberalization and Globalization Era (1990-the
Review Educational Policy (1979). present)
• to recommend steps to improve the • Although the aim of carving out a 30
implementation of the Education Act of 1961. In
particular, the Committee was charged with percent share of the economy for the
reviewing the existing primary and secondary bumiputeras by 1990 was far from
school curricula.
being achieved, the government
• The Mahathir Report:
• primary school curriculum too content-heavy;
decided that enough momentum
unbalanced development of the individual had been built up to justify the easing
child. More attention to the development of of government regulation of the
basic literacy and competency skills and moral
and spiritual values. economy.
• The New Primary School Curriculum, now called
the Integrated Primary School Curriculum, was
introduced in 1982 as a pilot project in 302 • In 1991, the National Development
schools. In 1983 KBSR was implemented Policy (NDP) was launched which
nationwide. To maintain curriculum continuity
the Integrated Secondary School Curriculum allowed for a limited liberalization of
was pilot tested in 1988 and implemented the economy.
nation-wide in 1989.
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LEVELS OF EDUCATION
Educational Acts…
• Malaysia has a centralized system of education.
Until recently, overall control of the entire
• Two major pieces of educational education system was in the hands of the
legislation were passed in 1996. The Education Minister who is ultimately answerable to
most important impact of the the Prime Minister.
Education Act of 1996 was to
incorporate preschool education • Since March 27, 2004, however, the Education
Ministry has been split into two – the revamped
within the national education system. Ministry of Education which encompasses most of
the original divisions and departments, and the
Ministry of Higher Education.
• The Private Higher Educational
Institution (PHEI) Act which was also • The Ministry of Higher Education oversees the
passed in 1996 aimed to increase Institutes of Higher Education Management
private sector participation in tertiary Division, the Polytechnics and Community
education. The PHEI Act allows the Colleges Management Division, the National
private sector to establish degree Accreditation Board, the Tunku Abdul Rahman
Foundation as well as 17 universities and university
awarding institutions. It also allows colleges.
foreign universities to set up branch
campuses in Malaysia.
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Post-Secondary/Tertiary Education.
• The vocational stream offers practical training
in trade skills for less academically-inclined
learners. The technical stream, on the other • Post-secondary education is divided into
hand, provides training in highly specialised college, polytechnic and pre-university
technical skills. education. Students who only wish to
• At the end of the two years of upper secondary pursue their studies up to the certificate
education, students sit for the SPM, a national and diploma levels enter Teacher
examination equivalent to the British General Education Colleges, Polytechnics, and the
Certificate of Secondary Education.
Tunku Abdul Rahman College where
professional courses are offered.
• In Malaysia’s centralized educational system, all
secondary school students follow the KBSM
curriculum. Under the previous secondary • STPM and matriculation serve as two
school curriculum, pupils were streamed into parallel filters for university entrance. The
science and arts streams, whereby they had to two systems of examinations are not
select more or less preset science or arts subject equivalent as the matriculation program is
packages. internally examined by the individual
matriculation colleges while the STPM is
• Under KBSM, pupils are allowed to select examined according to a central
between two to four elective subjects from a standardized system.
minimum of two elective packages: Humanities,
Vocational and Technological, Science and
Islamic Studies.
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Questions or comments……………….
ARIGATO
GOZAIMASU