Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Malay Community
informaleducation
Bahasa melayu and bahasa arab as intermediate language
Syllabus are based on reading al Quran al hadis and religious affairs
Free from British intervention.
Excellent students continued studies in Indonesia, India and Egypt.
CHINESE COMMUNITY
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 education
Held a belief thatonlythrough educationand properties that canchange their fate andstatustoa higher level
Pre 1900
Education system which inclined to classical Chinese - Chinese writing
British laissez-faires policy enabled them to use Chinese as intermediate language , teacher and text book is from china
Chinese vernacular schools were funded by Chinese chambers of commerce and Hua Tuan
Have primary and secondary school
Pre 1920
The British enacted school registration enactment when communism and Kuomintang permeated the schools
The 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.
INDIAN 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.
Description
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]
Colonial
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.
JAWATANKUASA CAR-SAUNDERS
1947
JAWATANKUASA HUBUNGAN
ANTARA KAUM 1949
FENN-WU REPORT
William 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 REPORT
To 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 REPORT
The 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 education
Conception of a single system of evaluation for all.
Bahasa Melayu is the main medium of instruction.
SECONDARY EDUCATION
PRIMARY
SCHOOL
SECONDARY
SCHOOL
FORM 6
MATRICULATION
UNIVERSITY
DIPLOMA
VISION SCHOOL
Objective
To create unity among students that comes from various races and
background.
To cultivate the spirit of integration between students from various streams
VISION SCHOOL
To 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 EDUCATION
Students selection after completing SIJIL PELAJARAN MALAYSIA (SPM):
HIGHER EDUCATIONAL
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 polarization
GOVERNMENT COMMITMENT
Repeal the Akta Pelajaran 1961 section 21(1b) which is to give the empower to
minister of education to close or repeal the national-type schools
Expend a new act which is Akta Pendidikan Negara
Creating educational philosophy of education
Creating educational based on 1 Malaysia
Reunite the ethnic relations by creating only one type of school at the
secondary level