Topic History of

1 Education in
Malaysia
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Review the history of curriculum development;
2. Describe the concepts and models of curriculum development; and
3. Describe the various Malaysian curriculum and education policies.

INTRODUCTION
The history of education in Malaysia spans two periods, namely, before and
during the British Colonial Period. In the course of this topic, we will look at how
the Malaysian education system came into being as well as the various concepts
and models of curriculum development in the country and, finally, the Education
Reports, Acts and Policies that were put into place during that period.

1.1 THE MALAYSIAN EDUCATION SYSTEM

BEFORE INDEPENDENCE (1400 TO 1956)
In this subtopic, we will look at the Malaysian education system before the
British colonisation of Malaysia as well as during the colonial period. We will
also be looking at the education system during the Japanese Occupation of
Malaya during World War Two (1941 to 1945).

Copyright Open University Malaysia (OUM)

2 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

1.1.1 Before British Colonial Period (1400 to 1786)

The earliest form of schooling in Malaysia was focused on Islamic education and
centred around:

(a) Teachers homes involving al-Quran recitations and Fardu Ain teachings
in the houses of religious teachers (Ulama)

(b) Mosques, Surau and Madrasah these venues were utilised to cater to the
increasing number of students. The Ulama, who were highly revered by the
local community, were often invited to the Istana to teach members of the
royal family.

(c) Pondok schools subjects taught included Tauhid, al-Quran, Fiqh, Hadis,
Nahu, Sufi, Tasawuf and Akhlaq, Bahasa Arab and Jawi.

All this changed when the Portuguese conquered Malacca in the 15th century
and established Roman Catholic missionaries. This was followed by the Dutch
who set up Protestant missionaries and, finally, the British who set up their own
education system from 1786.

1.1.2 The British Colonial Period (1786 to 1956) in

Malaya, Sabah and Sarawak
Stage One: Before the Second World War (1786 to 1941)
The British policy of divide and rule became the basis for implementation of
the education system in Malaya, with the intention of creating a divide amongst
the population in the country. Five levels of education system and four types of
schools were introduced in Malaya during this period (see Table 1.1).

Table 1.1: Levels of Education and Types of Schools Implemented by British Rule

Levels of Education Types of School

Primary Education English Medium
Secondary Education Malay Medium
Teacher Training Chinese Medium
Vocational and Technical Education Tamil Medium
Tertiary Education

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 3

The types of schools include:

(a) Malay Vernacular Schools

The Malays were given six years of basic training in:

(i) Basic arithmetic skills for the males to start small businesses upon
completion of their education;

(ii) Importance of moral values, for example, personal hygiene as well as

environmental cleanliness; and

(iii) English Language proficiency for children of royalty and aristocrats.

The following are some examples of the Malay schools established during
the 1800s (Juraidah Mohd Noor, 2014):

(i) Gelugur Malay School, Penang (1826);

(ii) Bayan Lepas Malay School;

(iii) Air Hitam Malay School;

(iv) Teluk Belanga Malay School (Singapore);

(v) Kampung Gelam School (Singapore);

(vi) First Malay School in Klang District (1875);

(vii) Sayong Malay School, Perak (1878); and

(viii) First Malay Girls School in Teluk Belangan and Penang (1889).

These schools provided students with education until Year Five using the
Malay Language as the medium of instruction. By 1892, there were 190
Malay schools in the country. To combat laziness and complacency
amongst the Malays, the British colonial government further introduced the
Compulsory Education Act to encourage parents to send their children to
school. The British did not build secondary schools despite the increase in
numbers of pupils registered in schools because they wanted the Malays to
remain as farmers and they were worried educated Malays would initiate
anti-British sentiments.

Copyright Open University Malaysia (OUM)

4 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

(b) Chinese Vernacular Schools

The Chinese community was given the autonomy to establish their own
schools and curriculum, using its own medium of instruction, books and
teachers. At the same time, all the costs of building and running these
schools were borne by the Chinese leaders and businessmen of that time.

Chinese teachers and textbooks were brought in from China and Chinese
dialects such as Hakka, Cantonese and Hokkien were widely used for
teaching in these schools, resulting in the non-standardisation of the
Chinese education system. Table 1.2 shows the types of schools that the
Chinese education system implemented as well as the duration of
schooling.

Table 1.2: Chinese Education System

Type of School Schooling Duration (Years)

Primary School 6
Lower Secondary School 3
(Junior Middle Three)
Upper Secondary School 3
(Senior Middle Three)

Source: Choong (2008)

The Chinese education system underwent various changes and

developments between the years 1913 and 1945:

(i) In 1913, the first Chinese secondary school was built in Singapore,
which was then part of Malaya;

(ii) By the 1920s, Chinese schools, teachers and the School Board were
registered with the British Colonial Government following the
endorsement of the Schools Registration Enactment. The British
Colonial Government also abolished the use of the different dialects
in favour of Mandarin, which was considered more comprehensive;

(iii) In 1924, Chinese schools became semi-aided government schools. This

came about from the awareness of the government that nationalist
factions were beginning to spread anti-British campaigns in Chinese
schools; and

(iv) In 1945, the syllabi in all Chinese schools were reviewed and English
and Malay Languages were introduced into the curriculum.

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 5

(c) Tamil Vernacular Schools

The massive migration from South India to the various plantations (rubber,
sugar, coconut and coffee) in Malaya contributed towards the setting up of
Tamil schools for the workers children during this period. Some of the
Tamil schools established during the 1800s include (Choong, 2008):

(i) Tamil School in Penang (1816);

(ii) Anglo-Tamil School in Malacca (1850) - in existence for only 10 years;

and

(iii) St. Xavier Malabar School in Singapore (1859).

These schools were poorly equipped and managed, and the teachers were
mainly untrained to teach their students. As a result, most of the children
were absorbed into the working sector of the plantations upon leaving
primary school and did not continue their secondary education. Like
Chinese schools, textbooks and learning materials were imported from
India and the medium of instruction was Tamil.

Developments that took place in Tamil schools:

(i) In 1912, the British Colonial Government passed a Labour Ordinance,

which required all plantation owners to set up schools in areas where
there were more than 10 children, all at their own expenses; and

(ii) The British Colonial Government decided to appoint an official

Inspector of Tamil Schools in 1937. Teacher training courses were
conducted and carried out in primary school to overcome the
shortage of Tamil-trained teachers.

(d) English Schools

The English-medium schools were known as mission schools, founded and
managed by Christian missionaries. Students received primary and
secondary education under the provision of the British Colonial
Government. The English schools established during the 1800s include
(Choong, 2008; Juraidah Mohd Noor, 2014):

(i) Penang Free School (1816);

(ii) Malacca High School (1826);

(iii) Singapore Free School (1834);

Copyright Open University Malaysia (OUM)

6 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

(iv) Victoria institution (1893);

(v) Bukit Bintang Girls School and St Marys School (by Anglican
missionaries)

(vi) Anglo-Tamil School in Kuala Lumpur (in 1897) which was later
changed to Methodist Boys School;

(vii) Anglo-Chinese Schools (founded by Methodist missionaries) in Ipoh

(presently known as SMK Methodist Ipoh), Kampar, Teluk Intan,
Sitiawan, Klang and Seremban, which have been changed to SMK
Methodist; and

(viii) Convent schools for girls and Catholic schools for boys such as St
Johns School in Kuala Lumpur and St Josephs School in Kuching.

Most of these English schools were located in urban areas, far away from
rural areas and villagers. The English Language was used as the medium of
instruction and most Malays were afraid that their children would be
influenced by the Christian missionaries teaching at these schools.
However, the English schools attracted many Malay princes and sons of
aristocrats, who were later employed as government clerks and officials in
the British Colonial Government.

ACTIVITY 1.1

How did the divide and rule policy influence the education of the
different races in Malaya?

Other than primary and secondary levels of education, the British Colonial
Government also introduced other levels of educations and these were:

(a) Teacher Training

Before World War Two, the British Colonial Government had to bring
teachers from England to teach in Malaya because:
(i) Many teachers resigned due to low wages;
(ii) Local women were not interested in teaching; and
(iii) There were not enough trained teachers in Malay schools.

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 7

To overcome these problems, the government established Teacher Training

Colleges and set up a Translation Bureau at Sultan Idris Training College
(SITC) in 1942 to produce the required writing and reading materials. The
teacher training colleges established in Malaya include (Juraidah Mohd
Noor, 2014):
(i) Singapore Teluk Belanga Teacher Training College (1878);
(ii) Perak Taiping Teacher Training College (1878);
(iii) Melaka TTC (1900);
(iv) Perak Matang TTC (1913);
(v) Perak SITC (1922);
(vi) Singapore Raffles College (1928); and
(vii) Melaka Malay Girls TTC (1935).

(b) Vocational and Technical Education

The British Colonial Government was also involved in the development of
Vocational and Technical Education in Malaya:

(i) In 1900, Malay handicrafts like weaving, embroidery and carving

were introduced into the education system;

(ii) The Teachers Technical College was established in Kuala Lumpur in

1905 to train technical assistants in the Public Works Department,
Survey Department and Malayan Railways;

(iii) The Technical and Industrial Education Commission was formed in

1918 to study the need for vocational and technical education in the
Malay states;

(iv) The Agricultural Training Centre was set up in 1923;

(v) The government established a Technical School in 1926 which was

later changed to Technical Teachers Training College in 1941 and
Universiti Teknologi Malaysia in 1972;

(vi) The Agriculture School was established in Serdang, Selangor in 1931

to train agricultural officers; and

(vii) The status of the Agriculture School was elevated in 1946 to

Agriculture College, which later became Universiti Pertanian
Malaysia (1972), and in 1997 was known as Universiti Putra Malaysia.
Copyright Open University Malaysia (OUM)
8 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

(c) Tertiary Education

The British Colonial Government also contributed towards the
development of tertiary education in Malaysia:

(i) Establishment of King Edward Vll Medical School in 1905 in

Singapore which later became King Edward Vll Medical College;

(ii) Establishment of Raffles College in Singapore in 1929;

(iii) Formation of a commission in 1938 to study the status of Higher

Education Centres in Malaya, led by Sir William Maclean. One of the
recommendations made by the commission resulted in the merging of
King Edward Vll Medical College and Raffles College to become a
university; and

(iv) Establishment of University of Malaya in 1941 in Singapore.

(d) Education System in Sabah and Sarawak

Similar to what was happening in Malaya, the Christian missionaries
played a major role in the development of education in Sabah. Schools were
built in Papar (1881) and Sandakan (St Marys Primary - 1883); including St
Michaels Boys School (1888) and Convent Girls School (1891). English,
Chinese and Dusun were used as the medium of instruction in these
schools. By 1941, 52 mission schools and 28 government-aided schools were
established in Sabah.

The ruling Brooke family, the Roman Catholic Church, the Anglican
missionaries and the Chinese community oversaw the development of
education in Sarawak. The education system was not standardised and
were segregated based on ethnic groups and race. When Sarawak became a
British colony in 1946, the people of Sarawak demanded formal education
as more and more parents became aware of the importance of education for
their children.

The British Government set up local authorities to be responsible for

establishing and maintaining new schools as well as financing the daily
operations of schools. Despite this, there were big gaps in academic
performance between rural and urban areas due to the different systems
and types of schools. The Government conducted studies to look into these
issues and made recommendations, which resulted in the Blue Report in
1935 and the David McLellon Report in 1960.

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 9

Among others, the Reports recommended the following implementations:.

(i) That English be used as a medium of instruction except in Chinese

schools;

(ii) Improvements be made to the quality of teacher training; and

(iii) Include and encourage unity amongst the different racial population
and loyalty to Sarawak in the education system.

The existing school systems were eventually phased out in favour of a

national educational system.

Stage Two: After the Second World War (1946 to 1956)

The British Colonial Government invested a lot of money to restore education in
Malaya after the War. Registrations for schooling had fallen and the quality of
teaching had declined drastically. Plans and reports were produced and
implemented to develop a more structured and viable educational system in
Malaya. Table 1.3 summarises the plans and reports that were implemented by
the British Colonial Government in an effort to restore and restructure the
education system after Japanese Occupation.

Table 1.3: Plans and Reports Produced and Implemented by the British Colonial
Government to Improve the Malaysian Education System

Implementation Recommendations Further Details

Cheeseman Plan Free basic primary education
(1946) for all.
The use of all medium of
instructions in secondary
schools.
English Language becomes a
compulsory subject in all
vernacular schools.
Barnes Report Abolishment of all
(1951) vernacular schools using the
mother tongue language.
Establishment of bilingual
schools where English and
Malay are used as the
medium of instruction.
Conversion of vernacular
schools to national schools.
The Cheeseman Plan failed to
address the issue of
integration and was
discarded in 1949 after the
collapse of the Malayan
Union.
Chaired by LJ Barnes,
Director of Social
Training Division,
Oxford University.
The Barnes Report failed
because of its radical
recommendations.

Copyright Open University Malaysia (OUM)

10 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

Replacement of Jawi script

with Islamic studies.
Fenn-Wu Report The use of Malay, Mandarin
(1952) and English Languages as
the medium of instruction in
all vernacular schools.
Education The implementation of a
Ordinance national school education
(1952) system through the
progressive introduction of
the English Language in all
Malay schools.
Enforcement of the Malay
and English Languages in all
Chinese and Tamil schools.
Retainment of English
national-type schools.
Teaching of Islamic
Education during school
hours for Muslim children.
Development of vocational
schools.
Razak Report The Malay Language be
(1956) made the National Language
and used as the main
medium of instruction for all
levels of schooling.
Implementation of an
environmentally-oriented
curriculum with local needs.
A common curriculum and
centralised examination
system for all schools.
Malay and English Language
to be made compulsory for
all primary and secondary
schools.
The Fenn-Wu
Committee was set up
by Dr Fenn, the Working
Secretary of the Board of
Trustees for several
Universities in China
and Dr Wu of the United
Nations.
This report focused on
Chinese Schools.
The British Colonial
Government had
established a Central
Advisory Committee to
study the
recommendations
contained in the Barnes
and Fen-Wu Reports,
and in turned proposed
the Education
Ordinance.
Formed by the Cabinet
Committee for the Review of
Education Policies, headed by
the late Tun Haji Abdul
Razak Bin Hussein, the then
Minister of Education.

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 11

Two types of schools to be

made available for all races:
fully-aided or private
primary schools, and fully-
aided or private secondary
schools.
Secondary school education
to consist of Lower
Secondary Schools (SMR),
Upper Secondary Schools
(SMA) and Pre-University.
Qualified primary and
secondary teachers.
Placement of all teachers
under a common
professional service.
The establishment of the
Federal School Inspectorate.

Source: Juraidah Mohd Noor (2014)

With the implementation of the National Education System in 1956, three elite
schools namely Sekolah Tuanku Abdul Rahman (STAR) Ipoh, Sekolah Dato
Abdul Razak (SDAR) Seremban and Sekolah Tun Fatimah in Johor Bahru were
established.

To combat the lack of trained and qualified teachers, Teacher Training Colleges
were set up in Penang, Kuala Lumpur and Johor Bahru in addition to the Kirby
Teachers Training College and Brinsford Lodge in England.

1.1.3 The Development of Education during the

Second World War - Japanese Colonisation
(1941 to 1945)
On 8 December 1941, the Japanese army invaded Malaya. During the Japanese
occupation, various policies were implemented in an effort to strengthen their
position in the country. All these policies had a major impact on the social,
political and economical life of the local population, including the area of
education. A brief summary of the education system in Malaya during the
Japanese Occupation is shown in Figure 1.1.

Copyright Open University Malaysia (OUM)

12 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

Figure 1.1: Education in Malaya during Japanese Occupation of World War II

Source: Aileen Asim (2012)

ACTIVITY 1.2

Track the development of education for teacher training from 1786 to

1956.

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 13

1.2 THE MALAYSIAN EDUCATION SYSTEM

AFTER INDEPENDENCE
The Malaysian education system was further developed and refined after
Independence, following the National Education Policy, which was contained in
the Razak Report. More information leading to the reports are summarised in
Table 1.4.

Table 1.4: Reports and Education Acts Implemented after Independence

Implementation Recommendations/Further Details:

Rahman Taib A committee headed by Abdul Rahman Taib, the then Minister of
Report Education, Federation of Malaya reviewed and tried to improve
(1960) the education system in the country. Their recommendations
included:
Malay Language as the main medium of instruction
Free secondary school education for all
Automatic promotion until Form 3
Introduction of Year Five assessment examination
Establishment of technical and vocational schools
Emphasis on moral and religious education
Monitoring of primary schools by School Inspectorate to
ensure teaching quality
Emphasis on teacher training programmes
Education Act The Rahman Taib Report was later gazetted as the Education Act
(1961) in 1961.This Act was later enforced in Sabah and Sarawak in
1976.The Act comprised the following aspects:
Level of education made up of:
Primary school education
Lower secondary school education
Upper secondary school education
Education on other educational institution
Primary education:
Compulsory for all children of school-going age
Free for all
Offered in national schools and national-type schools

Copyright Open University Malaysia (OUM)

14 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

Secondary education offered in:

Normal lower secondary
Upper secondary
Trade
Technical
Vocational
Secondary (with approval from Ministry of Education,
MOE)
Islamic education:
Offered if more than 15 Muslim pupils
Taught by trained Agama teachers
Taught two periods a week during school hours
National Language Bahasa Malaysia was recognised as the official language and
Act medium of instruction for all levels of schooling.
(1963)
Rukunegara and Equal educational opportunities for both urban and rural areas.
New Economic
Policy (NEP)
(1963 to 1974)
Hussein Onn Report A committee headed by Tun Hussein Onn to provide basic
(1971) education for all children of school going age. The report:
Acknowledged the Malay Language as the main medium of
instruction
Maintained the status of the English Language as a second
language because of its importance in higher learning and in
international affairs
Proposed for the time allocated to the teaching of English be
increased and teachers given necessary training
Cabinet Committee A committee, chaired by Dr Mahathir Mohamad, who was also
Report on Review of then the Deputy Prime Minister, was formed in 1974 to review the
Education Policies existing education policies of the time for the purpose of:
Implementation Promoting national unity
(Mahathir Report) Meeting the needs for skilled human resources for the
(1979) progress and development of the country
Democratisation of education
Establishment of a moral and disciplined Malaysian society

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 15

Recommendations included:
Focusing on the three basic skills of reading, writing and
arithmetic
Teaching of English as a second language
Dividing secondary education into two streams that is
academic and vocational
Extension of educational opportunities from 9 to 11 years
Emphasis on curriculum ala Malaysia
Review of Bahasa Malaysia in-service courses

Source: Zela Zulfikar & Norhidayu Rosman (2012)

The last decade of the 20th century saw far-reaching transformations to the local
education system. These transformations are summarised in further detail as
follows (Educational Planning & Research Division, 2008; MOE, 2013, 2015):

(a) Education Development during the Era of National Development Policy

(1991 to 2000)
In 1991, Dato Seri Mahathir Mohamad launched Vision 2020. The goal? To
achieve the status of a developed nation by the year 2020.The Education Act
(1961) was replaced with the Education Act (1996) in order to be relevant
with current needs. Table 1.5 summarises the amendments made to the
Education Act of 1961.

Table 1.5: Amendments to the Education Act 1961

Amendments made to Education Act 1961

Incorporating preschools into the national education system
Revising the Private Higher Education Act 1996 to allow the establishments of
more private higher education institutes
Introducing four new acts for a more systematic development of higher education
that are:
The National Higher Education Council Act 1996 for the establishment of a
council to determine the policy and management of higher education;
National Accreditation Board Act 1996 to assess quality assurance, especially
for private higher education programmes;
University and College University Act 1996 (Amendment) which grants more
financial and management autonomy to public universities; and
National Higher Education Fund Cooperation Act 1996, which provides
student loans and funds to increase access to higher education.

Copyright Open University Malaysia (OUM)

16 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

Establishment of more public universities (University of Malaysia Sarawak

(UNIMAS) in 1992 and University of Malaysia Sabah (UMS) in 1997), college
universities, matriculation colleges, community colleges, private colleges and
universities as well as branch campus of overseas universities;
Introduction of the Malaysian Teaching Diploma Programme to replace the
Teaching Certificate programme for pre-service teachers at Teachers Colleges. As
a result, the Maktab Perguruan Sultan Idris was upgraded to Universiti
Pendidikan Sultan Idris (UPSI) in 1997
Improving leadership qualities amongst school heads
Introduction of open concept for SPM and STPM examinations in 2000

(b) Education Development During the Era of National Vision Policy (2001 to 2010)
Faced with rapid globalisation, liberalisation and development in ICT, the
nation needed a workforce of knowledgeable, competent and globally
competitive people. The National Education Policy was formulated with
the goals of:
(i) Producing a united Bangsa Malaysia;
(ii) Producing Malaysian citizens who are knowledgeable, God-fearing,
well-behaved, competent and harmonious;
(iii) Providing a competent work force to meet the needs of a growing
nation; and
(iv) Offering equal educational opportunities for all Malaysian citizens.

The National Philosophy of Education (Falsafah Pendidikan Kebangsaan FPK)

became the mainstay for the execution of the National Education Policy in all
education programmes and activities at all levels of schooling. Table 1.6
summarises the steps undertaken as a result of the National Philosophy of
Education.

Table 1.6: The National Philosophy of Education

Steps taken:
Extending the education system to 11 years of schooling
Using Malay as the medium of instruction
Establishing a uniformed national curriculum and a standard national assessment
Providing quality infrastructure and increasing the number of education facilities
in all education institutions to increase enrolment
Promoting continuous human resource development by developing competency
and efficiency amongst leaders, teachers and education officers

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 17

(c) Education Development Plan 20012010 (The Blueprint)

The Blueprint focuses on development of preschool, primary, secondary
and tertiary education, which is reinforced through the expansion of
support programmes, funding, management and integration of ICT. Other
goals include:

(i) Guarantee Malaysians the opportunity to 12 years of education in

terms of access, equity and quality;

(ii) Further developing the potential of individuals in a holistic and

integrated manner; and

(iii) Producing individuals who are intellectually, spiritually and

physically balanced.

Strategies implemented by the Blueprint comprised the following:

(i) Streamlining the national education system from 11 years to 12 years;
(ii) Implementing plans and programmes to nurture creativity and
innovativeness amongst students;
(iii) Enhancing the learning culture;
(iv) Developing a science and technology culture;
(v) Encouraging lifelong learning; and
(vi) Providing an efficient, effective and quality education system.

The Blueprint was also used to structure action plans for education
development including the expansion and strengthening of existing
programmes as well as replacements of non-relevant programmes.

Copyright Open University Malaysia (OUM)

18 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

Figure 1.2: The development programme was developed on four thrusts.

(d) Education Development Master Plan (EDMP) 20062010

The Education Development Master Plan 20062010 was launched on 16
January 2007 to support the education agenda under the 9th Malaysian Plan
(9MP).

EDMP was developed as a comprehensive and integrated education

development document based on three main aspects that are infrastructure,
content and human resource.

Its goal? To provide quality education to all and it is centred on two main
approaches:

(i) To complete the tasks identified under the previous five year
education plan, ensure access to education for all and provide equal
opportunities for all students; and

(ii) Further develop the potentials of schools in their respective clusters of

educational institutions, enabling teachers and students to promote
schools and the national education system at the international level.

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 19

The EDMP outlined six strategic thrusts and these are shown in Table 1.7

Table 1.7: Six Thrusts Implemented by EDMP

Thrusts Strategies
Thrust 1: Nation Building Strengthening the National Language
Enhancing national unity and integrity
Nurturing a love for the arts, heritage and culture
Nurturing an understanding of Wassatiyah or moderation
(previously adapting the Islam Hadhari concept)
Thrust 2: Developing Providing more educational choices for parents and
Human Capital students
Enhancing mastery of knowledge
Nurturing students skills and behaviours
Enhancing a holistic assessment and evaluation
system
Reinforcing discipline
Upgrading services dealing with complaints about
discipline problems
Improving collaboration between the Ministry of
Education and other agencies
Thrust 3: Strengthening Expanding preschool programmes
National Schools Enhancing head teachers leaderships and quality of
teachers
Reinforcing school culture
Improving curriculum, co-curriculum and sports
Enhancing academic performance
Providing adequate and quality infrastructure and
basic amenities
Thrust 4: Bridging the Improving rural infrastructure and educational
Education Gap facilities
Increasing schooling attendance and reducing drop-
out risks
Increasing the number of option teachers in the
interior
Continuous improvement of subsidy allocation for
poor pupils, special needs pupils and minority groups

Copyright Open University Malaysia (OUM)

20 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

Thrust 5: Enhancing the Improving the selection of teacher candidature;

Teaching Profession
Thrust 6: Accelerating
Excellence of Educational
Institutions
improve teacher training
Improving teachers work environment and welfare
Improving planning and management of human
resources
Ensuring a strong and effective leadership
Selecting competent and highly-skilled teachers and
trainers
Giving more autonomy to schools in the choice of
school heads, administrators, teachers, support staff
and students
Establishing an accountability system
Establishing standardisation and benchmarking as a
symbol of a developed and progressive nation
Making Malaysia a centre of excellence for education
Initiating change and innovation

(e) Malaysia Education Blueprint 20132025 (Preschool to Post-Secondary

Education)
The Ministry of Education (MOE) launched a comprehensive review of the
education system in Malaysia in the form of the Malaysia Education
Blueprint 20132025. The aim is to better prepare Malaysias children for
the needs of the 21st century and increase public and parental expectations
of the education policy. MOE drew on many sources of input including
educational experts at the United Nations Educational, Scientific and
Cultural Organizations (UNESCO), the World Bank, the Organization for
Economic Co-operation and Development (OECD) as well as six local
universities, principals, teachers, parents and students nationwide.

The three main objectives of the Education Blueprint are:

(i) Understanding the current performance and challenges of the

Malaysian education system, with a focus on improving access to
education, raising quality, closing achievement gaps (equity),
promoting unity amongst students (unity), and maximising system
efficiency;

(ii) Establishing a clear vision and aspirations for individual students and
the education system as a whole over the next 13 years; and

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 21

(iii) Outlining a comprehensive transformation programme for the

system, including key changes to the Ministry to meet new demands
and rising expectations as well as support overall civil service
transformation.

MOE has identified 11 shifts to deliver the transformation in the education

system and these are:

(i) Shift 1: Providing equal access to quality education of an international

standard;

(ii) Shift 2: Ensuring every child is proficient in Bahasa Malaysia and the
English Language;

(iii) Shift 3: Developing value-driven Malaysians;

(iv) Shift 4: Transforming teaching into a profession of choice;

(v) Shift 5: Ensuring high-performing school leaders in every school;

(vi) Shift 6: Empowering JPNs, PPDs and schools to customise solutions

based on needs;

(vii) Shift 7: Leveraging on ICT to scale up quality learning nationwide;

(viii) Shift 8: Transforming the Ministrys delivery capabilities and capacity;

(ix) Shift 9: Partnering with parents, the community and the private sector
at scale;

(x) Shift 10: Maximising student outcomes for every Ringgit; and

(xi) Shift 11: Increasing transparency for direct public accountability.

Copyright Open University Malaysia (OUM)

22 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

(f) Malaysia Higher Education Blueprint (MHEB) 20152025 (Higher

Education)
MHEB 20152025 follows the Malaysia Education Blueprint 20132025,
with similar roadmaps for preschool to post-secondary education. In
essence the Blueprint outlines five key aspirations and eight key targets for
the sector. This is summarised in Table1.8 as follows:

Table 1.8: Aspirations and Targets of the MHEB (20152025)

Five Key Aspirations Eight Key Targets

Instilling students with an Increasing the number of International
entrepreneurial mindset throughout students from the current 108,000 to
the higher education system and 250,000 by 2025.
creating a system which encourages Increasing the overall tertiary
graduates to create jobs and enrolment from 36 per cent in 2012 to
businesses. 53 per cent in 2025.
Establishing a system that places equal Increasing graduate employability to
value on technical and vocational more than 80 per cent by 2025.
training compared to the more
traditional and academic pathways. Improving league table performance
by placing one university in Asias
Focusing more on technologies and Top 25, two in the Global Top 100 and
innovations that addresses students four in the Global Top 200 by 2025.
needs and greater personalisation of
the learning experience. Increasing its U21 research output
from 26th out of 50 countries to the
Standardisation of private and public top 25;
institutions, moving away from the
current, centralised governance system Improving enrolment and completion
for higher learning institutions to an rates for students from
earned autonomy within the socioeconomically disadvantaged
regulatory framework. backgrounds.

Reducing higher learning institutions Increasing ethnic diversity and

reliance on government resources providing students with shared
while encouraging respective values.
stakeholders contribution to these Maximising return on investment in
institutions. higher education and maintain levels
of government expenditure per
student.

Source: Ministry of Education (2013; 2015)

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 23

In this topic, we have covered the following:

The development of the Malaysian education system before Independence

from 1400 to 1956, which included:

Before British Colonial Period (1400 to 1786);

During the British Colonial Period (1786 to 1956) in Malaya, Sabah and
Sarawak;

Before the Second World War (1786 to 1941) and after the Second World
War (1946 to 1956); and

During the Japanese Colonisation (1941 to 1945).

A study of the Plans and Reports which were produced and implemented to
develop a more structured and viable education system including:

The Cheeseman Plan (1946);

The Barnes Report (1951);

The Fenn-Wu Report (1952);

The Education Ordinance (1952); and

The Razak Report (1956).

The development of the Malaysian education system after Independence,

focusing on:
The Rahman Taib Report (1960);

The Education Act (1961);

The National Language Act (1963);

The Rukunegara and New Economic Policy (NEP) (1963 to 1974);

The Hussein Onn Report (1971); and

The Cabinet Committee Report on Review of the Education Policies

Implementation 1979 (Mahathir Report)

Copyright Open University Malaysia (OUM)

24 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA

The far-reaching transformation to the education system in the last decade of

the 20th century, which takes into account:

Education Development during the Era of National Development Policy

(1991 to 2000), with the launch of Vision 2020 by Dato Seri Mahathir
Mohamad in 1991;

Education Act (1961) was replaced with the Education Act (1996) to meet
current relevant needs;

Education Development during the Era of National Vision Policy (2001

2010), which saw the formation of the National Education Policy. The
National Philosophy of Education (Falsafah Pendidikan Kebangsaan
FPK) became the mainstay for the execution of the National Education
Policy in all education programmes and activities at all levels of
schooling;

Education Development Plan (20012010), which was also known as the

Blueprint. The Blueprint focuses on development of pre-school, primary,
secondary and tertiary education, which is reinforced through the
expansion of support programmes, funding, management and integration
of ICT;

Education Development Master Plan (EDMP) (20062010) was launched

on 16 January 2007 to support the education agenda under the 9th
Malaysian Plan (9MP).

The Malaysia Education Blueprint (20132025) as launched by the Deputy

Prime Minister, Tan Sri Muhyiddin Yassin, identified five key aspirations
and 11 shifts to deliver the outcomes as envisioned by MOE.

The Malaysia Higher Education Blueprint (20152025), a comprehensive

plan for the development and growth of the higher education sector.

Access, equity and quality education Human capital

Bridging educational gap Nation building
Enhancing teaching profession Public accountability
Excellence of educational institution Transparency

Copyright Open University Malaysia (OUM)

 TOPIC 1 HISTORY OF EDUCATION IN MALAYSIA 25

Ahmad, R. H. (1998). Educational development and reformation in Malaysia: Past,

present and future. Journal Of Educational Administration, 36(5),462-475.

Aileen Asim (2012). Development of the education system in Malaysia. Retrieved

from http://slideshare.net

Bahagian Pembangunan Kurikulum (2007). Kajian pelaksanaan kurikulum

prasekolah kebangsaan. Malaysia: Kementerian Pelajaran Malaysia.

Choong, K, L. (2008). Philosophy and education in Malaysia. Subang Jaya,

Malaysia: Kumpulan Budiman.

Chee, T.S (1979) Issues in Malaysian education: past, present, and future. Journal
of Southeast Asian Studies, 10(2), 321-350.

Educational Planning & Research Division (2008). Education in Malaysia A

journey to excellence. Malaysia: Ministry of Education.

Gibson, D. & Ryan, P. (2002). Addressing the shortage in the education

profession. Retrieved from
http://tiger.towson.edu/users/dgibso3/researchpaper.htm

Juraidah Mohd Noor (2014). Education system before independence (1400

1856). Retrieved from http://slideshare.net.

Ministry of Education Malaysia, MOE (2013). Malaysia education blueprint 2013

2025 (preschool to post-secondary education). Retrieved from
http://planipolis.iiep.unesco.org/upload/Malaysia/Malaysia_Blueprint.p
df

Ministry of Education Malaysia, MOE (2015). Malaysian education blueprint 2015

2025 (higher education). Retrieved from https://www.mohe.gov.my/muat-
turun/awam/penerbitan-dan-jurnal/pppm-2015-2025-pt/6-executive-
summary-pppm-2015-2025/file

Zela Zulfikar & Norhidayu Rosman (2012). Development of education system in

Malaysia: Pre-Independence. Retrieved from: http://slideshare.net.

Copyright Open University Malaysia (OUM)