THE NATIONAL EDUCATION SYSTEM : COLONIAL EDUCATION

The Barnes Report (1950) The Fenn Wu Report (1951) The Razak Report (1956)

Prepared by : SHAFARAHANIM HARUDDIN JU AZURA BINTI ABDUL RAHIM NOR SAADAH BT AB AZIZ

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National Education Policy

Barnes Report 1950 The Cabinet Committee 1974

Fenn-Wu Report 1951

Education Act 1961

Education Ordinance 1952

Rahman Talib Report 1960

Razak Report 1956

Education Ordinance 1957

Barnes Report 1950

The report led by L. J. Barnes The Barnes Report was a British proposal put forward in 1951 to develop a national education system in British Malaya. The aim is to investigate and improve the education of the Malays. Barnes Report 1950 important in determining the education system in Malaysia after independence in 1957.

PROPOSAL

Create the national school In the Primary School use of Malay and English Two types of school system shall be established Create a type of school using the Malay language as the medium Chinese Education and Tamil will be provided if there are 15 students or more who want to learn their mother tongue

PROPOSAL
Malay language must be taught in English schools and English language must be taught in Malay school Bilingual schools, held and medium of instruction is English and Malay. Vernacular schools in Malay, Chinese and Tamil converted to national schools. These schools will use the national language that is the Malay language.

Challenges

It was criticized by non-Malay communities as "saturated with Malay nationalism"[citation needed] and bolstering Ketuanan Melayu, an ideology of Malay supremacy. Chinese people against and form the Fenn-Wu Report because they consider their mother tongue to be significantly affected Chinese society through the Fenn-Wu Report 1951 agree with the national education system

Effect

Barnes Report was unsuccessful and in 1955, two years before Malaya's independence, the Razak Report endorsed the concept of a national education system based on Malay (the national language) being the main medium of instruction. To pacify the ethnic sensitivities, the British government approved a modified formula that would allow bilingualism in Malay schools (Malay and English) and three language "solution" in Tamil and Chinese schools (either Tamil-Malay-English or Chinese-Malay-English), by recommending a common curriculum for all schools, hoping that a national school system would evolve.

Implications

Jawi drop taught as part of religious intruction (Sekolah Pondok / Madrasah) Whole secular curriculum use romanized script Transformation of all vernacular school into national school English and BM as medium of instruction Chinese and Tamil as subject

Fenn-Wu Report 1951

This report led by:
Dr. W.P. Fenn, of the Associate Executive Secretary of China, and Dr. Wu Teh-Yao of the United Nations Organisation.

PROPOSA L Apart from the Barnes Report that focuses on the Malay
schools, there Fenn-Wu Report focused on Chinese schools.
Fenn-Wu Report 1952 was established to review the Barnes

Report and attend to the Chinese community which considers the report to eliminate the language and Chinese culture.
This report led by Dr.Fenn, of the Associate Executive

Secretary of China, and Dr. Wu of the United Nations Organisation.

Therefore, in the Fenn-Wu Report1952, there

were some suggestions made, then form the basis of the Education Ordinance (1952).

PROPOSAL
There are a number of proposals submitted in

the Fenn-Wu Report 1952.

The first was a Chinese school should

be maintained. In fact, the lessons are to be based on the country jug China rather than Malaya.

The motion is designed to avoid erosion of the

culture and customs of the Chinese nation.

PROPOSAL

In addition, the vernacular schools are allowed to function and use the three languages, Malay, Chinese and Tamil. In fact, the national language is also held.

Fenn-Wu Report 1952 also stated that the schools national-type flows (English) should be maintained. Thus, vocational schools continue to be developed to meet the needs of skilled labor needed for national development .

CHALLENGES
After the Fenn-Wu Report 1952 produced, it

received various reactions from many quarters.

Malay people had rejected the Fenn-Wu report that

they feel the recommendations in the report does not benefit them.

However, the response received has led to one other

study. A special committee, the Centre for Education Advisory Committee was established to review the Fenn-Wu report.

CHALLENGES
Centre for Education Advisory Committee is

comprised of 20 members, education, government officials and external members of the Malay, Chinese and Indians.

In this committee, they have been assigned to find a

middle way, how the government could implement the recommendations of the Report and the FennWu Barnes.

CHALLENGES
Some even felt that the pupils from primary schools will

learn Malay and English but the children of Chinese and Indians will be given the opportunity to learn Kuo Yu and Tamil. fact, the language of instruction in schools is to be Malay or English.

In

IMPLICATIONS
In conclusion, from the information available, it is clear

that although most Chinese people are ready to accept the Malay language and English as medium of instruction, but they still wish to maintain their native language as their cultural identity.

The Fenn-Wu Report be accepted in its entirety

because the motion has been keeping the interests of all parties fairly.

RAZAK REPORT 1956

Three

year after the implementation of the Education Ordinance, the British colonial Government set up a committee in 1955. Known as Cabinet Committee Review of Education Policies Headed by the Late Tun Abdul Razak B. Hussein, the Minister of Education, Federation of Malaya.

 The

task assigned under this committee: - Examining existing education policies including those pertaining to the Education Ordinance 1952. - Recommend Educational changes as deemed appropriate The Education Committee later known as Razak Report Release on 6 May 1956.

OBJECTIVES
To establish a National System of Education characterized by the following: 1. The Malay Language as the national language and the main medium of instruction 2. An environment-oriented curriculum with a local flavor 3. A common syllabus for all schools.

PROPOSAL
Malay and English language to be made compulsory for all primary and secondary school English, Mandarin and Tamil language to be the medium instruction for all national type schools 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

A central examination system common to all schools Qualified primary and secondary teachers Placement all teachers under a common professional service Establishment of the Federal School Inspectorate

CHALLENGES
Students who are over ages must leave the schools. Chinese students disagree and protest Finally, this report was implement by stages

EFFECT
School system in various stream. Bahasa Melayu as a medium of instruction in all school KBSR, KBSM,KSSR and KSSM exists Standardized exam system for all students

Thank You