1950

Barnes

Committee To study and improve the education system Chairman- L.J Barnes, Director of Social training Division, Oxford Uni. Failed to bring improvement without having to revamp the whole education system Put forward a radical recommendation to abolish all vernacular schools.

I.

II. III.

Establishment of bilingual schools where the Malay and English language were to be the medium of instruction; Progressive conversion of Malay, Chinese and Tamil schools to national-type schools; Replacement of Jawi script with Islamic religious studies in schools to reduce the burden of parents having to send their children to religious classes in the afternoons.

1951 o Fenn-Wu Committee o 2 chairpersons i. Dr. Fenn, Working Secretary of the Board of Trustees for several universities in China ii. Dr. Wu, serves in the United Nations o Reviewing the needs of the Chinese community the Barnes Report was doing injustice to the Chinese culture and language o Chinese- wanted to retain their mother tongue language as a symbol of their cultural identity o Similarly, Indians also wanted to retain their mother tongue languages in the Tamil schools(Tamil, Telegu and Punjabi) o Recommendation The Malay language, Mandarin and English language as the medium of instruction in all vernacular schools
o

 British

Colonial Government- set up a Central Advisory Committee To study the recommendations in the Barnes Report and Fenn-Wu Report

i.

ii. iii. iv.

v.

Implementation of a national school education system through the progressive introduction of the English language in all Malay schools; Enforcement of the Malay and English language in all Chinese and Tamil schools; Retainment of English national-type schools; Teaching of Islamic Education during school hours for Muslim children in their respective or nearby schools; Development of vocational schools.

 1955 British

colonial Government set up the Cabinet Committee for the Review of Education Policies Tun Haji Abdul Razak b. Hussein, Minister of Education, Federation of Malaya Task: a) Examine existing education policies including those pertaining to the Education Ordinance 1952 b) Recommend educational changes as deemed appropriate.

 Education

Committee Report, (Razak Report) was released on 6 May 1956. Objective: to establish a national system of education characterized by: i. The Malay language as the national language and the main medium of instruction; ii. An environment-oriented curriculum with a local flavour; iii. A common syllabus for all schools.

 1) 2) 3)

4)

5)

6)
7) 8)

Contained 17 recommendations which formed the basis of the National Education Policy Malay and English language to be made compulsory for all primary and secondary schools; English language, Mandarin and Tamil language to be the medium of 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 PreUniversity; A central examination system common to all schools; Qualified primary and secondary teachers; Placement of all teachers under a common professional service; Establishment of the federal School Inspectorate.

 The

implementation of the national education system started in 1956 with the establishment of three schools; 1. Sekolah Tuanku Abdul Rahman (Ipoh) for 2. Sekolah Dato Abdul Razak (Seremban) boys 3. Sekolah Tun Fatimah (Johor Bharu):for girls

 Lack

of trained and qualified teachers to meet the growing demands 2 teacher training colleges were set up in England i. Kirkby Teachers Training College ii. Brinsford Lodge In addition to the colleges already established in various states in Malaya; Penang, Kuala Lumpur an Johor Bahru

 1952-

Kirkby, Lancashire, Liverpool, England Kampong Kirkby Reasons: a. To train teachers from the Federation of Malaya; b. To overcome the shortage of trained teachers Due to the unstable political situation after the Second World War, problems arose because of inadequate teacher training centers and insufficient numbers of teacher educators to train potential teachers. The British colonial Government look for an alternative teacher training center in UK

First batch reported in January 1952, 149 young men and women from Malaya underwent training for 2 years. Second intake registered in Nov 1952, 150 students Entry requirement; Grade 1 or 11 in the Cambridge School Certificate with a credit in the English language The curriculum included English language, Malay language, geography, literature, mathematics, handicraft, child development, psychology and other related subjects. Special training to teach the English in primary and lower secondary schools. Mr R. Williams, Principal of the college until 1954 Replaced by Mr G.J. Gurney, until the closure of the college in 1962 *the number of teacher training colleges in Malaya were enough to meet the needs of our country.

 1955,

British colonial Government decided to take over another teacher training college in Wolverhampton Responsible to train teachers for lower secondary schools Catered to training potential lecturers for the local teacher training colleges

 1949

during the British colonial period, University Malaya was set up in Singapore Marked the efforts of the British colonial Government in fulfilling the needs and aspirations of the young men and women of the country in their pursuit of higher education