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Edu 3101 Group1 Phylosophy of Education

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46
COMPARE AND CONTRAST PRE-INDEPENDENCE AND POST-INDEPENDENCE EDUCATIONAL SYSTEM IN MALAYSIA
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Slide 1

COMPARE AND CONTRAST PRE-INDEPENDENCE AND POST-INDEPENDENCE EDUCATIONAL SYSTEM IN MALAYSIA

DEVELOPMENT OF EDUCATION SYSTEM IN MALAYSIA COMPARE & CONTRAST THE EDUCATION SYSTEM BEFORE AND AFTER INDEPENDENCE

Overview of Education System NEEDSFORMAL EDUCATIONVERNACULAR SCHOOLADMINISTRATIONLEVELS OF EDUCATIONEXAMINATION ORIENTED

Needs for the Pre-Independence EducationFulfill the British needsTo prepare for the independenceTo unite Malayan peopleDevelop sense of hygieneFamiliarize with the basic arithmetic to handle simple business

Needs for the Post-Independence Education:: To centralize the educational system:: To provide skilled workers for the future:: To use Bahasa Melayu as the medium of instructions:: Zero illiterate

VERNACULAR SCHOOLDURING PRE-INDEPENDENCE

:: Use mother-tongue as the medium of instruction= (Malay for the Malay school, Mandarin for the Chinese school, Tamil for the Tamil school):: English school is based on the British curriculum from UK:: Malay school (local education system):: Chinese school is based on Chinas education system:: Tamil school is based on Indias education system

DURING POST-INDEPENDENCE

Bahasa Melayu as the medium of instructions for all schools

There are 2 types of schools = National school and national type school

Focus more on the science and technologies

There are higher and private institutions

ADMINISTRATION

English school is controlled mostly by missionary

Malay school is controlled by the British government

Chinese school is administrated by individual

Tamil school is depends on the employer and missionaryPRE-INDEPENDENCE

POST-INDEPENDENCE

Controlled and observed by the government

The establishment of Federal Inspectorate and PPD for the school

Supported by Jabatan Pendidikan Negeri (school)

Supported by Ministry of Higher Education (tertiary level)

PRE-INDEPENDENCE

:: Primary, secondary, technical and vocational, tertiary, and teacher training

POST-INDEPENDENCE

:: Primary and secondary :: Technical and vocational:: Teacher training and tertiaryLEVEL OF EDUCATION

PRE-INDEPENDENCE

Lower certificate Examination (LCE) Malaysian Certificate Examination (MCE) HSC

POST-INDEPENDENCE

:: UPSR:: SRP/PMR:: MCE/SPM:: HSC/STPMExamination oriented

DEVELOPMENT OF EDUCATIONPRE-INDEPENDENCE

CHESSEMAN PLAN 1946BARNES REPORT 1950FENN-WU REPORT 1951EDUCATION ORDINANCE 1952RAZAK REPORT 1956

After The Second World War (1946-1956)British colonial government had to restructure the education system after Japanese occupation

THE RECOMMENDATIONS:Free education for primary (basic) education for all media of instruction Use of the English language, the Malay language, Mandarin and Tamil as the medium of instruction at the secondary level of education English language became a compulsory subject in all vernacular school

*But this plan failed to address the issue at social integration among the multi-ethnic groups in the country

Cheeseman plan 1946

Barnes Report (1951)Purposes: To upgrade the education system in Malay school: So, a Barnes Committee was set up to study and improve the education system for the Malays

Recommendations :English and Malay languages as the medium of instructions while Mandarin and Tamil can only be taught as subjectConversion of Malay, Chinese and Tamil schools to national type schoolsReplacement of jawi script with Islamic education

Implications: Did not focus on the Malay school, so it has gone beyond the term of reference

FENN-WU REPORT (1952)Purpose: Support one national educational system: Maintain the Chinese-medium school: Focused on education for Chinese

Recommendations:To maintain the existence of Chinese schoolTo learn 3 languages (Malay, English and Chinese)Build Chinese Teacher TrainingAided the financial fund

Implications:

:: No official result was taken by the government

:: An organization was built up and participated by MCA members- evaluate and suggest some opinions to review both report (Barnes and Fenn-Wu)

EDUCATION ORDINANCE 1952

(BASED ON BARNES REPORT 1951 AND FENN-WU REPORT 1952)

PURPOSE

A committee was established by the British government to review theFenn-Wu and Barnes Report

EDUCATION ORDINANCE Recommendations : a) English schools ( English language as the medium of instruction) b) Malay schools (Malay language as the medium of instruction) c) Chinese and Tamil subject s( if only there are 15 students)

Implications := Lack of skilled teachers in the National School= Lack of financial fund

Razak Report (1956)Purposes :

To review the education system in MalaysiaMake Malay language as the national language Strengthen unity among Malay, Chinese and Tamil as a race hill in MalaysiaDeveloping the education system and reduced the racial gaps

RECOMMENDATIONS : Formation of a single system of national education Beginning of a Malayan-orientated curriculum Conception of a single system of evaluation for all Recognition of the eventual objective of making Bahasa Melayu the main medium of instruction

IMPLICATIONS :The content of the Razaks Report was later became the basis feature to establish the Education Ordinance 1957

EDUCATION ORDINANCE 1957

OVERVIEWMalaysias first legislation oneducation as an independent nation

served the basis of the educational framework for independent Malaya and eventuallyMalaysia

the basis of the education system as enshrined in theEducation Ordinance 1957

the Malaysian Government at that time started to make several evolutionary changes especially upon educational curriculum to suit theaspiration of the Malaysian outlook

23

PURPOSEcommittee set up to reviewimplementation of the Razak Report

aims to establish a national system of education

to promote the cultural,economical and political advancement in this country, besides making the Malay language the nationallanguage

RAHMAN TALIB REPORT 1961PURPOSE Headed by Abdul Rahman Talib , Minister of Education, Federation of Malaya in June 1960 to consolidate the education system of the country reviewed the implementation of the National Education Policy contained in the Razak Report

all primary schools that using the mother tongue language be abolished and replacedwith national and national-type schools( for the purpose of national unity)

Other recommendation :Free education automatic promotion Standard Five assessment School Inspectorate: monitor the school emphasis on teacher training programsRECOMMENDATION

IMPLICATION :

Malay language was to become the main medium of instruction in all school

Malay language become a pre-requisite for students entering secondary schools and teacher training colleges

EDUCATION ACT 1961

PURPOSE

the Parliament passed the Education Act based on the Razak Report and the Rahman Talib Report

RECOMMENDATIONLevel of EducationMade up of:i) primary school educationii) lower secondary school educationiii) upper secondary school educationiv) education in other educational institutionPrimary Educationi) compulsory for all children of school going ageii) free for alliii) offered in national schools and national- type schools

A definite timetable was set to phase out English medium schools and convert government-aided Chinese-medium secondary schools into Bahasa Melayu-medium secondary schoolIMPLICATION

Cabinet committee Report 1979 (mahathir report)

In September 1974 - the committee was chaired by Dr Mahathir Mohamed (Minister of Education & Deputy Prime Minister)

the purpose of meeting themanpower needs of the country

producing a united disciplined and skilled society

Purpose:

i) focus on three basic skillsreading, writing and arithmeticii) teaching of English as second languageiii) emphasis on sound spiritual education and other disciplines appropriateiv) secondary education divided into two streams (academic and vocational)v) extension of educational opportunities from 9 to 11 yearsvi) emphasis on curriculum ala Malaysiavii) review of Bahasa Malaysia in-service coursesRECOMMENDATION

IMPLICATION :

Implementation of pre-school education in 1980

Ministry of Education implemented KBSR since 1982 and KBSM 1988 as the trial

ISSUES IN EDUCATIONKBSR-KSSRPPSMIMBM/MBI

The Integrated Primary School Curriculum ( KBSR):: Divided into 2 phase which are Phase 1 ( Year 1-3) and Phase 2 (year 4-6):: KBSR emphasized on the development of positive attitudes and values:: Curriculum focus the mastery, reinforcement and application of the 3Ms and the achievement of complex skills and knowledge:: The compulsory subjects are B.Malaysia, English, Mathematics, Islamic Education, music, art , physical education, science, local studies and living skills.

STANDARD PRIMARY SCHOOL CURRICULUM (KSSR)KSSR is introduced to emphasize on:

Development of human capital

Produce first class human capital

Produce citizens who are master in knowledge, skills and information

PPSMI

Upholding the Malay Language and Strengthening the Command of English (mbm/mbi)PURPOSE to dignify Bahasa Melayu as the national language addresses both the role of the national language in ensuring social cohesion, while recognising the importance of English as a global language

the government had set 2012 for its implementation so as to give enough time for preparations, unlike the six months taken to prepare for PPSMI's implementation

RM 3 billion was allocated for the MBMMBI policy recommendation

References :Government Will Not Return To PPSMI Policy. Retrieved on February 1, 2012 from http://www.pmo.gov.my/tpm/?frontpage/news/detail/2623

Hornby, A.S. (2006). Oxford Advanced Learners Dictionary. (7th ed). New York: Oxford University Press.

Keow C.L. (2011). Phylosophy and Education In Malaysia. K.G. Press Sdn.Bhd.

Language Letdown. Retrieved on February 1, 2012 from http://thestar.com.my/education/story.asp?file=/2011/8/14/education/9293221&sec=education

New policy to uphold Bahasa Melayu, strengthen English. Retrievedon February 2, 2012 from http://www.pagemalaysia.org/news.php?readmore=37

THANK YOU!


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