edu3101 pre independence

7/29/2019 EDU3101 Pre Independence

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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.


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I. Establishment of bilingual schools where

the Malay and English language were to be

the medium of instruction;

II. Progressive conversion of Malay, Chineseand Tamil schools to national-type schools;

III. 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.


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o 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 BarnesReport 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 tonguelanguages 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


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British Colonial Government- set up a Central

Advisory Committee

To study the recommendations in the Barnes

Report and Fenn-Wu Report


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i. Implementation of a national school

education system through the progressive

introduction of the English language in all

Malay schools;

ii. Enforcement of the Malay and Englishlanguage in all Chinese and Tamil schools;

iii. Retainment of English national-type schools;

iv. Teaching of Islamic Education during school

hours for Muslim children in their respective

or nearby schools;

v. Development of vocational schools.


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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 MalayaTask:

a) Examine existing education policies including

those pertaining to the Education Ordinance

1952

b) Recommend educational changes as deemed

appropriate.


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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 nationallanguage and the main medium of

instruction;

ii. An environment-oriented curriculum

with a local flavour;

iii. A common syllabus for all schools.


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Contained 17 recommendations which formed the basis of theNational Education Policy

1) Malay and English language to be made compulsory for allprimary and secondary schools;

2) English language, Mandarin and Tamil language to be themedium of instruction for all national-type schools;

3) Two types of schools to be made available for all races:

fully-aided or private primary schools, and fully-aided orprivate secondary schools;

4) Secondary school education to consist of Lower SecondarySchools (SMR), Upper Secondary Schools (SMA) and Pre-University;

5) A central examination system common to all schools;

6) Qualified primary and secondary teachers;

7) Placement of all teachers under a common professionalservice;

8) Establishment of the federal School Inspectorate.


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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


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Lack of trained and qualified teachers to

meet the growing demands

2 teacher training colleges were set up in

Englandi. 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


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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 theSecond World War, problems arose because ofinadequate teacher training centers and insufficientnumbers of teacher educators to train potential

teachers. The British colonial Government look for an

alternative teacher training center in UK


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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 SchoolCertificate 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 thecollege in 1962

*the number of teacher training colleges in Malaya were

enough to meet the needs of our country.


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1955, British colonial Government decided to

take over another teacher training college in

Wolverhampton

Responsible to train teachers for lowersecondary schools

Catered to training potential lecturers for

the local teacher training colleges


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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 andaspirations of the young men and women of

the country in their pursuit of higher

education

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