EDUCATIONAL STATISTICS of MALAYSIA 1938 to 1967

EDUCATIONAL STATISTICS OF MALAYSIA 1938 to 1967

A Publicatio~~of THE MINISTRY OF EDUCATION MALAYSIA

Prepared by THE EDUCATIONAL PLANNING AND RESEARCH DIVISION MINISTRY OF EDUCATION MALAYSIA

@ DEWAN BAHASA DAN PUSTAKA Talipon: K.1,. 87116 ICEMENTERIAN PELAJARAN Kawat: "MINISTED" MALAYSIA RUMAH PERSEKUTUAN KUALA LUMPUR

MESSAGE BY THE HON'BLE THE MINISTER OF EDUCATION

This is a needful and worthwhile publication and the first book of its kind on educational statistics of Malaysia covering a period of 30 years from 1938 to 1967. It is published in commemoration of the tenth anniversary of the Independence of Malaysia. It is hoped that this book will be of some value to those who are interested in the educational statistics of Malaysia.

My heartiest congratulations to the Staff of the Educational Planning and Research Division of the Ministry of Education, Malaysia.

(Mohamed Khir bin Johari) Kuala Lumpur, Minister of Education, 5th. October, 1967. Malaysia. Talipori: K.L. 871 16 K EMENTERIAN PELAJARAN Kawnt: "MINJSTED" MALAYSIA RUMAH PERSEKUTUAN KUALA LUMPUR

Srrrat Saya:

Siirat T~ran:

MESSAGE BY THE CHIEF EDUCATION ADVISER

Educational statistics has come to be considered not only as a means to grasp and express the state of affairs of education of a country, but also as a means to provide materials for conceiving a logical development of educational plans and policies. In other words, statistics has outgrown itself from the science of looking- backward to the science of looking-forward. It is used as a recourse in getting orientation for future actions in planning and administration of education. The main characteristics of the recent development in educational statistics are projections to determine the future needs of a country, statistical findings used as the basic data for future programmes and policies, the general increase in the volume of statistics concerning the content of education and the sampling technique \+hich has made a surprising development in every avenue of statistical sciences and practices. Educational statistics has become cognitive to other social statistics as a result of invol~ementof society in education and the most important aspect of it is that \le now possess data whose kind has never been known in the past as analytical factors of reality.

This publication has been compilecl by the Educational Planning and Research Division of the Ministry of Education, Malaysia. It is intended to give those interested a general idea of the historical development and the present status of educational statistics of Malaysia from 1935 to 1967.

(Haji Hamdan bin Sheikh Tahir) Chief Education Adviser, Ministry of Education Malaysia. Kuala Lumpur, 5th October. 1967 INTRODUCTION

In these days of planning and of long-term projections, the value of statistics -both past and present-cannot be over-stressed. 2. The publication that follows is an attempt to begin to fi~lfilthis need. The statistical data presented cover a long period from 1938 to the present year. It is the intention of the Educational Planning and Research Division to bring these statistics up-to-date from year to year. 3. The task of compiling the data has been difiicult because of the scarcity of sources in the earlier part of the period covered by the survey. Recourse was had to past final reports and other publications for the historical review and trends. 4. A variety of techniques had to be applied to reduce to some form of uniformity the statistics that were found in source documents which differed among themselves in the mode of presentation because of contemporary constitutional, political and educational structures that have changed at various periods. This has led to a considerable use of the techniques of interpolation and statistical adjustments. 5. This statistical survey is fully furnished wit!i charts and graphs to emphasise important aspects and variations at a glance. These charts follow the international mode of presentation. 6. Jn addition to demographic tables and statistics. it has also been found fit to include financial tab!es and statistics in this survey to emphasise the correlation between these two factors. 7. Although the bulk of the work in connection with this publication was undertaken by the Statistics Section of the Educational Planning and Research Division. it must be pointed out that, in some way or other, ali the other sections were involved in the contribution of materials to the survey.

(S.V.J. Ponniah) Director, Higher Education CONTENTS

Chapter 1. Charts ......

Chapter 2. Historical Review in the number of Schools and Teachers

Chapter 3. Historical trends in enrolnlent and their ~.elationsliip\\ith the economic growth of the country . . . . , .

Chapter 4. Statistics on the Enrolment of Pupils. Teachers and Schools

Chapter 5. Adult, Further and.. Higher Education ......

Chapter 6. Expcndit~~re ......

Chapter 7. Education in the States of Sabah and Sarawak . .

Chapter 8. Appendix ...... CHAPTER 1

CHARTS

MINISTRY OF EDUCATION MALAYSIA Key to Initials

Initials ' Description in full Initials Description in full ------.- -- SLO (Hq) School Liaison Officer(Headquarters) .4A (P & R) i Assistant Adviser (Planning and SO (NP) Senior Organiser (National Schools Research) Primary) E PRO Educnt ional Planning and Research SO (NTI') Senior Organiser (National-Type Officer Pririiary) CTLO Chief Textbook and Library Officer SO (LS) II Senior Organiser (Lower Secondary) 11 TO Textbook Officer I1 CCO Chief Curriculuni OfFicer SO (Sp Ed I Senior Organiser (Special Education, CO Curriculum Oflicer FEO Further Education Officer CGO Chief Guidance Officer AVAO Audio Visual Aids Officer SGO Senior Guidance Officer GO Guidance Officer US (Fin) Under-Secretary (Finance) Stats Statistician C A Chief Accountant MO Measurement Oflicer PAS (Fin) Principal Assistant Secr-etary ------(Finance) D of E Sabah , Director of Etlucation, Sabah. AS (F) 1 Assistant Secret:~ry (Finance) I AS (F) I[ ., (Finance) II D of E Sarawak Director of Education, Saranak. HE0 (.F) ~i&erExecutive Officer (Finance) Accnt Accountant C1 Chief Inspector -- -- . ------.- - DCi Deputy Chief lnspector PAS (D) Principal Assistant Secretary (Deve- SI (Hq) Staff Inspector (Headquart:rs! lopment) SI (c) , (Central Drvisron) AS (Dl Assistant Secretary (De\c!opnlent) st (N) ,. (Northern Division) --- -- .------SI (s) , (Soi~thernDivision) STI'FB Secretary Teaclirtrs Provident Fund Sf (E) .. (Eastern Division) Board I , Inspector Accnt Accountant

~ ~ ~ ~------AA (T) Assistant Adviser (Teachers) PAS (E & S) Principal Assistant Secretary (Estab- CO (TT) Chief Organiser (Teacher Training) lishment & Sa-vice) SO (Ex) Senior Organiser (Examinations) AS (E) Assistant Seci-etary (Establislinient) SO (Re) ! ,, . (Recruiting) AS (S) 1 . (Service) I SO (S &T) Senior Oiganiser (Syllabuses and AS (S) 11 .. (Service) 11 Training) HE0 (E & S) ~i&erExecutive Officer (Establish-

----- ~ ment & Service) CE Controller of Exaniinations ------.- ACE Assistant Controller of Exaniinations PAS (Admin) ; Principal Assictnnt Secretary (Admi- MEDPU Manager Electronic Data Processing nistration) : Unit AS (A) I 1 Assistant Secretary (Ad~ninistra- ES Examination Specialist tion) 1

I SA Systenis Analyst AS (A)~, I1 Assistant Secretdry. (Administra-~ AES Assistant Examinat~onSpecialist I tion) iI Exam 0 . . Examination Officer AS (A) 111 Assistant Secretary (Administra- R ; Registrar tion) 111 SAR Senior Assistant Registrar PRO Public Relations Officer - - AA (TE) Assistant Adviser (Technical Edu- NLPO National Language Planning Officer cation) SO (TE) Senior Organiser (Technical Edu- PAS (UTS) Pr~ncipalAssistant Secretary (Uni- cation) fied Teaching Service) C lnstr Chier Instructor AS 1 UTS) I Assistant Secretary (Un~fiedTeach------11ig Serv~ce)1 DRGST I Deputy Registrar Gencral of Scliools AS (UTS) I1 Assstant Secretary (Unified Teach- and Teachers ing Service) I1 SLO (T) Schools Liaison Officer ('Teachers) SLO (S) , (Scllools) PAS (S &T) , Principal Assistant Secretary (Sciio- AA 6) Assistant Adviser (Schools) larships & Training) Co (s) Chief Organiser (Secondary) AS (S & 7) Assistant Secrxtary (Scholarship and CO (P) . (I'riniary) , Training) CO (SP) Cl;ief Organiser (Special Education) so (s) Senior Organi5er (Secondary) SO (FE) .. (Further Education) CLO (RS) ! Chief Liaison Officer (Religious SO (LS) I ,. (Lower Secondary) 1 Schools) Chart 2 SCHOOL POPULATION Population enrolled in Assisted Schools/lnstitutions by Age, 1967.

Age MALE FEMALE Age

24 24

- 23 23 - 0> I > 22 22 3 Z * ' tZ 5 21 21 5 >_ ? = C 20 20 =

19 19 I I I I 18 18 +nuo a I$dc- 17 17

1 16 16 .. a v, 19" (5 15 s,

14 Z l4 L 0 ;; 1;; 1;; I3 13 6 '0 s & 'p", - 12 12

I I I I

I 10 10

9 9 ,z E - E 8 2

I I li : 7 6 6

5 5

4 4

1 Z 3 k .-i - n g 2 2 ot a2 I I

0 0,11111, 1 11 I I I I I 1 18 18 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16

Unit: 20,000 persons

Population enrolled. Population not enrolled. TABLE I PERCENTAGE OF i\GE-GROUPS ENROLLED 1N ASSISTED SCtiOOLS'lNSTLTUTIONS, BY SCHOOL LEVEL. 1967.

School Level Age-Group Malc & Male Female Fe:nale

Primary Education 6--- to l l - 91 'I: 94 " ,, S7",,

Lower Secondarg Educnr~ou I? ,- to 14 530 o 62", 42 " ,,

Upper Secondary Ecl~ication (a) 15 - to 16.:- 16 19;" 14 :',,

Post Secondar) Ediic'~tion f bt 17 to 18 - 5 "/1 6",; 4",,

University Le\el Edt~cat~on(c) 19 - to 21- 1 ", 1.4',, 0.5 ",,

(a) All assisted schools, technical institutes and secondary trade schools. (b) All Form Sixth classes in assisted Schools, teacher training institutions, Technical College (Diploina Course). Mara College, College of Agriculture and Technical Institute at Penang.

(c) University of Malaya and Technical College (Professional Course) TABLE 2 AGE-GROUPS AND ENROLMENTS IN ASSISTED SCHOOLS/INSTITUTIONS, BY SCHOOL LEVEL, 1967.

Population and Male and School Level Age-Group No. Enrolled Female Male Female

Primary 6- to 11+ Populat~on 1,450,543 ' 737,333 ' 713,210 Education I No. Enrolled 1,315,590 ' 693,729 , 621,861 I

Lower 12- to14-L Population Secondary Education No. Enrolled

I I

Upper Secondary Educat~on IS to 16t Populatron 401,966 204,075 197,891 I (i) Assisted Schools I No. Enrolled 64,022 1 36,491 (ii) Technical Institutes 1,196 1,141 (iii) Sec. Trade Schools 1 594 588

I 1 I Total: I I 65,812 38,220 27,592 I -- 8 -- --- ,- I Post Secondary Educat~on 17- to 18 - 365,256 (i) Assisted Schools (F.VI) No. Enrolled 5,937 (ii) Teacher Training 9,690 (iii) Technical College (Diploma Course) (iv) Mara College (v) College of Agriculture 1 (vi) Technical Institute

! Total: , 17,454 I 10,824 6,630 I i -- - I-- I I I University Level Educat~on 19 L to 21 - Populat~on 471,652 240,724 I i (i) University of Malaya No. Enrolled 4,560 3,357 i 1,203 (ii) Technical College ( Profess~onal I Course) 49 48 I 1

I I Total : 1 I 4,609 3,405 1,204 TABLE 3 ENROLMENTS IN ASSISTED SCHOOLS/INSTITUTIONS, BY LEVEL OF EDUCATION, 1967.

I Enrolment 1 Level oi Education I Total Male Female

Standard I Standard 2 Standard 3 Standard 4 Standard 5 Standard 6

Sub-total:

Remove Classes Foml I Foml I1 Fom~I11

I Sub-total: i 344,364 207,498 136,866

--A ------! -- - -- .------

Form IV Assisted Schools 32,531 18,407 14,124 Technical Institutes ! 637 610 27 Secondary Trade Schools 297 294 3 Fonll V Assisted Schools 1 31,491 18,084 13,407 Technical Tnstitutes ! 5 59 53 1 28 Secondary Trade Schools 297 , 294 i 3

Sub-total :

Post Secondary Education :- Form V1 (Lower) Technical Institute Mara College College of Agriculture Teacher Training Institutions Form VI (Upper) Technical Institute College of Agriculture -' Teacher Training Institi~tions Technical College (Diploma)

I Sub-total : , 17,454 10,824 , 6,630

University Level Education :- University of Malaya Technical College (Professional)

Sub-total: 4,609 3,405 I Chart 3 EDUCATIONAL PATTERNS MALAYSIA

PRIMARY LOWEP SECONDARY UPPER SEC SIXTH FORM

ENGLISH ENGLISH SECONDARY I KEY TO SYMBOLS

[I PR'MARY b EYAUINATION

TEACHER JUNIOR CERTIFICATE TRAINING

SCHOOL CERTIFICATE

CHINESE CHINESE

HIGHER SCHOOL CERTlFlC4TE

SENIOR CERTIFICATE SABAH

PRIMARY LOWER SECONDARY I1PPER SEC. SIXTH FORM ( KEY TO SYMBOLS

ENGLISH GOVT. AND GOVT. AIDED ENGLISH SEC. [)SECONDARY ENTRANCE EXAMINATION

I 0SARAWAK JUNIOR CERTIFICATE TRANSITION. EXAMINATION uCLASS @CAMBRIDGE SCHOOL CERTIFICATE EXAMINATION

HIGHER SCHOOL CERTIFICATE SARAWAK I @ EXAMINATION

PRIMARY LOWER SECONDARY UPPER SEC. SIXTH FORM I KEY TO SYMBOLS TECHNICAL AGRiCULTURE TAMIL COMMERCIAL HOME SCIENCE 0LOWER CERTIFICATE OF EDUCATION

REMOVE MALAYSIA CERTIFICATE OF EDUCATION OSC

@ HIGHER SCHOOL CERTIFICATE UNIVERS

TRADE VOCATIONAL CERTIFICATE

REMOVE NOTE:- TRADE' PRIVATE SCHOOLS EXISi IN ALL CHINESE TERRITORIES BUT ARE NOT SHOWN IN THIS CHART.

FOR POST PRIMARY STAGES. AN EXiRA YEAR OR YEARS MUST BE ADDED FOR THOSE PROCEEDING FROM W. MALAYSIA REMOVE CLASSES. EIC. EIC. Chart 4

DIAGRAM OF SCHOOL SYSTEM IN THE STATES OF MALAYA

ARTS

UPPER SECONDARY

r--;I;;E-R---l I TECHNICAL j 4 lNITlTlJTiONS I I IPROPOSEDI I L ------.I TEACHER TRAlNlNG COLLEGE [SEC)

PRIMARY TEACHER TRAlNlNG

-OTHER OCCUPATIONAL TRAINING A UNIVERSITY INSTITUTIONS IFACULTIES INSTITUTES) S TECHNOLOGICAL TRAINING IOUTSIOE THE UNIVERSlIYl C TEACHER TRAINING [OUTSIDE THE UNIVERSlTYl 0 S.C..F.M.C. 4 L.C E. H.S.C. p BACHELOR'S DEGREE H HONOURS DEGREE P' RESEARCH MASTER'S DEGREE @ APPRENTICESHIP IN INDUSTRY I 0 PROFESSIONAL GENERAL I

CHAPTER 2 HISTORICAL REVIEW IN THE NUMBER OF SCHOOLS AND TEACHERS

(A) Scl-roo~s this country are not available. We have already 2.1 Since the first English School in Malaya- noted in the first paragraph that mission schools the Penang Free School-was established in oi'vario~!~denominations had already flourished 1816 by the Rev. R.S. Hutcliings, 150 years of by the ~niddlsof the last century. Towards tl~e education have passed through the corridors of end of the last century and at the turn of this. time. There were very few schools indeed in the se~ernl lnorc schools, both Government and early years of the 19th century. Among thein hlisbion. were opened. In 1938 there were 44 were the 'Trust' Schools like the Penang Free Government Boys' Schools, 2 Government School, the Malacca Free School and the Siriga- Girls' Schools, 32 Aided Boys' Schools and 27 pore Free School. By the middle of the 19th Aided Girls' Schools. thus making a total of century, however, several ~ilissionschools had IC5 schools. already been estr:blished by the Catholics. These 2.5 The 4 ysari of Japanese occupation dealt were followed not very much later by the estab- a death blow to English education temporarily, lishment of American Methodist Church and but after the war, Malaya set herself the for- the Church of England mission schools. The midable task of rebuilding her schools. By 1947. 'Trust' Schools were eventually taken over by t:vo years after the end of World War I1 and a Government. All the Englis?? Mission Schools decade after 1938, she had caught up with her were grant-in-aid schools at first but became pre-war prodt~ctivity, giving a return of 100 fi~llyassisted by 1959. English Schools comprising 44 Government 2.2 At the present day scliools in all media are Boys', 6 Governnient Girls', 23 Aided Boys' and either assisted or private schools. Assisted 27 Aided Girls' Schools. schools are either fully assisted or partially assis- 2.6 The next ten years saw a great increase in ted. Out of the 5,073 assisted SC~IOO~Sthrough- the number of English Schools, and, for that out the country, only 49 are partially assisted. i:iatter, in the other veri~acularscliools. the rest are fully assisted. There are 436 private 3.7 111 1957 English Schools had more than schools. These are the independent schools and cloubled their pre-war figure. Parents became are run entirely by private enterprise: they suddenly educatio1;-conscious and. come what receive no aid whatsoever fro111 government. may, were desirous of givjng their children the 2.3 For the purpose of this revie\+,, statistics rudiinents of education which most of them had for the following years have been selected : 1938. lacked themselves. The realisation that they had 1947, 1956, 1957 and every year since Illdepen- a duty to perform--that of providing education dence. It will be noticed that there is a spat; of for their children-changed their hitherto conser- a decade between 1938 and 1947. between i 948 vative attitude of keeping their children at home. and 1957 and between 1958 and 1967. The enor- the boys to help in their fathers' occupation and mous increase in the number of schcols during the girls to assist in the household chores. This the last of these 3 decades is most noticeable. It change of attitude soon gave rise to a more should also be remembered that statistics in 1938 positive and effective expression, a public desire involve the Straits Settlements and the Federated to extend education to the masses. The powerful Malay States, while figures in 1947 and after examples of many neighbouring countries in concern Malaya excluding Singapore. Asia such as Japan, Korea and Taiwan. where free education was accessible even to the hum- Assisted English Schools blest and the poorest had their influence. The 2.4 Figures for the early years of edi~cationin world at large was advancing educationally and against this background Malaysia must, of The Malay Schools course, keep in step with world progress The 2.10 The first Malay Schools were branch insti- country was also cognisant of the fact that in- tutions of the Penang Free School Organisatio~l vestment in education was not only sound but and the oldest of these, the GIugor Malay School, also paying handsome dividends. As a result the claims equal vintage as the Free School itself. first signs of this enlightened concept took utter- 2.11 In the early days various missionary ance in the first post-war statement of educa- schools in which Malays were taught their own tional policy made in Council Paper No. 53 of language were established, especially in Penang 1946 which proposed a six-year primary course and Malacca, while Koran schools which taught of free education through the mother tongue- Jawi to pupils through the study of religion Malay, Chinese, Tamil or English with English struck root in most parts of the country. Gradu- taught in all schools. Though Malaya had to ally these Koran Schools grew up into secular wait for another 16 years before this dream schools and eventually became Government became a reality, for it was jn 1962 when free Malay Schools. primary education became universal throughout 2.12 From the time when the Malay Schools the country, it was worth the waiting. were first opened right up to 1918 it was noticed 2.8 In 1957, or Merdeka year, there were 251 that Malay parents were un\villing to send their schools and since then the number of Assisted sons to school for fear of losing their services English Schools has increased progressively. To- at home and in the field. Education was looked day we have 3 times the number of such schools upon as somethiilg that might unsettle the younger that we had a decade ago, namely 775. See folk. Opposition to education for girls was even Fig. 1. more intense for Muslim conservatism considered that the proper place for a girl was the Private English Schools home. With the passage of time the cobwebs of 2.9 The Private English Schools have not conservatism were swept away; outloolts and played such a vital role in the history of edu- attit~ideschanged. Free education to Malay children in the vernacular schools wl!ich has all cation in this country as the Assisted Schools. along been the educational policy of this country They existed mainly for those who were not fortu- has lured the Malay even from the remotest nate enough to gain admission into the Assisted kampong and the provision of buildings and institutions but who were nonetheless desirous teachers has not been able, until of late, to keep of getting some form of education. The number pace with the demands of education. of such Private Schools fluctuated from year to 2.13 Figures can indicate the progress made on year; their existence depended upon the profit- the provision of schools. In 1938 there were 788 . ability of running them and upon the rate at Malay Schools throughout the Straits Settle- which teachers in these private schools were able ments and the Federated Malay States, of which to find permanent and more profitable employ- 662 were Boys' and 126 Girls' Schools. Ten years ment in other fields. Thus there were 166, 97, later the number had increased to 1,231, of 247 and 235 schools for the 4 years, 1938, 1947, which 1067 were Boys' and 164 Girls' Schools. 1956 and 1957. Such figures show no definite In 1956, on the eve of Independence, the 2,000 trend at all. One would have expected a gradual mark was passed. The actual figures were 1977 increase in numbers. The uncertainty that for Boys' and Mixed Schools and 195 for Girls' shrouds these private schools is reflected in the Schools, thus making a grand total of 2,172. curve that rises and dips alternatingly for succes- 2.14 1956 was also the year when the Report sive years for the period under review. The peak of the Education Committee, popularly known year was 1959 when there were 404 schools but as the Abdul Razak Report, was out. In this thereafter the customary up and down trend report the educational policy of the country was once more persists. The number of schools for firmly laid for "a national system of education the successive years from 1960 to 1967 are 331, acceptable to the people of the Federation as a 356, 343, 329, 353, 299, 302 and 204. See Fig. I. whole which will satisfy their needs and promote their cultural, social economic and political deve- Assisted. By 1962. ho\s.ever, there were only I5 lopment as a nation, having regard to the inten- Partially Assisted Schools left, out of 1,020, con- tion to make Malay the national language of cersion to the fully assisted status had been the country whilst preserving and sustaining the effected hy the assurance to teachers of perma- growth of the language and culture of other nent employment. In return the ~cliool~had to communities living in the country." The effect conform to certain conditions among which was of this policy on Malay Schools is clearly seen the acloption of common content syllabuses and in the increasing numbers recorded year by year. time-tables. In 1956 there were 2,172. This year we have 2.18 The policy of establishing Fully Assisted 2,622. Another feature wortl~yof mention is the National Secondary Schools only in the Malay emergence and the growth of the Malay Secon- and English media has resulted in the gradual dary Schools. There were no Malay Secondary elimination of the Assisted Chinese Secondary Schools as recently as 1963, although there were School. Tn 1961 there were still 22 Fully Assisted Malay Medium Secondary classes attached to and 38 Partially Assisted Chinese Secondary Sekolah2 Kendah Kebangsaan (Malay Primary Schools, making a total of 60 Assisted Secon- Schools) and English Medium Secondary dary Schools. But from 1962 onwards, Assisted Schools. To-day we have 298. Chinese Secondary Schools ceased to exist though Independent and Night Secondary Private Malay Schools Schools still carry on to eke out an existence of 2.15 Since education is free to all Malays there their own. are very few Malay private schools in the 1.19 With the elimination of the Aided Chinese country. There were 8 private schools in 1957, Medium Secondary Schools, Chinese Medium but 4 this year. Schools slowly declined in number. This fact is borne o~itby the statistics shown at the Assisted Chinese Schools bottom of this page. 2.16 The Traditional respect of the Chinese for learning was an important factor for the Chinese Private Schools early establishment of many Chinese Schools 2.20 Amidst this changing scene there still exist which were maintained by volimtary collections comniitiees which prefer to run the Independent and fees. It was not until 1924 when grmts were Night and Day Schools. There were a significant first paid to Chinese primary schools in the number of these schools right up to the years Straits Settlements and later to those in the just before the Second World War. In 1938 there Federated Malay States. Such aid was extended were 331 on record. No figures are available for throughout the Federation after the libei-ation the war years. It took 11 years after the end of 2.17 In 1938 there were 305 P~tblicand 18 World War 11 to bring up the number of these Mission Schools in the Straits Settlements and schools to anything near pre-war level, for in 345 Public and 16 Mission Schools in the Fcde- 1956 there \\)ere only 302 schools. But in 1957 rated Malay States, thus niaking a total of 684 there was n great leap forward and 399 inde- schools which received grants from the Govern- pendent schools were registered. Incidentally this ment. By 1947 the number had increased to was Independence Year. It was a peak year too 1,121 Public and 38 Mission Schools. In 1957 as the statistics show. Thereafter the number there were 943 Assisted Chinese Schools. Jn began to decrease. For the next 10 years, 1958- 1961 there were 1,082 of which 119 were Partially 1967, except for 1958, 1959 and 1961, the num-

Year 1961 '1962 1963 1964 1965 1966 1967

I i .. - - - -- P i i ! NO. of Assisted Chinese Schools , 1081 ! 1020 ! 1011 1 996 990 ! i I 2700 1 Malay Medium

#.I 2 600

7500

2400

2300

2200

2100

2000

1900

l BOO

1700

1600

,- 1500 0 L ... 1400 0 2 I300 E = 1200

1100 mm.nElm.-& Chinese Medlum 1000 --mr@-s 900

Ergl~rhMedlum 800 0-am.

700 D-m-S Tam,' Medium 600

500

400

300

200

100

Year (By the Statistics SectTon, Miniltry of Education)

F'igure 2. Number of Governmerzr Assisted Scliools. ber of independent or private schools was below Educational Conference recommended sending 300. From 1963 onwards the decline in numbers selected local teachers to the University of has been progressive with 277 in 1963 and 179 Hongkong. In 1928 Raffles College was estab- in 1967. lished to form another source of supply. All this while, of course, European teachers were re- Assisted Indian Schools cruited from overseas. 2.21 The Indian vernacular schools did not 2.24 There were 1583 teachers in 1938 in the have as early a beginning as their Malay and Straits Settlements and Federated Malay States Chinese counterparts had for it was only with of whom 981 were men and 602 were women. the development of the coffee, sugar, coconut It is interesting to note that there were then 275 and rubber plantations in the eighteen seventies Europeans, 330 Eurasians, 580 Chinese, 3 15 that the Indian vernacular schools came into Indians, 58 Malays and 30 of other races. In being. Wherever there were estates schools 1947 there were 1892 teachers. The increasing sprang up to cater for the educational needs of school enrolments after the Second World War, the estate children. Naturally these schools were however, have necessitated a need for more far from satisfactory. Teachers were unqualified teachers. Normal Class Training was inadequate and inefficient. They were poorly paid although to meet the demand, so Government established a small per capita ann~~algrant was given to the Teacher Training Colleges in addition Kirkby schools. Nonetheless these schools and teachers College, near Liverpool, was leased and the first were essential for the education of estate child- batch of 150 trainees enrolled in December 1951. ren. In 1938. there were 13 Government, 511 In 1954 a Malayan Teachers' College of similar Estate and 23 Mission Schools, thus making a production capacity was opened in ICota Bahru. total of547 Assisted Schools in the Straits Settle- In 1955 Brinsford Lodge, near Wolverhampton, ments and Federated Malay States. In 1947 there became the second college in England for train- were altogether 741 Assisted Scl~ools. The ing our Malayan teachers. As a result of the greatest number of Assisted Tamil Schools was productive efforts of the Normal Classes. Kirkby recorded in 1957 and from then on to the pre- College, Brinsford College, the Training College sent day there has been a gradual slide down as in Kota Bahru the output of teachers became can be seen in Fig. 2. greater so that by 1956 there were 5084 teachers in Malaya. The Indian Private Schools 2.25 But the country which had been preparing 2.22 Before World War 1 and immediately for Independence was having in mind vast edu- after there were quite a number of these private cational programmes for its children. Steps were schools, 60 in 1935 and 102 in 1947. They were accordingly taken in 1957 to facilitate the con- not lucrative concerns, however, and after free version of existing primary schools to national primary education was instituted, their number and national-type schools which fundamentally . dwindletl significantly. There were only 8 schools and ultimately should have teachers with the in 1966. same type of training. An extension of the vast teacher training programme began in 1956 was (B) TEACHERS carried out in 1957 when Day Training Centres Teachers in Assisted English Schools and Colleges were opened at Penang, Kuala 2.23 The first teachers employed were pupil Lumpur, Taiping, Ipoh, Telok Anson. Malacca, teachers who received a small degree of super- Alor Star, Seremban, Muar, Johore Bahru and vision and no formal training. In 1904 training Kota Bahru. At the same time the Malayan classes for pupil teachers were set up at Raffles Teachers' College at Glugor, Pcnang, offering Institution and Raffles Girls' School. In 1905 the same kind of training as Brinsford Lodge, Normal Classes were introduced in Kuala Lum- was opened. There were no more intakes for pur. Penang and Malacca started Normal Train- Normal Classes this year and ever since. In 1957 ing in 1907 and 1913 and this system was the there was a return of 5,867 teachers in English only one for the supply of teachers till the 1918 Schools. For the next 7 years up to 1964 there 27m000 1 Malay Medium

Year [By the Statistics Section, Ministry of Education)

Figure 3. Number of Teachers in Assisted Schools. was an annual increase of 1 :000 teachers so that Teachers in Assisted Chinese Schools by 1964 there were 13,342 in the payroll. The 2.27 Before the revolution in China 191 1 tile abolition of the MSSSE Examination in 1964 Chinese schools followed the traditional pattern and the launching of the Comprehensive System and the traditional teacher was one \vho Iiad an of Education in 1965 meant that th: enrolment education in the Chinese Classics. After the for the secondary schools \rould be increased revolution a more modern system of vernacular automatically in 1965 and in subsequent years. schools modelled on the new schools in China. To cope with this increased enrolment Regional was established. The teachers were all recruited Training Centres \{,ere set up for the training of from China. However, normal classes were soon teachers for Lo\t~e~-Secondary Schools. Con- started in schools whereby pupils were trained sequently the number of teachers incr-eased con- to become teachers. In 1938 there were 3,390 siderably for the next three years at a rate of Chinese teachers in Assisted Schools. After the slightly more than 2,000 per year. To-day. i+e war there was such a clamour for education have 20,041 teachers in all English Assisted that the enrolment increased tremendously. One Schools. See Figure 3. reason for the increase was the provision of schools for the children of squatters who were Teachers in Malay. Schools' resettled in the New Villages. By 1952, 232 such 2.26 The first trained teaclicrs for Malay schools had been opened for an enrolment of Schools came froin a college opened in Singa- over 47,000 children, resulting in the appoint- pore in 1878. In IS95 this college Lvas closed. ment of many teachers. The period of the Emer- 6 years later, in 1901, a new Training College gency, 1945-60, indeed saw a peat increase in the number of teachers, from 4,995 in 1947 to was set up in Ivlalacca. This was followed by 12,844 in 1960. In 1961, the number increased the opening of another at Matang in 1913. In to 13,200. a peak figure but fro112 1962 to the 1922 the Sultan ldris Training College at Tan- present year the number has been less than jong Malim was established to replace the 2 12,000. There are only 11,215 teachers in 1967. existing Colleges at Malacca and Matang. In See Figure 3. 1935a Malay Women Teachers' Training Col- lege was opened at Malacca. In 1938 there were Teachers in Assisted Indian Schools 2,810 Malay teachers throughout the country. 2.28 As has been mentioned above, teachers in I0 years later, in 1947, the number increased to Assisted Indian vernacular schools were un- 5,127. By 1956 it was 13,68 1. in 1957 a residen- qualified and inefficient at first. Training courses tial college for the training of teachers for Stan- for teachers were, however, begun in the late dard (Malay Mediulnj Prinlary Schools was 1930's in centres throughout the Straits Settle- opened at Kota Bahru. The Language lnstiti~te me~itsand Federated Malay States. In 1938. was also established tlii:; year to provide teachers 1,101 teachers were employed in Assisted capable for teaching Malay as a second language. Schools. In 1960. the 2,000 mark \vas passed. For the next decade after Independence there there being 2,233 teachers in that year. Five has been a significant increase of about 1,000 years later, in 1965, records show a return of teachers every year 50 that by 1967 there \vere 3:008 teachers. The very small annual increase 26,499 Malay teachers all over the country. See is thus a marked feature of the statistics for Figure 3. Indian School Teachers. See Figure 3. CHAPTER 3 HISTORICAI, TRENDS IN ENROLMENT AND THEIR RELATIONSHIP WITH THE ECONOMIC GROWTH OF THE COUNTRY

3.1 In the early days of education in this sidered it a waste of money to educate a daughter country, few children went to school. The chil- who would eventually get married and belong dren of the poor were required at home to work to another family. But above all it was an age to supplement the parents' income or to help in of modesty and people were ruled by the tyranny the field or in the household work. It is said of custom. Girls were not allowed to be seen in that Malays in the early 19th Century displayed public or walk along the streets. Because of this 'apathy and prejudice against instruction', for opposition, there were very few girls in schools education might unsettle their children. This in those early days. attitude was maintained by many Malays up to 3.3 The East has a sense and standard of the end of the First World War. The Chinese, morality all its own. Boys cannot mix with on the other hand, have always a traditional girls. Hence separate schools for boys and girls veneration for learning and even in the early were insisted upon even from early times. This days, wherever voluntary contributions and pub- is a trend that still exists to-day among English, lic subscriptions were forthcoming to warrant Malay and Chinese Schools. Co-education is not the establishment of institutions, schools were welcomed in this country where Islam is the opened and students enrolled. A few years of official religion and it has never been a policy Chinese education was quite adequate for the of the Ministry of Education. But there are average Chinese boy to prepare him for life. mixed schools which were originally meant for Many Chinese parents, however, sent their boys. Such a situation has crept up because children to English schools. In those early days there are few girls' institutions in the country many did not complete the whole of the school and the demand for education for girls is great. course for they were called upon by the demands Generally speaking, co-education is in vogue at of the home to help shoulder the responsibilities the primary level in Malay, Chinese and Indian of the parents. Besides, employment was so easy Schools. For English Schools, it exists mainly to obtain in those days that a boy with a Std. in the Upper and Post Secondary classes. VI (equivalent to Form Two now) qualification 3.4 It is interesting to note that before the could without difficulty find employment as a First World War over 75% of the boys in clerk. The illiterate or semi-illiterate Indian government and aided English Schools were in parents liked to send their children to the estate mission schools. Just before the Second World schools for education was free, but more often War, i.e. in 1938, the number of boys in govern- than not most of the children were removed ment schools was almost equal to that in aided early from school to help in the home or in the schools: there being 52% in government and field. The children of English-educated Indian 48 % in aided schools. Thereafter more and more parents were transferred at an early age from boys attended government schools, as can be Indian to English schools. seen from the following table. 3.2 There was opposition to education for girls. Parents thought that education was unnecessary Year 1938 1947 1956 1 1957 for their daughters whose rightfill place was in , the home. While the Malay parents feared that Enrolment in I Government schools , 25 % , 52% 63% , 65% a knowledge of reading and writing might lead I their daughters to indulge in writing love letters Enrolment In I Aided schools I 75% 1 480,; 37% 35% and intrigue, their Chinese counterparts con- 3.5 The trend regarding the enrolment of girls small number of children enrolled in the schools. ill English Schools is totally different from that 3.9 The years after the war irere. however. observed in boys' schools. Since the early days years of economic recovery and development. it has been found that more girls attended the Private foreign capital in large scale mining. aided rather than the government schools. This agriculture. trade, transportation and manu- fact is supported hy the following statistics. facture played an important role in this discovec and development. It must not be forgotten too that the availability of local capital also contri- buted much to the development of the rconom) especially in the mining, construction, estate Enrolment in Government schools agriculture. forestry. fishing, commerce and

~ -- I finance sectors. The development of a greater- Enrolment in I Aided schools 92% 910, 81"~;81°, desire for self-government and independence kept in step with the growth of the national economy. Thus when these two elements, the 3.6 In 1957 all existing primary schools were politico-economic factors, came under the con- converted to national and national-type schools. trol of the local people, it was possible for the English and Chinese Secondary Schools were country to formulate and implement policie., converted to the national-type secondary schools. that could advance its people in all spheres of Such collverted schools became fully assisted socio-economic activity. schools. Schools were 110 more classified as 3.10 The big increase in enrolment in Malay. government or aided. They were fully or partially Chinese, English and Indian schools for the assisted schools. The trend for enrolment in decade 1947-1956 reflects the increasing amount fully assisted schools has, since 1958, been ex- of investment in education and this latter in tremely constant. More than 99.5% of the boys turn is indicatike of the growth of the national receiving education have been attending assistecl economy. Fig. 4 shows the increasing enrolment schools every year except 1958. as can be seen during the period under discussion. from the following table. 3.1 1 With the attainment of Independence in

Year 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 ------iiio~e lliore mole more niort: Enrolment rn ILIII\ than than than than than ass~stedschools 97 4"" 99.b.x 99.6"/, 99.7:, 99.7% 99.7"/: 99.7"; 99 7",, IOO",, 99.7",

less ' less less less ' less Enrolment in partially than than thall; . tha: tha: assisted schools 2.6;; 0.4" 0.416 0.3x 0.3" 0.3°, 0.3 ,, 0.3/, 07, 0.3 ,

3.7 It is interesting to note the increase in en- 1957 the country had complete control over her rolment in the assisted schools throughout the destiny. Henceforth she could devote her entire period and to show how this increasing trend is economy to the fullest use in the social. econo- related to the economic growth of the country. mic and political fields. That the economy was 3.8 Before the Second World War, when growing. and growing rapidly, was a fact none Malaya was not an independent nation. econo- doubted. Public investment and public service mic growth was somewhat tardy, for the mother ~~rgedupwards. Private investment in Malaya's country was only interested in the exploitation First Five Year Plan, 1956-50, amounting to of her colony for her own ends. Consequently $2.000 million rose to about $2,900 million in inadequate attention was paid to the education the Second Five Year Plan, 1960-65. The slice of the !ocal people and this is reflected in the for education for the corresponding periods was from about $61 million to $252 million. And the 3.12 It may be concluded therefore that there total enrolment in all assisted schools kept rising, is an interesting trend in enrolment that is related from 394,142 in 1947 to 1,014,193 in 1957, to visibly and inevitably to the economic growth 1,729,913 in 1967. Fig. 5 shows the march of of the country. It is a progressive and historical enrolment for the years 1957-1 967. trend that spells progress for the country. Malay Medium

Chinese Medium

English Medium

1947 1948 I949 1950 1951 1952 I953 1954 1955 1956

Year (modified from the Figure in the Annual Report on Education for 1956)

Figure 4. Enrolment of Pupils in Assisted Scllools, 1947-1956. CHAPTER 4 Malay Medium

I English Medium

Tamil Medium

Year (By the Statistics Section, Ministry of Education)

Figrrc 5. E~zroln7elzi of' Pi!pils in Assisted Schools, 1957 - 1967. TABLE 4. ENROLMENT, 1938-1967, BY STANDARD, SEX AND MEDIUM IN ASSISTED PRIMARY SCHOOLS (MALAY MEDIUM)

! YEAR Standard ---- ! I Total 1 56,904 164,528 391,461 ; 441,557 1 465.561 1478,195 Grand Total Boys 1 40,613 1 118,043 I 231,847 i 253,450 , 260,861 / 263,286 Girls 16,291 ! 46,485 159,614 1 188,117 1 204,700 j 214,909 1 i I I ! I I

Total 1 18,240 ; 78,258 98,172 1 98,715 90,307 1 92,629 93,348 1 98,671 97,450 1 105,569 1 97,461 106.708 107,050 1 108,579 Sld. 1 Boys ! 11,706 j 5 1,237 53,897 51,039 / 46,754 1 48,726 1 48,28 1 1 5 1,047 49,867 53,249 48,848 53,085 52,874 1 52,954 Girls 6,534, i 27,021 44,275 47,676 1 43.553 43.903 45,067 47,624 ; 47,583 52,320 1 48.613 53,623 54.176 55,625 I ' I I I i !

Total 1 12,889 1 41,516 1 85,898 1 90,61 1 91,854 i 91,349 3 98.017 1 96,367 103,393 96,371 / 106,690 106,806 Std. 2 Boys 8,788 30,792 48,154 49,303 48,378 i 47,397 ' 50,693 . 49,391 52,221 48,356 1 52,900 52,825 Girls 1 4,101 1 10.724 37,744 41,308 43,476 43,952 47,324 , 46,976 1 51,172 , 1 i 1I /x,o 53,790 1 33,981

Total : 10,936 22,676 I 85,968 I 82,717 1 87,762 91,541 ; 86.311 ! 88,832 i 90,247 1 95,849 94,129 1101.961 I 95,744' 104,996 Std. 3 Boys 8,002 17,178 49,661 ' 46,337 I 47,785 1 48.1 19 ! 45.730 47,015 1 46,988 49,799 48.379 51,567 47,951 1 52,058 Girls 2,934 5,098 - 36.307 1 36.380 i 39.977 43.422 40.581 1 41,817 , 43,259 46,050 1 45,850 50,394 1 47.793 1 52,938

Total 8,622 13,075 1 59,576 Std. 4 Boys 6,833 1 10,538 ' 36,899 Girls 1,789 1 2,537 22,677 I I

Total Std. 5 Boys Girls

I i

Total , 503 ! 1,524 ' 21,037 70,718 / 43,204 59.386 02,502 1 72.305 ' 61 ,I 20 60,591 1 70,002 73,000 / 79,681 1 81,844 Std. 6 Boys I 4 1,360 15,263 21,883 1 29,114 37,456 i 38,892 1 44.1 11 36.164 35.1 12 1 40.033 10.271 ' 43,417 1 43,734 Girls I64 5,774 8,835 i 14,090 21,930 23.6l0 : 28,194 24,956 , 25,479 1 29,969 , 32,729 36,264 / 38,110 ! I ! I TABLE 5. ENROLMENT, 1938-1967, BY STANDARD, SEX AND MEDIUM IN ASSiSTED PRIMARY SCHOOLS (ENGLISH MEDIUM)

i YEAR ,. - - , -- -- ._ _/ Standard -- I 1938 1947 ( 1956 1957 1958 1959 1960 1961 1962 1963 1964 I965 1966 1967 _ _- / Total Grand Total Boys Girls

Total I 5.992 1 6.629 20,938 22,575 , 2'6,030 29,569 ; 34,227 41,045 i 46,175 I 47,775 49,852 53,299 1 55.770 Std. I Boys 3,971 1 4,043 1 12,997 13,452 15.920 17,841 ' 20,256 1 24.500 i 27,437 ' 27,913 29,557 1 31,062 j 32,731 Girls 1 2,021 1 2,586 7.941 9,123 10,110 11,728 13.971 i 16.545 18,738 19,822 : 20,295 22,237 23,039 I 1 ' /

Total Std. 2 Boys w Girls W

Total Std. 3 Boys Girls

Total Std. 4 Boys Girls

I Total I 5,721 7.01 I ' 15,806 Std. 5 Boys 4,048 5,140 1 10,031 G~rls 1 1.673 1,871 / 5,775 I I I 1 I Total 4,877 ; 4,464 1 13,325 16,628 19.781 24,377 28,396 38.481 1 38,022 28.933 32,375 i 3 1,640 1 34.71 3 ! 40,447 Std. 6 Boys 3,367 3,067 I 8,261 10,445 12,588 I 15,251 ; 17,724 24,41 1 23,681 18,007 20,l 1 1 19,232 20,804 Girls I 397 5,064 1 6.183 1 7,193 9,126 i 10,672 1 4,070 14,341 10,926 , 2,264 12,408 13,909 1 ii:J:l. I i TABLE 6. ENROLMENT, 1938-1967, BY STANDARD, SEX AND MEDIUM IN ASSISTED PRIMARY SCHOOLS (CHINESE MEDIUM) I YEAR Standard ---___

Total Grand Total Boys Girls

Total Std. I Boys Gii Is

Total Std. 2 Boys Girls W P

Total Std. 3 Boys Girls

!-----! Total Std. 4 Boys Girls I -- -p_/--._-l I---- I---- Total Std. 5 Boys Girls

Total Std. 6 Boys Girls

TABLE 34. PRIMARY TEACHER TRAINING, 1956-1967. SHOWING NUMBER OF STUDENTS, STAFF AND COLLEGES/CENTRES

YEAR Description ------.. ------.------. ------1956 1957, 1958 1959 1960'1961 1962 1963 1964 1965 1966'1967 ------.- - - --

Total 11 a 1,485 3,627 5,479 5,459 5,885 5,787 4,508 4,433 4.691 4.598 5,080 No ol St~~dents Male n.a 882 2,068 3,071 3,139 3,582 3,614 2,822 2,702 2.809 2.68712,683 Female n a 603 1.559 2,408 2,320 2,303 2,173 1.686 1,731 1,882 1.91 1 2,397

Total 2 1 86 188 1 211 214 21 1 220 217 ' 239 235 235 230 No of Staff Male 16 61 137 152 156 164 165 166 176 176 178 172 Female 5 25 51 59 58 47 55 5 1 61 59 57 58

TABLE 35. SECONDARY TEACHER TRAINING, 1956-1967. SHOWING NUMBER OF STUDENTS, STAFF AND COLLEGESICENTRES

I YEAR Description ------. ------_ ------p - --. -- , 1956 1957 1958 1959 1960 1961 / 1962 1963 1964 1965 1966 1967 ----- _-I , -- Tolnl 569 838 1.044 1,235 1.41 1 1.395 1,657 1.593 1,488 4,423 5.666 4,859 Yo of St~~denl\ Male 302 44 1 647 763 900 895 1,064 1,001 932 2,754 ' 3,472 2,915 Female 267 397 397 47 1 51 1 500 593 592 556 1.669 2,194 1,944 TABLE 36. NO. OF PUPILS IN ASSISTED PRIMARY SCHOOLS AND PRIVATE. PRIMARY SCHOOLS (ALL MEDIA) BY SEX AND STANDARD AS AT 31ST JANUARY. 1967. 1- Mal:~y hlediurn English Medium Chinese h4edium Tamil Xledium All Media

~ ~~ ~ ~ ~~ ~ ~ ~ ~ ~ ---- .~--.- . .~ ~ ~ . --. .~ . - -. .- -- ~-. - -. -- ~-.-. Assisted Private Assisted I'rivatc Assistetl I'rivatc Assisteil I'rivate Assisted Private ------__.__ : Boys Girls Total ! Boys Girls , Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys / Girls / Total Boys i Girls Total ' Boys Girls Total -- -- Std. 1 Std. 2 std. 3 std. 4 Std. 5 Std. 6 .------.- ~ - - ~ - -- - -. -~ ------. . .------. .- -- - -.- -- - .. -__A_~ 298,051 ' 293,509 ' 591,560 - 170,517 118,539 289,056 1,977 1,179 3.156 187.128 168.643 355.771 2.709 2.105 4,814 ' 38.033 41,170 ' 79.203 , 175 189 364 693.729 1 621,861 1,315,590' 4,861 3.473 1 8,334 Total 276 I 1 -- TABLE 37. NO. OF I'UPILS IN ASSISTED I'RIMARY SCHOOLS AND I'RL\'ATI'. I'RIMARY SCHO0L.S (ALL. MEDIA) RY SKY AND STANDARD AS AT 31ST JANUARY, 1966. - Malay Mediurl~ English Medium Chinese Metli~lm Tamil Medium A!I Media ~-~ ~- --- ~- ---- .-- .- . . ... -.. ~ ~- ~~ ---- Ahs~sted Private Assisted Private Assisted Priva:e Assisted Private Assisted I'rivate

- ~.. -- ~ .. - -. -. . -. -- ---.. .-. --. ------.- -- -. - -.-. -- . ------. -- .------.. - .- Boys Girls Total Bo~s, Girls Total Boys Girls Toial Boys Girls Total Boys Girls Total Boys Girls Total : Bobs Girls , Total , Boys ! Girls Total , Boys Girls I Total . Boys , Girls / Total' -- . ~ . - ... .-- .- . .-- -- -. --. .-. .. ------..- --- .. . ------.. -- - . - --. .. . - -- -- .--- -- 52,874 I 54,176 ' 107,050 - 31,062 22,237 53.299 383 265 648 33,658 31,633 65.291 698 560 1,258 7.094 8.198 15,292 111 , 77 181 124,688 116,244 240,932 1,192 902 2,094 Std. 1 52,900 ' 53,790 106,690 29,450 20,685 50,135 292 I66 478 32,095 30.534 62,629 591 539 1.130 8 8,048 14,862 38 33 71 121,259 113,057 234,316 . 921 758 , 1.679 Std. 2 47,951 ' 47,793 . 95,744 27,511 19.202 46,713 337 180 517 31,292 28,811 60,103 533 451 984 6,696 7,437 14,133 18 10 28 113,450 103,243 216,693 . 888 641 , 1,529 Std. 3 ' 50,690 ' 48,907 99,597 26,480 17,524 44,004 363 191 554 30,223 : 27,430 57.653 442 352 894 6.156 6.595 12,751 1 8 10 18 113,549 100.456 214,005 , 813 653 1 1,466 Std. 4 45,458 41.77 1 87,229 24,373 ' 16,760 41,133 939 277 1.216 28,068 24,195 52,263 308 296 604 5,358 5.051 10,409 1 13 10 23 , 103,257 , 87,777 . 191,034 ' 1,260 583 1 3.84; Std. 5 43,417 36,264 . 79,681 20,804 13,909 34,713 1.663 775 2,438 27,350 21,772 49,122 335 251 586 4.761 4,139 8,903 10 3 13 , 96,335 76,084 : 172,419 2,008 1.029 / 3.037 Std. 6 . . -.- - - . ~ ~ L- - ~ ~ ------~..~ ~ .. .. ------.. --- - .. .-- . i 293,090 , 282,701 575,991 159,680 1 10.3 17 269,997 3,977 1.874 5,851 182,686 164,375 347,061 2.907 2,549 5.456 36.882 39,468 76,350 198 143 ' 341 672,538 596,861 1,269,399, 7,082 4.566 11,648 Total I

TABLE 38. NO. OF PUPILS IN ASSISTED PRIMARY SCEIOOLS AND PRIVATE IJRLh4ARY SCHOOLS (ALL. MCDIA) B\r SEX AND STANDARD AS AT 31ST JANUARY, 1965.

Malay Medit~iu English Medium C'hincse Medium Tamil ~Medi~irn All Media

~ -- -~ . - - -- ~-... Assisted Private Assisietl I'riviitc Assis!ed Private .Assisred Private Assisted Private

~ ------~ ~------~- ~ ~-~ - ~-

Boys 1 Girls Total Boys ' Girls Total Boys Girls Total ; Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls I Total Boys Girls Total Boys Girls Total ------~.. - 53,085 53.623 106,708 29,557 20,295 49.852 378 260 638 32,267 30.874 63.141 735 501 1,326 6,577 8.044 14,621 116 1 I? 230 ' 121,486 ' 112.836 , 234,322 1.229 965 ' 2,193 Stti. I 48,356 48,015 96.371 -- 26.996 19,993 46,989 362 206 568 31,506 29,527 61,033 703 606 1,309 6.684 7;795 14,479 50 62 . 112 113,542 . 105,330 , 218,872 1,l 15 874 ' 1.969 Std. 2 51.567 50,394 101,961 -- -- 25,995 17,461 . 43,456 480 243 723 30,781 28,606 59,387 572 657 1,229 6.401 7,279 ' 13,680 36 27 , 63 1 114,744 103,740 218.484 1,088 927 ; 2.01 Sid. ? 47.259 43,780 91,039 - - 23,267 17,723 40,990 1,062 348 1.410 28,793 26.251 i5,044 455 549 1,001 5,561 6.212 11,773 27 I2 ' 39 104,880 93,966 198,846 1.544 909 j 2,453 Std 4 45,956 40,314 86,270 - - 21,161 14,320 35,481 2.320 963 3,283 28,726 21,356 53,082 469 470 939 5.153 4,982 10,135 13 , 9 22 100,996 , 83,972 j 184,968 2,802 1,442 ! 4.214 Std. 5 40,271 32,729 73,000 -- , - - 19,232 12,408 1 31,640 2,206 1,119 3,325 28,398 20.639 49,037 556 399 955 4,459 3,681 8,140 . 10 11 21 92,360 , 69.457 161,817 ' 2,772 1,529 4.301 Sttl. 6 ~ ~ ~ .. --- .. -

: 286,494 : 268,855 555,349 - - 146,208 102,200 '248, 408 6,808 3,139 9,947 180,471 160,253 310.724 3,490 3,272 6,562 34,835 37,993 72,828 : 252 235 487 648,008 569,301 ,1,217.309 10,550 6,646 i 17,196 Total

TABLE 39. NO. OF PUPILS IN ASSISTED PRIMARY SCHOOLS AND PRIVATE PRIMARY SCHOOLS (ALL MEDIA) BY SEX AND STANDARD AS AT 31ST JANUARY, 1964.

Malay Metliuni Engikli Medi~lm Cl~inese Medium Tamil Medium A11 kledia

~ . -- ~ ... .-.- .~ --- - - ~ . -- . ~-- - _ -. - -_ _- I . . . - _~ ._ ~.-- . - ~. . . . . - .--- f Assisted Private , Asbislcd I'rivate Ah5istc.d Private Assisted Private Assisted I'rivate Standal-d I ------___.--_ _ - - - I Boys Girls Total , Boys / Girls , Total Boys Girls i Total Boys Girls ' Total Bovs , Girls , Total Boys Girls Total , Boys Girls Total Boys , Girls Total . Boys Girls Total Boys Girls Total I I , I L - -.~- ~~ . - -- Std. 1 4 Std. 2 4 Std. 43 I4 Std. 5 ? Std. h : Tota! 2(

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I I I ~~ 1 1 ... 1 i I I I I I I I I I I I I i I ma.* .=,== ' vjm- 1 ma.-- -wm 1 === I .==.= 1 .==.= CE~i2pT 12 JNR- I~z.~I~N I CTe I I 1 1 ..I 1 ..I ! I i I I I I 1 I I I I I i i i I 21 Y Iw- 10 - 1 7o o I w 35s Biz "2 /~sd-mc 1%~"'-0"15%~ c~hg12 j E$?hI ~zBI ~zZ g~b I I 1 I! I 2 I I I I 1 i ! I 3 I I I I I (L" i ! I II 1 I I I I I I I I 1 I c 0 I . -g I I I I I I ,= rlgl iIF1 .s I I c 8 2 i Is1 i , I .~i I .z .2 hsi lei; -m a .5 -III.~I I I 2 1s-3 I III~I I r I u YI<

TABLE 62. COLLEGE OF AGRICULTURE, MALAYA, STUDENT STATISTICS, STAFF STATISTICS AND NUMBER OF GRADUATES

~~p~omacourse / YEAR (3 years) -- ---, -- --p ------1938' 1947 1956 1957 i I958 1959 I960 1961 1962 , 1963 1964 I 1965 1966 I 1967 I I I I i I I -- 1 --_ ------I_p-

Students

Staff n.a. 14 20 28 15 I I

Total n.a. 6 21 30 1 23 27 36 I 37 Graduates n.a. 22 1 27 36 j5 1 - ',b 1' nil nil; 2 - I I i Note:- College of Agriculture Session commences in May. e.g. Year 1962 reads Session 196211963.

TABLE 63. MARA COLLEGE, PETALING JAYA, STUDENT AND STAFF STATISTICS AND NUMBER OF GRADUATES

YEAR Description i 1 1956

Total 25 Student Statistics Male I -

I Total i - Staff Statistics Male I - Female - Number of Total Graduates Female

Note:- Mara College Session commences in July and ends in June the following year. e.g. Year 1962 reads session 196211963. - means not available. TECHNICAL COLLEGE, KUALA LUMPUR

5.1 The history of this institution dates back and graphic art and specialised study in the to the beginning of the century, when various particular field of technology. departmental schools were set up to train sub- 5.4 This considerable advance in the field of ordinate officers for the Technical Departments. technical education was brought about by gene- Arising from the departmental schools to a rous financial assistance from the Central central Technical School in 1930, an attempt Government and other assistance programme, was made to co-ordinate the various courses of principally from the Governments of Australia training under a common curriculum. However, and the United Kingdom. The Technical College the attempt to introduce a properly phased train- stands as a premier institution of advanced ing failed because of the restrictions imposed technical education in this country. by the departmental needs and lack of financial 5.5 The diploma of the College is now accepted contributions for development purposes. In con- by the Institution of Structural Engineers, Lon- sequence, up to the Second World War, the don, as granting exemption from the Graduate- academic approach was limited to the training ship Examination. The Institution of Radio of subordinate technical officers for the Govern- Engineers, London grants exemption in all sub- ment departments. The school functioned as a jects except in the special subject at the Graduate Government department rather than an insti- ship Examination. The Institution of Civil, Me- tution of higher learning. chanical and Electrical Engineers in London, 5.2 Although adequate provision of lecture accept the Diploma course as a course in prepa- rooms and laboratory facilities were made avail- ration up to the professional standard, permit- able in 1955, the restriction imposed by limiting ting the graduates to sit the final professional the admission of students and the academic and examination without going. through the inter- industrial approach to the Government require- mediate stage. The Diploma course in Archi- ments, very little progress was made in the field tecture and Quantity Surveying are now accepted of technical education. The total number of by the Royal Institution of British Architects students was never more than 250. and Royal Institute of Chartered Surveyors as 5.3 With the country becoming independent in equivalent to the intermediate stage of thcir 1957, the restrictions imposed by the Depart- examinations respectively. ments on the nature of training were relaxed and 5.6 Conscious of the everchanging concept in the institution was brought under an indepen- the field of Technical Education both as to its dent Board of Governors instead of a Com- depth and wider perspective in the generalised mittee of technical advisers consisting of the and specialised study to meet the growing de- various heads of Government Technical Depart- mands of the technical services in the Govern- ments. Consequent to the changed conditions, ment and Industries, considerable funds are admission to the College was opened to a limited being spent under thc First Malaysia Plan to number of fee-paying students, students spon- provide adequate experimental facilities for ad- sored by industries in addition to those spon- ~ancedtraining. Furthermore, students are given sored by Government and quasi-Government every encouragement to carry out project-work Departments. The courses were designed against from time to time. the background of engineering technology, bring- ing about a proper phasing of science and art. FURTHEKEDUCA~ION The present courses are broadly based with 5.7 The Report of the Education Committee sound basis of fundamental science, mathematics 1956 recognised the demand for further education -wm I I I

NNO

I I 1 ! I mm- I t-Or. 'Cf - PI I OIC) ** i SZm I from adolescents not in schools and from adults. (b) Lower Secondary Level It was recommended that the evening class sys- (c) Upper Secondary Level tem, which had been in existence before World (d) Form IV & V for Malay War 11, be extended and that classes in all sub- Teachers. jects (including Trade and Technical subjects) (ii) Single Subject classes at all levels, wherever there was a sufficient demand for them, should be made available. (a) Primary Level 5.8 As a result of the Education Committee's (b) Lower Secondary Level recommendation, a Further Education Scheme (c) Upper Secondary Level was worked out in 1957 and was implemented (d) Higher School Certificate Level in early 1958 to cater for those who: (i) Arts (ii) Science. (a) being overaged, were not permitted to continue to receive primary or secondary 2. Commercial Education education in assisted schools; Single subject courses at Preliminary (b) had some education but had not com- and Intermediate Level. pleted their priniary or secondary edu- 3. Technical Education cation ; Single subject courses at Preliminary (c) were in employment and wished to im- and Intermediate Level. prove their skill and raise their standard of general, technical or commercial edu- 4. National Language cation ; (a) National Language Course Stage I, I1 and 111 for non-Malay Govern- (d) wished to study the National Language. ment Servants. Courses (b) National Language for the Public- 5.9 Students may enrol for full courses or for Std. 1 to Form V. single subject courses. The former provide mini- 5. Eradication of Illiteracy for Malays in mum course leading to the award of certificates urban areas. in public examinations, i.e. the Lower Certificate of Education, the Malaysia Certificate of Edu- 6. Special Education for the deaf. cation. Single subject course prepare students for either one of these examinations: Fees 1. Higher School Certificate Examination. 5.11 Fees are charged at prescribed rates and are utilized to supplement Government grants. 2. London Chamber of Commerce Exami- The following courses are free: nations. (i) Form JV and V for Malay School 3. City & Guilds of London Institute Exami- nations. Teachers. 4. National Language Course for non-Malay (ii) National Language Course for non- Govt. Servants Examinations. Malay Government Servants. The medium of instruction to be used, the range (iii) National Language for the Public. of classes, the places where they are to be estab- (iv) Eradication of Illiteracy for Malays in lished, and the subjects to be taught are deter- urban areas. mined by popular demand. 5.10 Courses provided at present are as Development of Further Education follows :- 5.12 Further Education has developed on a substantial scale since its inception in 1958. The 1. General Education following two tables indicate its development in (i) FLIN Co~irseclasses provision of courses, in enrolment and the num- (a) Primary Level ber of classes: Table (i) Statistics as on 1st April, 1958 Subject No. of Classes Enrolment Total Male Female Malay Literacy Chinese Literacy Tamil Literacy National Language English Language Total

'Table (ii) Statistics as on 30th June, 1967 Type of Education Total No. Total of Classes Enrolment 1. General Education (i) Full Course Classes (a) Primary Level (b) Lower Secondary Level (c) Upper Secondary Level (d) Form IV Rr V Malay Teachers Sub-Total

(ii) Single Subject Classes (a) Primary Level (b) Lower Secondary Level (c) Upper Secondary Level (d) H.S.C.-Arts Science

2. Commercial Education 3. Technical Education

I. National Language (a) National Language Course for non-Malay Govt. Servants (b) National Language for the Public Sub-Total

5. Eradication of Illiteracy (Mala)) 6. Special Education (Full Course Classes for the Deaf) Grand Total

Males 26,478 Females 15,596 TABLE 65. FURTHER EDUCATION CLASSES, ENROLMENT, NUMBER OF TEACHERS, CLASSES AND CENTRES

YEAR ------.. .------. -- -- .------1958 , 1959 1960 1961 i 1962 ; 1963 1 1964 1965 1 1966 I 1967

Total Enrolment Male Fe~ualc

4 m Total Teachers Male Feli~ale

I Nurnber of Classes 959 669 1,339 1. 1,159 1,417 1 1,388 1,332 1,416 1 1,378 1,371

..-_____------_-.p-_--p.--__--~-_~---_------_---_,--_--.--_--I_ ! I I I I I Number of Centres ' 120 165 1 231 217 194 197 201 187 i I I I i I I Note:- The above figures are from the Secorid Quarterly Returns. ADULT EDUCATION "the ability to read a notice and write a letter". Illiteracy Rates Based on this definition the illiteracy rates in 5.13 The 1957 Population Census Report of any language by ethnic and age groups are given the Federation of Malaya defines "literacy" as below:-

TABLE 66. ILLITERACY RATES IN ANY LANGUAGE

All Races Malaysians , Chlnese lnd~ans % % % % Age Group ------1947 1 1957 1947 1 1957 1947 1957 1947 1957

I 10 and over n.a. 49 n.a. 5 3 n.a. 47 n.a. 43 15 and over i 67 53 70 59 68 50 54 46

5.14 The illiteracy rates in the National Language (i.e. Malay) by ethnic and age groups are given below :- TABLE 67. ILLITERACY RATES IN THE NATIONAL LANGUAGE

I All Races 'I Malaysians Chinese lnd~ans ;4 I % "/, % Age Group ------i 1947 1957 1 1947 1957 1947 1 1957 1 1947 1957

I 10 and over n.a. I 75 n.a. 54 n.a. 97 n.a. 95 15 and over 78 59 99 97 98 96 10-14 60 26 n.a. 95 n.a. 9 1

Origin received donations from. philanthropists and 5.15 Adult Education was first pioneered by grants from local and foreign Foundations. They the Federation Adult Education Association organised English and Malay classes in the urban which is a voluntary body formed in 1951. It and rural areas, Radio Courses on Economics, received Government grants-in-aid from 1952 Law, Clear Thinking and Malay Literacy until 1st April, 1961 when the Government as- through Radio Malaya. The Ministry of Edu- sumed full responsibility for providing Adult cation employed an Adult Education Officer Education facilities throughout the country. from 1952 onwards and set up two Advisory There is one other voluntary body namely, the Committees which were conducting experimen- Malayan Public Library Association which or- tal projects and researches in the field of Adult ganised Literacy classes and received Govern- Education. These are the Advisory Committee ment grants on the same basis as the Federation on the teaching of English and the Advisory Adult Education Association. Besides these Committee on the teaching of Malay to adults. Government grants, the voluntary bodies also 5.16 Since it was thought that the existing organisations and efforts were grossly inadequate learning. The Ministry is running two sets of in relation to the demands as well as the needs National Language classes for Malays and Non- for more and effective facilities for Adult Eclu- Malays. it does not organise correspondence cation in this country and that the distribution courses nor does it organise special courses for and quality of facilities provided were uneven different categories of people. and unsatisfactory the Government having con- 5.21 The adult education programme is volun- sidered the Report of the Committee appointed tary in nature. For the present it is not desirable to advise on the re-organisation of Adult Edu- to use compulsory measures in securing atten- cation in this country, decided to assum, res- dance in the adult education classes. In fact, the ponsibility for Adult Education. demand for facilities to learn the National Lan- 5.17 Since 1st April, 1961 when the Ministry guage is so overwhelming that the Ministry is of Rural Development took over responsibility unable for the time being to meet it in full. for Adult Education in the rural areas, Govern- 5.22 The adult education programme is part ment grants to the voluntary bodies ceased. In and parcel of the rural development programme all the Ministry took over 313 Literacy Classes which has been launched since two years ago in from the two voluntary organisations. an effort to improve the conditions of living and raise the standard of livelihood of the people Administrative structure of literacy programmes living in the rural areas. 5.18 The Ministry of Rural Development has 5.23 The Adult Education Division has on its set up a Division known as the Adult Education staff a few specialist officers who are profes- Division having general responsibility for adult sionally qualificd to handle the technical side of literacy work. The Adult Education Division is the programme. It has one officer in charge of the central department for adult literacy work. teachers, District Supervisors and State Adult In each of the 11 States in the Federation there Education Organisers and another officer who is an Adult Education Office except in the State is dealing with research and production of text- of Perlis which owing to the smallness of its books. size is merge with the State of Kedah for admi- 5.24 The Ministry of Rural Development will nistrative purposes. Each Adult Education Office soon be organising a Radio Course for its adult is directly responsible to the Adult Education education students. 4,000 transistor sets will be Division. distributed to the adult education classes 5.19 From 1962 the Government is providing throughout the rural areas for the purpose of for the first time free primary education up to providing supplementary instructions on exten- the age of 14 which will eventually be increased sion services which cannot normally be given in to 15. Even before this date the Government had classroom teaching. All Ministries and autho- been providing adequate educational facilities rities rendering extension services in the rural to enable every school going child to avail itself areas will participate in this programme. In addi- of primary education. Compulsory primary edu- tion the Ministry will soon be publishing its own cation has not yet been enforced in this country. monthly/fortnightly magazine in the National Thus, it is fairly safe to assume that with the Language simple enough to be read and under- abundant facilities provided for formal education stood by its students who are beginning to read during the last six years or so, the illiteracy rates and write. will be considerably reduced within the next 5.25 Some of the national trade unions, youth decade and will obviate the need for expanded movements and voluntary organisations are literacy programme. running courses independently to supplement 5.20 There is only one national programme for the Government adult education programme. the whole country. The objective is to provide 5.26 The Government adult education pro- adequate facilities for the learning of the Natio- gramme provides for a course of instruction in nal Language by all persons above the age of 15 the National Language lasting 18 months. The years who are not undergoing full time instruc- course is divided into three stages each lasting tion in any existing school or institution of six months. All the 6,163 existing classes are now at the first stage (Elementary) which officially (c) So far no holidays or vacation has started from the 1st September, 1961. On 1st been given to the students. However, March, 1962 80% of the existing students are it may be necessary to provide one expected to go up to the second stage. Another week holiday in between two courses. 4,200 Elementary classes will be set up beginning (d) There are no residential courses for from 1st March, 1962 to take in new students adult illiterates. who have been enrolled. From 1st September, (e) The ultimate aim of the adult educa- 1962 the Intermediate students who pass a pro- tion programme is to produce func- motion test will be promoted to Advanced clas- tional literates who will be able to: ses (3rd stage). In a full year at any given period (a) understand the National Lan- beginning from 1st September, 1962 there will guage clearly and speak it flu- be 10,248 classes of various types in operation ently; catering for no less than 307,000 students. (b) read and understand written matter pertaining to their daily Literacy courses lives and express their ideas in 5.27 The literacy courses organised by the writing in the National Lan- Ministry of Rural Development are well spread guage ; throughout the whole country. For purposes of (c) do simple arithmetic and calcu- the programme each mukim has one Adult Edu- lations ; cation Centre. Where a mukim is unduly large (d) have some elementary know- it can be split up into two or three Adult Edu- ledge of history, geography, cation Centres. At each Centre not less than health science (hygiene), rural three and not more than five adult education economics and the other social classes should be set up. The classes need not be sciences ; and held in one particular building but that they (e) understand and appreciate their should be spread out so that each village coming civic responsibilities and natio- under a .partjcular Centre can have one class. nal obligations, in particular: This is done 'to save students from having to (i) the system of government at all travel long distances in order to avail themselves levels-Local, State and Fede- of adult education facilities. ral-and the democratic pro- cesses which form the basis of 5.28 The main medium of instruction is Malay our system ; which will be the sole national and official lan- (ii) the cultural and social traditions guage of the Federation of Malaya by 31st of our country; and August, 1967 and thus, it is imperative that ade- (iii) their relationship to the national quate facilities should be provided for the study as well as the world community. of the language. so that they can play their full parts in the social, cultural, economic and Organisation of courses political life of the community. 5.29 (a) Courses of instruction are given free (f) As far as possible courses are held of charge and the cost of text-books separately for men and for women; is subsidised by the Government up however, some classes are co-educa- to 75 %. At the end of the 18 months tional. course students who passed the final (g) (i) All mass-media means of com- examination will be awarded a certi- munication are used to create ficate by the Government which will incentive-the press, radio and be recognised as equivalent to a films. certain standard. (ii) This is left to the ingenuity of (b) One hour a day and there days per the teachers who are given a week. course on the use of various types of audio-visual equipment (viii) 1 Storekeeper. and apparatus in teaching adults (ix) 2 Office Boys. (iii) A Radio Course is being plan- Technical ned as stated in 3 above. (i) 1 Research and Production Officer. Activities (ii) I Fundamental Education and 5.30 (a) The time has not yet come for the Training Officer organisation of Continuation Cour- (iii) 1 Editor. ses, but there is a necessity for such (iv) 1 Artist. Continuation Courses providing (b) I?tspection practical instructions and demonstra- (i) 10 State Adult Education Organ- tions on subjects pertaining to agri- isers. culture, animal husbandary and (ii) 8 Senior Supervisors (part time). vocational subjects. (iii) 140 District Adult Education (b) In each mukim a small pilot library Supervisors (part-time). consisting of one almeiral~and a set (c) Other than the staff at Headquarters of 100 books will be provided this who are all required to lecture dui-ing year. courses, outside lecturers are pro- (c) Students and ex-students will be able vided by the Government Depart- to attend the Radio Course which is ments concerned or are engaged as additional to the three-day a week specialists as and when their services formal course. are needed. (d) A monthly or fortnightly magazine (d) Exact number cannot be given but will be produced from 1st March, of the 4,500 part-time teachers em- 1962. ployed not less than 50 % are primary (e) The magazine mill be sold at 10 school teachers. cents per issue. (e) Qualifications required for teaching (f) To sustain and stimulate the interest Malay illiterates-must have at least of students the following other passed standard six in a Malay courses will be provided:- school. Qualifications required to (i) Home Improvement Courses for teach non-Malays-must have passed women students. the Lower Certificate of Education (9th year of education) or must have (ii) Course in I\~luslim religion for Muslim students only. been professionally trained as a teacher. Staff (f) Courses for teacl?crs are norn~ally 5.31 (a) Headquarters and directing staff held during the school holidays in Administrative school buildings. Each course nor- (i) Deputy Secretary, (Adult Edu- mally lasts six to seven days. cation and Community Deve- (g) All the regular full time staff are sub- lopment). ject to the same Government Gene- (ii) Principal Assistant Secretary, ral Orders directions and regulations. (Adult Education). (h) So far no difficulties have been (iii) Assistant Secretary, (Adult Edu- accounted in recruiting women staff. cation). (i) The Ministry of Education allows (iv) One Cffice Assistant. its teachers to teach up to six hours (v) 6 Clerical Assistants. a week in adult education classes (vi) 2 Stenographers. organised by the Ministry of Rural (vii) 3 Typists. Development. Each teacher is paid $41- an hour for teaching in these plies all reading materials the cost of classes. which is subsidised up to 75%. (h) This is much left to the teachers Premises themselves but the Adult Education 5.32 (a) The majority of classes are held in Division operates three mobile the primary and secondary school cinema units which tour the country. buildings. Fi!rns on Adult Education and rural (b) Mosques and places used for religi- development are shown to students ous instruction, private houses (free and members of the public. of rent) and community centres are (i) All supplies are distributed through also used. the State Adult Education Organisors (c) Estate workers are normally taught and the District Adult Education in the estate's school building. Supervisors to teachers. (d) The libraries are kept in community (j) Classroom supplies, if made are centres. Radio Courses are given in given free but students will have to the ordinary classrooms. pay 25 % of the cost of reading materials supplied. Writing materials will Teaching malerial and equipment have to be found by the students 5.33 (a) At present the literacy classes are themselves. using text-books produced by the (k) The Adult Education Division has Government Language and Literary no printing or other workshops of Agency for Government primary its own where printing work is re- schools. However, with the employ- quired to be done; tenders will be ment of a Research and Production called from time to time hhich will Officer, the Adult Education Division be considered by a Tender's Board will be producing its own text-books. set up by the Government. (b) There is none at the moment but the Adult Education Division will also Libraries be producing additional reading mat- 5.34 (a) Small pilot libraries are being estab- ter in the near future. lished in every mukim throughout the (c) This is much left to the teachers country. Where Kampong Develop- themselves; no special books are ment Committees have been set up used. under the 2nd Phase of the Rural (d) This is alSo left to the teachers who Development Plan they will be res- have had instruction on audio-visual ponsible for running the libraries. In aids. areas where the Committees have not (e) The Ministry of Rural Development been formed the District Adult Edu- will supply furniture to classes held cation Supervisors and teachers will in private homes, community centres co-operate to run them. and places of worship. (b) These pilot libraries are meant to (f) The Ministry will also be supplying supply follow-up reading materials lamps and other classroom supplies. to the newly literate adults and at For the time being for lighting pur- the same time the other literates in poses in respect of classes which are the rural areas can avail themselves held at night, the Adult Education of the facilities provided. Division is paying $1.50 cents per (c) Various types of books are included month to those classes using kero- in the libraries-health, civics, lite- sene and $21- per month to those rature etc. using electricity. (d) The Adult Education Division do (g) The Adult Education Division sup- not run mobile libraries but in one State namely, Malacca the State Legislation and documentation Government is running two mobile 5.36 There is no current legislation on the ex- libraries in the rural areas. tension of literacy. However, the adult education programme has been laid down in a Cabinet Inspection and evaluation of work done Report on the Re-organisation of Adult Educa- 5.35 (a) There are in all eight Senior Super- tion in the Federation of Malaya. There are no visors ancl 130 District Adult Educa- national publications yet but as stated earlier on, tion Supervisors each of whom is ex- the Adult Education Division will be producing pected to cover an area comprising a monthly magazine entitled "Dewasa". of 11 or more adult education centres. On the average there are two Finance supervisors for each administrative 5.37 (a) The whole cost of the adult educa- district. There is a proposal in hand tion programme is borne by the to increase the number of supervisors Federal Government. so that each will have only to super- (b) (i) The Government has set up one vise 60 classes at the most to ensure National Advisory Committee effective supervision. and five Functional Committees (b) In the past research was undertaken to advice the Adult Education by Radio Malaya in co-operation Division on various aspects of with Professor Engku Abdul Aziz to adult education. The members determine the effective of the Lau- serving on these committees are bach Method in teaching illiterate volunteers. adults. As a result of the findings of (ii) At training courses various this research the Adult Education Government Departments are Division has done away with Lau- providing lecturers free of bach Method and instead introduced charge. a new method recommended by the (iii) Premises are obtained free of Government Language and Literary charge. . Agency. Research on this new (iv) At the moment the Adult Edu- method and on other aspects of adult cation Division is negotiating education will be undertaken by the with the Asia Foundation for Research and Production Officer. the donation of 4,000 transistor (c) A ruling has been laid down whereby sets. State Organisers are expected to hold (c) No special taxes are levied but funds monthly meetings with their respec- are made available from the Social tive District Adult Education Super- and Welfare Lotteries Board to the visors and the latter with their res- Ministry of Rural Development for pective teachers fortnightly for the capital expenses in erecting commu- purpose of discussing practical pro- nity centres and supplying furniture blems which arise from time to time to adult education classes. and finding solutions to them. The Adult Education Division holds regu- Appreciation of present programmes lar conferences with the State Adult 5.38 (a) The response is very overwhelming Education Organisers. so much so that the Adult Education (d) All Government Departments and Division cannot meet all the demands statutory authorities rendering ex- for facilities. The existing staff re- tension services in the rural areas are quire more intensive training to fit co-operating in providing materials them for the job. for the monthly magazine and in the (b) Some classes have no furniture and running of the Radio Course. students, therefore, have to squat on the floor. It is likely to cost a million the North East Monsoon which dollars to supply the barest mini- flooded many areas during the rainy mum of furniture to classes which season. This condition caused hard- have none. The Adult Education ship to the peasant farmers and Division is proposing to start Home fishermen. During this period it is Economics Courses provided capital always difficult to get good atten- grants in the form of equipment are dance in the literacy classes. forthcoming from the Home Econo- (g) As stated earlier on, the Adult Edu- mics Division of the F.A.O. cation Division has done away with (c) In some remote and isolated areas the Laubach Method. The new there are no suitable school buildings, method used is to teach the illiterate community centres or private houses adults to identify all the 26 letters in which could be used for conducting the alphabet. From the identification classes. Some of the villages have of letters the students learn to form managed to erect temporary sheds syllables taking one vowel at a time. but in others Government help is re- From here the students combine two quired. Under the rural development or more syllables to form words plan the Ministry of Rural Develop- which are then connected to form ment is building community centres sentences. in every sufficiently large village but naturally it cannot meet the require- Plans for the future ments of every village which require 5.39 (a) For the Home Economics Courses premises for adult education classes. one Home Economics Planning Offi- cer and 10 supervisors of Home (d) So far finance is not a major problem Ecor~omicsCourses will be required. in view of the fact that adult education being part and parcel of the rural (b) It is felt that the job now perform by the Research and Production Officer development programme is given should be undertaken by two persons priority over other fields of social instead of one namely, there should services. But with the expansion of be one Research Officer and one the programme finance will become a Production Officer. problem in view of the fluctuation in (c) The job now performed by the the prices of primary export cornmo- Fundamental Education and Train- dities such as rubber and tin. ing Officer should be undertaken by (e) There is no lack of support and res- ~LLOofficers namely, one for training ponse to the adult education pro- and the other for Fundamental Edu- gramme. cation who will be the officer res- (f) Some parts of the rural areas are ponsible at Headquarters for going still inaccessible by road. Rivers are round the States to give advice on not navigable in some parts in view the organisation of classes. of the presence of rapids. In such areas it is difficult to get proper International aid teachers and where classes are con- 5.40 Any international aid in the form of ducted they are difficult to supervise. specialists, consultants, fellowships and equip- The east coast States are subject to ment would be very welcome. TABLE 68. STATISTICS OF ILLITERACY (9) MALAYSIA

Age Group Year / 10.;- 15+ / 10-14 15-19 20-24 25-34 35-44 45-54 55-64 65-1 --

1962 Numberofilliterates j M 1237 1101 / 136 114 97 192 185 205 221 87 (1) In thousands I F 2037 1791 , 246 186 201 435 384 309 191 85 Percentage of illiterates M 39 41 21 25 24 29 37 66 80 95 In population F 51 52 35 43 50 68 76 91 95 98

1947 Number of illiterates (3) In thousands

Percentage of illiterates In population

PRIMARY EDUCATION INDICATORS --- - 1. Estimated rate of enroln~entof 10-year-old children in ..... (2) 1960 Bops: 79% Girls: 65% ------2. Average annual increase in primary school enrolment ...... (4)(5) 1950 to 1963 5.1 %

CULTURAL INDICATORS -- - .- -- - I. Average annual increase in nensprint consumption ... ..:(6)(5) 1950 to 1963 3.1 %

2. Average annual increase in nuliiber of vol~~niesin public libraries ... - - 3. Average annual increase in number of radio receivers ...... (L)(6) 1950 to 1961 16.3 %

ECONOMIC lNDlCATOR - Average annual increase in gross domestic product ...... (7) 1955 to 1961 3.5 %,

DEMOGRAPHIC INDICATOR Average annual increase in population ...... (8)(5) 1958 to 1962 3.2 %

1. Unesco Statistical Office estimate based on censuses In 1960 2nd Attendance at courses for adults: 1962 in the territories composing the Federation (United Nations Demographic Yearbook, 1963). Federation of Malaya in 1961-1962: 208, 855 2. Unesco Statistical Office estimate. (men and women) 3. Not including Sabah. Unesco Statistical Office files. including 87, 475 men and 80, 805 women in 4. Unesco Statistical Yearbook, 1963. literacy classes. United Nations Statistical Yearbook, 1964. 5. Federation of Malaya only. Singapore in 1961 : 11,834 men and 4.937 6. Unesco Statistical Yearbook, 1964. women. 7. United Nations Monthly Bulletin of Statistics, January 1965. including 7,682 men and 4,678 women in literacy classes. 8. United Nations Demographic Yearbook, 1963. 9. Unesco: World Congress of Ministers of Education on the Source: World Survey or Education, Eradicatioii of illiteracy. Teheran 8-19 September J965. volume IV. Minedlit 5 Paris 6.8.1965. TABLE 69. ADULT EDUCATION-LITERACY COURSES NUMBER OF STUDENTS, TEACHERS AND COURSESiCLASSES

I YEAR -- - -- 1961 1 1962 I 1963 1964 1965 1966 1967* --__p_--__ppp_---_-_~-_---l-___--_ I I I 1 Total 168,280 233,759 319,498 339,164 258,195 266,916 1 259.162 Students Male 87,475 112,768 / 144,560 / 141,514 1 96,246 1 95,625 / 90,699 Female 80,805 120,991 174,938 1 197,650 1 161,952 , 171,291 168,463

I 1 I Totdl 7,885 5,250 ' 7,485 7,492 6,581 1 6,639 6,446 Teachers Male 6,274 4,135 5,598 I 5,564 4,607 4,649 i 4,452 Female 1,611 1 ,I 15 1,887 1,928 1,974 1 1,990 1,994

I ~ I I I No. of CoursesiClasses 1 6,163 8,433 11,401 12,258 1 9,914 10,420 I 10,718 I I I I I

Source:- Ministry of National and Rural Development, Malaysia. Note:- The Ministry of National and Rural Development took over responsibility for Adult Education on lst.Apr~l, 1961 from two voluntary organisations, viz. the Federation Adult Education Association and the Malayan Public Library Association. * First Quarter. CHAPTER 6 TABLE 70. MINISTRY OF EDUCATION MALAYSIA ORDINARY EXPENDITURE ESTIMATES 1967 Supply Head 17-Ministry oC Educat~on

Estirnates Title

PERSONAL EMOLUMENTS I. Headquarters:- (i) Administration (ii) Organisation of Schools (iii) Muslim Religious Schools (iv) Teacher Training (Headquarters) (v) Technical Education (Headquarters) (vi) Office Staff (Headquarters) (vii) Education Offices in States (Headquarters) TOTAL HEADQUARTERS

11. Teacher Training Institutions:- (i) Primary Teacher Training 3,173,024 (ii) Secondary Teacher Training 2,513,954 TOTAL TEACHER TRAINING INSTITUTIONS 5,686,978 i 6,410,755

111. Correspondence Courses Unit:- 10 : nil (i) Teacher Training Section 34,119 nil (11) Further Education Section 25,728 22,258 (111) Techn~cnlNotes & Syllabuses Sect~on 64,128 55,794 TOTAL CORRESPONDENCE COURSES LNIT 123,985 , 78,052

1V. Educational Planning and Research Division:- V. Malaysian Students Department Overseas:- (i) United Kingdom (ii) Malaysia Hall, London (iii) Malaysia Hall, Dublin (iv) Malaysian Students Centre, Belfast (v) Australia (vi) Malaysian Students Hostel, Cairo TOTAL MALAYSIAN STUDENTS DEPARTMENT OVERSEAS 830,314 927,054

VI. Malaysian Permanent Delegation to Unesco. Paris:- nil VII. Examinations Syndicate:- 451,052 VIII. Federal Inspectorate:- 710.839 IX. Technical College:- X. Education Offices in States:- (i) Johore (jj) Kedah (111) Kelantan (iv) Malacca (v) Negri Sembtlan (vi) Pahang (vii) Penang (viii) Perak (ix) Perlis (x) Selangor (xi) Trengganu TOTAL EDUCATION OFFICES IN STATES

XI. Centralised Hostels:- SII. Government Posts in Schools as in Appendix C:- GRAND TOTAL PERSONAL EMOLUMENTS ''US' throughout this publ~cation means 'Mala)sian 1)ollnrs'.

8 9 OTHER CHARGES. ANNUALLY RECURRENT (i) Administration and Advisory (ii) Teacher Training (iii) Technical College (iv) Offices or Chief Education Onicers (v) Malaysian Students Overseas (vi) Malaysian Permanent Delegation to Unesco, Paris nil 17,520 (vii) Centralised Hostels 174,311 nil TOTAL OTHER CHARGES. ANNUALLY RECURRENT 32,999,722 36,096,493 -- -.- - --

SPECIAL EXPENDITURE 1. Headauarters 2. ~eachkrTraining 3. Technical College 37;425 4. Offices of Chief Education Officers 10,267 5. Malaysian Students Depal-tment. London 1,000 6. ~alaysiaHall, ond don- 7,000 7. Malaysian Students Departnient, Australia 2,0@3 8. Malaysian Students Hostel, Cairo 1.100 I 2; 100 9. Malaysian Students Centre, Belfast lli 1 3,000 10. Malaysian Permanen! Delegation to Unesco. Paris nil 2,0(30 11. Centralised Hostels 2.500 nil .- -- TOTAL SPECIAL EXPENDITURE 872,351

TOTAL MINISTRY OF EDUCATION FOR SUPPLY HEAD 17 , 51,288,474 ' 55,166,247

TABLE 71. SUPPLY HEAD 18-EDUCATION GRANTS AND SUBVENTIONS

Estimates Tttle -- 1966 1967

------.------A ------.------

Other Charges. Annually Res~~rrent Special Expenditure-Subventions TOTAL EDUCATION GRANTS AND SUBVENTIONS FOR SUPPLY HEAD 18 262,841.958 286,820.603 TABLE 72. SUPPLY HEAD 19-EDUCATION-EAST MALAYSJA

Estimates Title ------1966 1967

PERSONAL E3IOLURIENTS Sarawak Sa ball :- Headquarters and Administration 1 649,230 Inspectorate Section nil Teacher Training 1 522.631 Secondarv Schools Primary schools Trade Schools TOTAL SABAH -_____-I ------TOTAL PERSONAL EMOLUMENTS 1 SARAWAK AND SABAH i 1 lO,liO,988 . 1 11,306,316

OTHER CHARGES, ANNUALLY RECURRENT Sarawak Sabah :- (i) Headquarters and ~dministration (ii) Teacher Training (iii) Primary and ~econdary~chools (iv) Vocational Schools TOTAL SABAH ! 9,999,950 / 10,917,136

I---_--_ --p---- TOTAL OTHER CHARGES, ANNUALLY RECURRENT SARAWAK AND SABAH

SPECIAL EXPENDITURE Sarawak Sabah TOT.4L SPECIAL EXPENDITURE _ ---__,---_____ TOTAL EDUCATION-EAST MALAYSIA FOR SUPPLY HEAD 19 I 1 38,878,248 ' 43,012,942 TABLE 73. RECURRENT EXPENDITURE-PER PUPIL COST BY ITEMS, 1963-1966

Sub-Heads 5144,248,480.83 3155,295,562.44 5167,604,190.01 31 78,216,013.77 I. Grants to Primary Schools -- 1,147,856 1,174,318 1,217,309 1,269,399~~~~ = $125.67 - $132.24 = $137.68 = 5140.39

2. Grants to Secondary Schools

3. Grants to Secondary Continuation Schools

52,310,193.12 $2,776,487.97 4. Grants to Secondary -- -- Not Ava~lable - --- 52,815,340.38- Residential Schools 1,962 3,009 3,390

5833,682.35 $945,788.54 $1 ,052,420.55 S 1,370,265.28 5. Grants to Secondary ------.------Technical Education 1,284 -- 1,127 1,265- 1,491 - $649.29 = $839.21 = S831.95 = 919.02 - $667,767.93-- $827,132.1-- 7 $739,540.07 6. Grants to Sekolah Lanjutan - - Kampong 870 1,121 717 = $767.55 - $737.85 = $1,031.44 51,229.863.41 51,498,909.57 52,023,957 20 Not Available ------7. Grants to School Hostels 4,810 6,357 7,399 = 5255.69 - $235.79 = 5273.54 51,696,537.46 $1,597,382.58 $1,709,427.45 S1,651,881.94 8, Giants to Further Education , ~- . Classes 39,181 36,292 40,244 40,66 1 - 543.30 = $44.01 - $42.48 = $40.62

9. Grants to Spccial Schools

Summary :- TABLE 74

Sub-head Average Per Pupil Cost

1. Grants to Primary Schools !I 5134,'- 2. Grants to Secondary Schools i 52ooi- 3. Grants to Secondary Continuation Schools 1 S161,'-

4. Grants to Secondary Residential Schools I 5977/- 5. Grants to Secondary Technical Education S81Oi- 6. Grants to Sekolah Lanjutan Kampong I 38461-

7. Grants to School Hostels I S255i- 8. Grants to Further Education ~l~sses 543;------! 9. Grants to Special Schools 1 S582/- 1 TABLE 75. GRANTS TO PRIMARY AND SECONDARY SCHOOLS FROM 3963 10 1966

Grants to TOTAL Johore Kedah Keiantan Malacca N. Sembilan Pahang Penang Perak Perlis Selangor Trengganu ~p --_-__ - 1966 M S Primary Schools 1966-P.E. 173,021,335.74 1966-Per Capita 5,194,678.03 Total 178,216,013.77 Secondary Schools 1966-P.E. 50,471,469.95 1966-Per Capita 8,770,503.96

Primary Schools 1965--P.E. 162,703,063.47 26,221,701.50 16,039,010.71 9,956,227.82 8,777,733.21 11,868,052.40 8,418,467.39 15,829,724.57 29,695,375.06 2,337,359.17 27,453,074.15 6.076.307.40 1965-Per Capita 4,901,126.54 780,137.05 526,654.81 269,995.25 249,126.00 3 12,746.29 240,874.2 1 454,650.37 925,037.01 61,578.00 840,597.62 239,729.73

Secondary Schools 1965-P.E. 1965-Per Capita

1964 Primary Schools 1964-P.E. . 1964-Per Capita

Secondary Schools 1964-P.E. 1964-Per Capita

Primary Schools - Pupil Cost 1963-P.E. 139,110,633.91 22,219,125.08 12,729,748.84 8,097,796.72 7,377,283.05 10,506,695.95 6,975,519.37 14,190,965.27 26,051,919.54 1,973,381.08 24,425,695.95 4,562,503.06 1963-Per Capita 5,137,846.92 733,704.70 642,173.28 695,717.18 23 1,933.70 286,122.95 220,730.37 440,950.13 867,756.45 56,268.50 779,380.54 183,109.12

HI- Secondary Schools 1963-P.E. 30,162,226.94 3,269,840.00 1,881,060.63 1,238,260.51 2,128,486.90 2,393,573.54 1,423,773.47 4,330,287.40 6,563.152.41 277,788.28 5,750,239.46 705.764.34 1963-Per Capita 3,493,774.53 441,515.50 231,030.50 105,933.50 243,901.50 246,677.00 151,598.00 491,529.00 807,764.37 29,664.00 657,892.83 86,268.33

P.E. means Personal Emolument Source:-Finance Division, Ministry of Education. Flle No. 1588j3. TABLE 76. EXPENDITURE OF GRANTS FOR THE YEAR 1966

No. Sub-head 1966 Expenditure to date M$ Grants to Primary Schools 178.216.013.77 Grants to Secondary Schools Grants to Secondary Residential Schools Grants to Secondary Technical Education Grants to School Hostels Grants to Special Schools (Blind and Deaf) Grants to Further Education Classes Grants to Secondary Schools applying for conversion to full assistance Grants for Religious Instruction in Assisted Primary and Secondary Schools Grants for Blind Children in Schools 1966 Actual 1966 Estimated Supplement

Pupils Pr. Sec.

2. Teachers Pr. Sec.

3. Residential 3,390 (6 schools) 4. Tech. Education Inst. 1,140 1869 Trade 729 }

Cost per Pupil P.S. - $140.4 p.a. S.S. - $174.1 p.a. R.S. - $830.5 p.a. T.S. - $733.2 p.a. Teacher Pupil Ratio P.S. - 1 : 28.7 S.S. - 1 : 25.7

TABLE 77. MINISTRY OF EDUCATION EXPENDITURE

Total expenditure for the year 1964.S.15 1965.S.18 Total Expenditure for the year 1965.S.20 1966.S. 18 Total expenditure for the year 1966.S.20 1964 Sabah S.66 D $15,642,359510'971'052) $26.61 million Sarawak 5.67 AA Malay Grants $205,229,359

Source:- Finance Division, Ministry of Education. File No. 158813. TABLE 78. ACTUAL EXPENDITURE ($Million)

Ministry Headquarters Grants and Subventures Sabah and Sarawak

TABLE 79. SCHOOL FEES 1965

District Amount Johore Kedah Kelantan Malacca N. Sembilan Pahang Penang Perak Perlis Selangor Trengganu Total

TABLE 80. EXPENDITURE 1965 GRANTS TO PRIMARY SCHOOLS

District P.E. Per Capita Total MS M$ M$

- -- - -p------pp Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu

Total

Source:-Finance Division, Ministry of Education. File No. 158813.

9 5 TABLE 81. EXPENDITURE 1965 GRANTS TO SECONDARY SCHOOLS

District P.E. Per Capita Total M% MS M$

Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu

Total 44,064,704.87 6,472,491.17 50,537,196.04

TABLE 82. EXPENDITURE 1965 GRANTS TO SEKOLAH LANJUTAN KAMPONG

P.E. Hostel Per School Per Total District Capita Capita n~s MS MS M$

Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Selangor

Total 521,713.49 120,207.10 97,619.48 739,540.07

TABLE 83. EXPENDITURE 1965 GRANTS TO TECHNICAL EDUCATION

Hostel School School P.E. Per Capita Per Capita Total M$ M$ &IS M%

Technical Institute, K. Lumpur 192,614.83 56,227.50 72,522.03 321,364.33 Technical Institute, Penang 208,738.34 62,724.38 88,597.00 360,059.72 Secondary Trade School, Ipoh 131,175.37 39,926.24 38,640.00 209,741.61 Secondary Trade School, Johore Bahru 92,260.52 40,044.37 28,950.00 161,254.89

Total 624,789.06 198,922.49 228,709.00 1,052,420.55

Source:- Finance Division, Ministry of Education. File No. 158813.

96 TABLE 84. EXPENDITURE 1965 TABLE 86. EXPENDITURE 1965 GRANTS TO SCHOOL HOSTELS GRANTS TO FURTHER EDUCATION CLASSES

District P.E. Per Capita Total District XI\.I$ RI$ bl % Johore Kedah Johore Kelantan Kedah Malacca -Kelantan Negri Sembilan Malacca Pahang N. Sembiilan Penang Pahang Perak Penang Perlis Perak Selangor Perlis Trengganu Selangor Trengganu 21,168.83 79,983.50 101,152.33 ------Total 1,709,427.45 Total 351,127.07 1,147,762.50 1,498,909.57 --

TABLE 87. EXPENDITURE 1965 TABLE 85. EXPeNDITURE 1965 GRANTS TO BLIND CHILDREN GRANTS TO SPECIAL SCHOOLS District School ivIX Johore Princess Elizabeth School, J. Bahru 148,649.24 Kelantan Gurney Training Centre, K. Lumpur 99,879.97 Negri Sembilan Federation School for the Deaf, Penang Penang 104,034.00 Perak St. Nicholas School, Penang 88,212.60 Selangor Head Quarters

Total 440,775.21 Total

Source:- Finance Division, Ministry of Education. File No. 158813.

TABLE 89. EXPENDITURE 1965 TABLE 90. RETURN OF SCHOOL FEES GRANTS TO RELIGIOUS INSTRUCTIONS COLLECTED DURING 1964

District M $ M$ District Amount M$ Secondary Schools Johore Johore 29,343.58 1,233,451.25 Kedah 117,062.79 Kedah 428,835.00 Kelantan 82,812.46 Kelantan 168,605.00 Malacca 71,086.02 N. Sembilan 41,816.18 Malacca 585,703.50 Pahane 22.325.71 Negri Sembilan 562,253.50 ~enani Pahang 334,066.50 Perak Perlis Penang I ,142,965.00 Selangor Perak 1,632,495.00 Trengganu Perlis 35,620.00 Selangor 1,738,000.00 Primary Schools Trengganu 120.210.00 State Treasurer, Johore 309,173.23 Kedah 551.034.95

-Kelantan ~ ~ ..--~~-- 2321329.07 Total 7,982,204.75 Malacca 1 12z615.59 N. Sembilan 21 3,987.43 Pahang 262,430.35 Penane 105.476.48 Perlis 69i960.76 Selangor 348,386.38 Trengganu 344,913.63 3,175,116.64 ----- Total $3,879,443.99

TABLE 91. EXPENDITURE 1964 GRANTS TO PRIMARY SCHOOLS

Per Capita Salary Capitation District P.E. and Contribution Grant Total Other Grants

Johore Kedah Kelantan Malacca N. Sembilan Pahang Penang Perak Perlis Selangor Trengganu

Total 150,483,673.59 4,735,220.44 70,728.42 5,939.99 155,295,562.44

Source:-Finance Division, Ministry of Education. File No. 158813.

99 TABLE 92. EXPENDITURE 1964 GRANTS TO SECONDARY CONTINUATION SCHOOLS

Per Capita District P.E. and Total Other Grants M$ M $ M$ - Johore Kedah Kelantan Malacca N. Sembilan Pahang Penang Perak Perlis Selangor Trengganu

Total 2,884,955.91 379,788.00 3,264,743.9 1

TABLE 93. EXPENDITURE 1964 GRANTS TO SECONDARY SCHOOLS

Per Capita Special Grant District P.E. and to,PaY Total Other Grants Audrt Fees M $ M$ M $ M S Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu Total

TABLE 94. EXPENDITURE 1964 GRANTS TO SEKOLAH LANJUTAN KAMPONG

P.E. Hostel School Total District Per Capita Per Capita M $ MS M$ M$ Johore Kedah Kelantan Malacca Negri Sembil~n Pahang Penang Perak Selangor Total 539,381.48 146,384.50 141,166.19 827,132.17

Source:-Finance Division, Ministry of Education. File No. 1588/3. TABLE 95. EXPENDITURE 1964 GRANTS TO TECHNICAL EDUCATION

P.E. Hostel School School Per Capita Per Capita Total M$ M $ M$ M%

Technical Institute, Penang 197,875.51 47,013.74 68,640.00 313,529.25 Technical Institute, K. Lumpur 165,688.54 53,156.13 69,496.00 288,340.67 Junior Technical Trade School, Ipoh 114,811.80 39,571.87 40,440.00 194,823.67 Junior Technical Trade School, Johore Bahru. 90,311.83 35,083.12 23,700.00 149,094.95

Total 568,687.68 174,824.86 202,276.00 945,788.54

TABLE 96. EXPENDITURE 1964 GRANTS TO SCHOOL HOSTELS

Per Capita P.E. and Total District Other Grants M $ M$ M %

Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu

Total 321,889.90 894,679.10 1,216,569.00

Source:--Finance Division, Ministry of Education. File No. 158813. TABLE 97. EXPENDITURE 1964 GRANTS TO SPECIAL SCHOOLS

P.E. O.C.A.R. Standard Integrated Total Grant Scheme M S M $ MS M$ MS

Princess Elizabeth Sc. Gurney Training Centre Federation School for the ,Deaf St. Nicholas School Johore Kelantan Negri Sembilan Penang Perak Selangor Trengganu

TABLE 98. EXPENDITURE 1964 GRANTS TO FURTHER EDUCATION CLASSES

District Amount M $

Headquarters Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu

Total 1,597,382.58

Source:- Finance Division, Ministry or" Education. File No. 158813.

102 TABLE 99. EXPENDITURE 1964, GRANTS TO SECONDARY RESIDENTIAL SCHOOLS

- - School P.E. Per Capita Transport DisposalS1udge %:;zf Project Crockery Total M$ M$ M$ M$ M$ M$ M$ M$ -

Sekolah Alam Shah, Kuala Lumpur 219,774.09 184,972.50 37,373.33 - - - - 442,119.92

Kolej Melayu, Kuala Kangsar 374,580.76 209,478.00 41,825.24 - 8,000.00 - - 633,884.00 c-. Sekolah Tuanku Abdul Rahrnan, Ipoh 326,067.94 23 1,074.50 44,472.1 1 - - - - 601,614.55 8 Sekolah Dato Abdul Razak, Tanjong Maliin 138,221.88 161,109.00 35,768.90 - - 2,000.00 - 337,099.78 Kolej Tunku Kurshiah, Seremban 131,866.23 120,235.50 35,751.57 1,000.00 - - 1,670.00 290,523.30

Sekolah Tun Fatirnah, Johore Bahru 109,423.48 112,135.00 35,509.04 - - - - 257,067.52

Total 1,299,934.38 1,019,004.50 230,700.19 1,000.00 8,000.00 2,000.00 1,670.00 2,562,309.07

Source:- Finance Division, Ministry of Education. File No. 1588/3. TABLE 100. EXPENDITURE 1964 GRANTS FOR RELIGIOUS INSTRUCTIONS

District Amount

Secondary Schools Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu -

Primary Schools State Treasurer, Johore 274,208.32 Kedah 554.761.15 Kelantan 176;988.24 Malacca - N. Sembilan 206,695.88 Pahang 238,646.63 Penang 95,640.94 Perak 543,663.38 Perlis 66,421.40 Selangor 362,254.08 Trengganu 340,916.92 2,860,196.94

Total

TABLE 101. RETURN OF SCHOOL FEES COLLECTED DURING 1963

District Amount

Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu

Total 7,261,853.00 --

Source:- Finance Division, Ministry of Education. File No. 158813. TABLE 102. EXPENDITURE 1963, GRANTS TO SECONDAKY RESIDENTIAL SCHOOLS

Main. of Piano Sludge P.E. Per Capila Transport Hostel Deep Disposal Total Freaser M $ M$ M $ M $ M$ M $ M$

Sekolah Alam Shah, Kuala Lunlpur Malay College, Kuala Kangsar Sekolah Tuanku Abdul Rahman, Ipoh Sekolah Dato Abdul Razak, Tanjong Malim Tunku Kurshiah College, Seremban Sekolah Tun Fatimah, Melaka

Total 1,126,388.07 960,783.30 210,021.75 8,000.00 4,000.00 1,000.00 2,310,193.12

TABLE 103. EXPENDlTURE 1963, GRANTS TO PKIMARY SCHOOLS

Per Capita Sal: Capitation Domestic Total P.E. Contribution Grant Science M$ M$ M $ M$ M$ M$ M$

Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu Kuala Lumpur

Total 139,110,633.91 4,501,344.44 46,972.79 585,384.69 560.00 3,585.00 144,248,480.83

Source:- Finance Division, Ministry of Education. File No. 158813. TABLE 104. EXPENDITURE 1963 GRANTS TO SECONDARY CONTINUATION SCHOOLS

P.E. Per Capita RentIRates Total

Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu Kuala Lumpur Total 3,474,474.57 577,737.48 447.50 4,052,659.55

TABLE 105. EXPENDITURE 1963 GRANTS TO SECONDARY SCHOOLS

P.E. Per Capita RentIRates Total

Johore Kedah Kelantan Malacca Negri Sembilan Pahang ~enang Perak Perlis Selangor Trengganu Kuala Lumpur Total 30,162,226.94 3,483,909.16 9,865.37 33,656,001.47

TABLE 106. EXPENDITURE 1963 GRANTS TO SEKOLAH LANJUTAN KAMPONG

P.E. Hostel School Main. of Main. of Total Per Capita Per Capita Water Supply Generator M$ M$ M$ M% M$ M $ Johore Kedah Kelantan Malacca N. Sembilan Pahang Penang Perak Perlis Selangor Trengganu K. Lumpur Total 414,145.53 11 6,079.87 128,915.00 1,000.00 7,627.53 667,767.93

Source:-Finance Division, Ministry of Education. File No. 158813. TABLE 107. EXPENDITURE 1963 GRANTS TO TECHNICAL EDUCATION

P.E. Hostel School Total Per Capita Per Capita MS MS MS M6

Technical Institute, Kuala Lumpur Technical Institute, Penang Secondary Trade School, Johore Bahru Secondary Trade School, Ipoh

Total 500,633.60 155,098.16 177,950.59 833,682.35

TABLE 108. EXPENDITURE 1963 GRANTS TO SCHOOL HOSTELS

P.E. Per Capita Rent/Rates Total M $ M $ MS M%

Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu Kuala Lumpur

Total 329,211.95 899,03 1.46 1,620.00 1,229,863.41

TABLE 109. EXPENDITURE 1963 GRANTS TO SPECIAL SCHOOLS

P.E. O.C.A.R. Standard Total Grant M$ M$ M% MS

St. Nicholas School for the Blind Federation School for the Deaf Princess Elizabeth School Gurney Training Centre

Total

Source:-Finance Division, Ministry of Education. File No. 158813. TABLE 110. EXPENDITURE 1963-GRANTS TO FURTHER EDUCATION CLASSES

I i 1 Head Qrs Payments C.E.Os. Payments I Total I M $ M$ M$ I I

Johore Kedah Kelantan Malacca Negri Sembilan Pahang Penang Perak Perlis Selangor Trengganu Kuala Lumpur

Total / 519,828.56 1,176,708.90 1,696,537.46

TABLE 11 1. EXPENDITURE 1963- GRANTS TO RELIGIOUS INSTITUTIONS

District Amount

Secondary Schools Chief Education Oficer Johore $ 19,562.62 Kedah 56,055.43 Kelantan 42,279.72* Malacca 32,131.38 N. Sembilan 18.837.52 Pahang Penang Perak Perlis Selangor Trengganu Kuala Lumpur

Primary Schoob State Treasurer Johore Kedah Malacca N. Sembilan Pahang Penang Perak Perlis Selangor Trengganu Total

* $4,034.72 not accounted in the vote card - account closed.

Source:-Finance Division, Ministry of Education. File No. 158813. TABLE 112. EDUCATION EXPENDITURE IN MALAYSIA* IN RELATION TO OTHER MACRO-ECONOMIC DATA

Total Gross Total Total Educational Column (6) Column (6) Column (6) Year Population National National Public Educational Expenditure as % of as % of as % of ('ow Income Product Expenditure Expenditure Per Capita Column (3) Column (4) Colun~n(5) ($ Million) ($ Million) ($ Million) ($ Million) $ (1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

Sources:- Monthly Statistical Bulletin of West Malaysia, February, 1967. * West Malaysia only up to 1963. National Accounts of the States of Malaya, 1955-1963, Ministry of Education, Kuala Lumpur. t Estimated TABLE 113. TOTAL EDUCATIONAL EXPENDITURE IN MALAYSIA BY PURPOSE*

Of which ------Total I Year I Current I Capital 1 ---- 1 I 1 0' 0, S Million /O $ Million , o S Million I "/, I

Source:- Ministry of Education, Kuala Lumpur. * West Malaysia only. t Estimate.

TABLE 114. MINISTRY OF EDUCATION, MALAYSIA-ACTUAL DEVELOPMENT EXPENDITURE

! Actual Development Expenditure (in % Malaysian) I Year /___ --- -_--______- , I 1 West Malaysia (I) Sabah (2) 1 Sarawak (3) I 1 I

Sources:- (1) Development Section, Ministry of Education. (2) Department of Education, Sabah (3) Department of Education, Sarawak. TABLE 115. AMOUNT SPENT BY PARENTS OR STUDENTS IN SCHOOLS AND HIGHER INSTITUTIONS (IN $ MALAYSIAN)

1. Amount spent in primary schools by each pupil (approximate expenditure for a year)

Games Library Handwork ------Craft Needlework Science 1------Textbooks (See Tables 1, 2, 3, 4, 5) Exercise Books & Stationery ------School Uniform (and shoes) ------Uniform for cubs, brownies, etc. - - - - - Cinema club and other types of entertainment in school - - - Transport ------Pocket money ------Incidental expenditure not included above e.g. buying own material for Handwork,

2. Amount spent in secondary schools by each pupil (approximate expenditure for a year) School Fees - - - - - Games Library - - - Art & Craft - }- - Science - - - - Textbooks (See Tables 6 and 7) Exercise Books and Stationery - - - School Uniform (and shoes) - - - Uniform for scouts, guides, rover scouts etc. - School Societies and expenses connected therein Transport ------Pocket Money - - -. -

Examination Fees L.C.E. Full Certificate ------.- A technical subject ------S.C. & M.C.E. Basic Fee ------Each Subject ------Local fee for despatch by air freight - - - - - Oral English ------H.S.C. Entry Fee ------Each Principal Subject - .- - - - - Each Subsidiary Subject - - - - - General Paper ------Local fee for despatch by air freight - - - - - 6th Form Entrance Examination Fee - - - - - Incidental expenditure not included above e.g. buying own material for Art & Craft etc.

3. Amount spent by a student in the University of Malaya Halls of Residence - - Charge for residence - -. - - - - $330 per term of ten weeks Residence outside the normal teaching terms ------$35 per week

FACULTIES OF ARTS AND ECONOMICS & ADMINISTRATION

Registration fee-payable on admission - - - - Caution Money-payable on admission and ordinarily returnable at the end of a student's course subject to satisfactory conduct - - - - - This deposit will be forfeited where a student leaves the University before completing one year of study Tuition fees (B.A.) ------$450 per annum Tuition fees (Dip. Ed.) ------$450 per annum Examination Fees: Re-examination in any subject or subjects - - - - - $15 per subject Fee for late entry to examination ------$7.50 per subject FACULTIES OF SCIENCE, ENGINEERING AND AGRICULTURE Registration Fee-payable on admission ------Caution Money-payable on admission and ordinarily returnable at the end of a student's course subject to satisfactory conduct - - - - - This deposit will be forfeited where a student leaves the University before completing one year of study. Laboratory Deposit-payable on admission by all students using the laboratories, but to be refunded on leaving subject to deduction for any breakages not otherwise paid for the student (B.Sc.,B.E.,B.Agr.Sc.) ------(Dip. Photogrammetry) ------(Dip. Animal Sc.) ------$25 Tuitlon fees (B.Sc., B.E., B.Agr.Sc.) ------$450 per annum (Dip. Photogrammetry) ------$225 per annum (Dip. Animal Sc.) ------$450 per annum Microscope Fee-payable by all students (except Engineering students) using a University microscope ------.- - $15 per term Examination Fees: Re-examination in any subject or subjects - - - - - $15 per subject Re-examination (Dip. Animal Sc.) - - - - -. - $50 Fee for late entry to examination ------$7.50 per subject Surveying Fees: Third Year Engineering Course ------$45 per annum Fourth Year Engineering Course ------$45 per annum FACULTY OF MEDICINE M.B.,B.S.-Tuition Fees ------$540 per annum Caution Money-payable on admission and ordinarily returnable at the end of a student's course subject to satisfactory conduct - - - - - $50 This deposit will be forfeited where a student leaves the Division before completing one year of study. Laboratory Deposit-payable on admission by all students using the laboratories, but to be refunded on leaving subject to deduction for any breakages not otherwise paid for by the student ------$25 Microscope Fee-payable by all students using a University microscope - - $15 per term Examination Fees: Re-examination in any subject or subjects ------$1 5 per subject Fee for late entry to examination ------$7.50 per subject FACULTY OF EDUCATION The fees are the same as those prescribed for the Faculty of Arts HIGHER DEGREES M.A.-Research Fee ------$150 per annum M.A.-Exammation Fee - - - - - $1 50 M.Eng.Sc.-Research Fee - - - - - $225 per annum M.Eng. Sc.-Examinat~on Fee - - - - - $150 M.Agr. Sc.-Research Fee (non-laboratory) - - - $150 per annum M.Agr. Sc.-Research Fee (laboratory/field) - - - $225 per annum M.Agr. Sc.-Exam~nation Fee - - - - - $150 M.Sc.-Research Fee (non-laboratory) - - - - $150 per annum M.Sc.-Research Fee (laboratory) - - - - $225 per annum M.Sc.-Examination Fee - - - - $150 Ph.D.-Research Fee (non-laboratory) -- - - - $225 per annum Ph.D.-Research Fee (laboratory) - - - - $300 per annum Ph.D.-Examination Fee - - - $200 D.Litt.-Examination Fee - - - - - $300 D.Sc.-Examination Fee - - - - - $300 NON-GRADUATING STUDENTS Faculty of Arts (a) For any single subject - -- - - $55 per term (b) Pure and Applied Mathematics if taken together - $75 per term Faculty of Science (a) Intermediate coorse-per subject - - - $75 per term Pure and Applied Mathematics if taken together - - $75 per term Lectures or practical only-per subject - - - $30 per trem (b) Final year courses-per subject Pure and Applied Mathematics if taken together - - $75 per term Lectures or practical only-per subject - - - $55 per tern1 STUDENT HEALTH SERVICE Payable by all resident matriculated students in addition to other fees: Health Service Fee - - - - $6 per term

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TABLE 120. AVERAGE COST OF TEXTBOOKS IN PRIMARY SCHOOLS FOR WEST MALAYSIA

Std. I i Std 2 Std. 3 1 Std. 4 1 Std. 5 Std. 6 Schools -I M$ 1 M$ IT-- - I- Malay Medium Schools 6.85 8.15 1 10.96 15.77 17.63 19.73 -- - 1 English Medium Schools 11.63 12.67 / 16.71 1 22.78 1 25.78 1 27.63 Chinese Medium Schools - 9.04 1 10.19 1 10.53 Tamil Medium Schools 13.84 1 16.06 1 17.83 1 I

TABLE 121. COST OF TEXTBOOKS FOR SECONDARY SCHOOLS IN WEST MALAYSIA FOR 1967. (MALAY MEDIUM SCHOOLS)

Form V I Lower VI Upper VI 1 Total State - + ! M 7-M$ - Selangor j 21.80 1 21.80 1 249.14

Negri Sembilan I 27.09 1 33.66 1 39.61 41.45 46.16 58.17 1 - 1 - / 246.14 ----, ----, - I 1 - Malacca I 25.00 36.08 i 40.52 I 45.65 I 48.35 56.66 1 - - 1 252.26 II - Johore 1 36.35 I 41.19 1 43.47 1 55.73 55.35 1 - - 1 232.09

Pahang I 21.55 29.43 38.78 56.13 68.03 I 247.98 ------,--- - - Trengganu i - 1 34.37 ; ::::: 44.81

Perl~s - / 32.13 36.10 41.39 49.13 1 57.08 i -1- 1 215.83 ' -- Kedah 1 17.05 32.81 1 35.44 -1- 38.39 47.16 1 55.76 25.60 32.60 I 284.81 Penang / 21.47 1 32.89 1 37.40 1 48.60 j 57.83 1 74.36 j - 1 - 272.55

Perak - ( 30.44 1 33.76 36.37 43.46 49.25 I 97.50 1 - 1 290.78 I ,- ,- - TOTAL i $112.16 / $359.15 / $402.19 $449.04 I $550.54 $642.70 I 114.90 ix4q$2715.08 ---- , -- Average for column ; $22.43 i $32.65 1 $36.56 i $40.82 -SSO.O~ -158.43 $48.30 i $27.20 lIW.82- I I TABLE 122. COST OF TEXTBOOKS FOR SECONDARY SCHOOLS IN WEST MALAYSIA FOR 1967. (ENGLISH MEDIUM SCHOOLS)

I I 1 Remove Form I Fonn I1 Form 111 Fonn IV Fonn V Lower VI Upper YI 1 Total State

Selangor 1 24.34 47.28 51.41 56.10 1 95.18 1 102.00 205.08 1 146.45 727.84

Negri Sembrlan 18.70 33.08 39.06 46.95 82.31 1 75.17 ' 92.12 I 204.10 591.49 ------Malacca 20.66 41.56 1- 49.32 51.10 92.74 1 72.16 1 261.50 260.35 849.39 Johore 1 21.18 / 33.48 / 38.51 ) 41.13 ( 73.24 85.50 / - I - 293.04 + + Pahang 1 25.19 38.85 1 44.50 1 58.24 1 90.12 103.00 246.60 I 297.00 1 903.50 - I - - - I Trengganu 22.61-!--=-'- 46.76 -58.86-1- 95.14 1 368.03 - Kelantan 23.12--I-- , 39.79 -- 40.16 1-75y 76.77 I Perlis / 29.82 1 35.34 37.61 1 41.95 1 67.33 76.33 - j _ 1 288.38 Kedah i 25.15 1 39.38 47.19 61.01 84.80 1 104.22 170.42 I 54.10 1 586.27 -- __---I -- Penang ' 25.02 33.54 1 39.56 I 40.90 67.54 69.04 I 130.66 110.95 I 517.21 Perak 1 19.20 1 35.85 36.55 1 44.62 81.63 72.73 159.90 i 173.95 ( 624.43 TOTAL 1 $255.03 ' 1419.02 ' 1470.63 1 1906.80 ( $951.05 1 11313.43 I 11299.07 16161.34 - - Average for column 523.18 $38.09 542.78 182.44 1 $86.46 i1164.18 1162.38 -1 l560.12 TABLE 123. MONTHLY SCHOOL FEES IN SECONDARY SCHOOLS 1962-1972 (IN MALAYSIAN DOLLARS) - I I No. Level 1962 1963 I964 ' 1965 1966 1967 1 1968 1 1969 / 1970 1 1971 I 1972 i I I I -- 4 __--l--__--'---__l--_--l ; ~ I-- I. Lower Secondary 1 467,685 ' S64.585 643,970 i 749,870 859,485 1,026,370 1,176,020 1,299,910 1,427,120 ' 1,536,050 13M7,655 1 ~ - 1 -----, i I i i 1 i Upper Secondary 1 108,615 , 11 1,450 137,825 155,820 195,630 216,635 218,070 251,465 1 266,850 1 273,105 I 283,065 I ~ ! ! _. .I-_-_- 1- i ~ Sixth Form 17,820 18.880 22,040 29,740 36.890 i 44,750 51,020 61,580 1 72,840 84.760 94,240 I I I I I --_-__-___--/---__'---_-/-_-______-!_--I_ ~ ----!-----, I I I I I I 1 Vocational School I 1,680 1.775 2,035 : 2,185 3,530 3,980 I 4,530 ' 9,680 19,710 32,385 43,910 i . * i _ I TOTAL 595,800 , 696,690 I TABLE 124. 1966 RECURRENT EXPENDITURE

Lower Secondary: (i) 0.C.A.R.-$22~ 299,617 (ii) P.E.-la) $(400)(12)(9050) (b) 9(170)(12)(1825) Sub-Total

Upper Secondary: (a) Arts and Science li) 0.C.A.R.-$22~ 50,766 (ii) P.E.--$(420)(12)(1990) Sub-Total .''

(b) Technical Education (i) 0.C.A.R.-$50~ 1491 (ii) P.E.-$(420)(12)(42) Sub-Total

(d) Sixth For111 Education

(1) 0.C.A.R.-$16~4500 (ii) P.E.-225 x $550 x 12 Sub-Total

Rents, Pupils' Own Language etc. Hostels 12,280 x $275 Grants to Further Education Classes Grants to Special Schools

TOTAL

Grants to non-teaching Staff

" This is defrayed from collection of fees from pupils. TABLE 125. 1967 RECURRENT EXPENDITURE

Lower Secondary M $ % increase (i) 103 % of 47,163,000 .-- 48,577,890 62 292 ~.-. -5-- - x 350 x 12 8,719,200 (ii) 30 (iii) 62,292 x 22 ~~..-- 1,370,424

(iv) 1966 O.C.A.R. - 6,591,574

Upper Secondary (a) Arts and Science (i) 103 % of 10,029,600 10 249 (ii) --x420x 12 26 (iii) 10,249 2 22 (iv) 1966 O.C.A.R.

(b) Technical Education (i) 103 % of 211,680 (ii) gx420x12

(iii) 209x50 (iv) 1966 O.C.A.R. (i)+ (ii)-t (iii)+ (iv) (c) Vocational Education (i) NIL NIL 102 (ii) - x350x 12 16,800 26 (iii) 102x50 5,100 (iv) 1966 O.C.A.R. 40,100 -- - not comparable . (i)+(ii)+(iii)+(iv) 62,000 (d) Sixth Form Education (i) 103 % of 1,485,000 1,529,550 1 438 (ii) Lx55Ox12 475,200 30 (iii) 1,438~16 23,008 (iv) 1966 O.C.A.R. 72,000 35 (i) -1- (ii) + (iii) + (iv) Rents, Pupils' Own Language, etc. Hostels 13,021 x 275 Grants to Further Education Classes Grants to Special Schools Total

Grants to non-teaching staff

* This is defrayed from collection of fees from pupils.

121 CHAPTER 7 EDUCATION IN THE STATE OF SABAH

Policy The Assistant Director of Education 7.1 Since 1956 a Board of Education has ad- Education Officer (Development) vised Government in Sabah on Education Policy. Education Officer (Headquarters) On 16th September 1963 the Education Depart- Home Economics Organiser ment, Sabah became part of the Federal Ministry Examinations Secretary (Internal Examina- of Education, though arrangements were made tions) for it to continue under State finance until 1st January, 1964. Under the Inter-Governmental Examinations Secretary (External Examina- Agreement on the Formation of Malaysia, the tions) State retains interest in Educational Policy and Accountant (Unified Teaching Scheme). the Department functions under the 1961 Edu- 7.6 The 4 Educational Regions are:- cation Ordinance, subject to Central Govern- West Coast. ment financial controls. Sandakan, 7.2 The policy at present is to provide a place Tawau and in school for every child of Primary School age Interior. by 1st January, 1971. To this end a Primary Each of these is in charge of Division I Education School expansion programme was drafted and Officer, with a staff of at least one Supervisor approved in 1964. This was based on existing of Schools (Malay), one Supervisor of Schools statistics of needs in the various school areas. (Chinese), one Supervisor (English) and wherever Each of these areas has a Local Education Com- possible, one Organiser of Physical Education. mittee. These Committees were asked to nomi- nate where in their area the allocated quota of Primary Education classrooms is to be built. The policy also is to 7.7 There were 590 Primary Schools in the extend Secondary Education, especially in the State inclusive of Government, Aided and Non- rural areas, to develop teacher training facilities, Aided Schools. Primary enrolments rose from trade training, and the teaching of English as a 86,413 in 1965 to 99,450 an increase of 13,037. second language. 165 new classrooms were provided for Govern- 7.3 In 1966 there were 386 Malay medium Pri- ment Primary Schools in 1866. These represent mary Schools and as this number grows yearly, an increase of 7,425 places in these schools. In the officers of the Department are considering Aided Schools, 41 new classrooms were built the provision of Malay Medium Secondary an increase in places of 1,845. Schools. As a first step the Federal Minister of 7.5 Free Primary Education was established as Education has offered 10 places in Malay Secon- from 1st January, 1966. dary Schools in Western Malaysia to Sabah pupils. Secondary Education 7.9 There are 53 Secondary Schools, both Administration Government Aided and Non-Aided. Secondary 7.4 The Department is administered by a Head- enrolments were 14,245 in 1966 showing an quarters staff and Divisional Staff of four Edu- increase of 2,823 over 1965 enrolments of 11,422. cational Regions. 7.10 In Government schools, 20 new class- 7.5 The principal officers at Headquarters are: rooms were provided for Secondary Schools, The Director of Education allowing for an expansion of 2,080 pupils. In The Deputy Director of Education Aided Schools, 73 new classrooms, 7 specialist rooms and 6 laboratories were completed. This 7.18 The Jesselton Trade School offers five allows for an expansion of Secondary School whole time two-year courses in Carpentry and provision of 2,920 places. Joinery, Electrical Installation, Fitting and Turn- ing, Motor Vehicle Mechanics and Welding/ Teacher Training Blacksmithy. 7.1 1 The number of teachers in Government 7.19 The total number taking these courses in and Aided Primary Schools rose from 2,952 to 1966 was 146. 3,212, an increase of 260 and those in the Secon- 7.20 Part-time Evening Classes were conduct dary Schools from 422 to 489, an increase of 67. in Electrical Installation, Mechanical Engineer- Table I shows the breakdown. ing Craft Practice and Motor Vehicle Mechanics. 7.12 There are two main training establish- These classes met twice weekly and total enrolments: Gaya College (English Medium) and ment was 51. Kent College (Malay Medium and Chinese 7.21 A Day release course was introduced in Medium). January and the enrolment was 18, students met 7.13 A total of 233 teachers (148 men: 85 twice weekly in the Day time for a total of 6 women) was trained. hours and two evenings per week for 4 hours. 7.14 Gaya College produces teachers for Pri- 7.22 The Sandakan school known as the Spe- mary and Lower Secondary classes. The entry cialist Trade Centre offered only part-time and requirement is Junior Certificate or the Overseas Day release courses but when this report appears School Certificate and the course is two years. a two year whole-time course in Motor Vehicle 7.15 Kent College Malay medium course is Mechanics should be in operation. for three years and the entry requirement is 7.23 The total number attending part-time Primary VI; for the Chinese Course of two years courses in 1966 in Motor Vehicle Mechanics, the minimum requirement for entry is the Sabah Fitter-Mechanist, Welding and Navigation was Junior Certificate. Kent College entrants are 68. Day-time classes in metalwork were con- norn~allyrequired to have at least one year's ducted for Secondary School boys. Each group experience as a Pupil Teacher before entry. received two hours instruction weekly and the 7.16 For teachers in Native Voluntary Schools total number in these classes was 200. there is a training centre in Jesselton. Teachers entering are normally expected to have at least Student Overseas five years' experience. After a six months inten- 7.24 As at 31st December 1966 there were 322 sive and practical course they return to the students abroad for higher education in various schools from which they came. fields. 7.25 In 1966 a total of 174 students left for Technical Education studies overseas. Government scholarships, 7.17 Two schools run Technical Courses, one Colombo Plan awards etc., are made by the in Jesselton and the other in Sandakan. State Public Service Commission. TABLE 126. SABAH-NUMBER OF SCHOOLS (a)

i As at 30th September I Primary i Secondary Technical and Total i i 1 ~ocational

Source:-Department of Education, Sabah.

(a) Government maintained, government aided and private schools. (b) Not available.

TABLE 127. SABAH- NUMBER OF PRIMARY AND SECONDARY SCHOOLS, 1966

Types of Schools I Medium of Primary Secondary 1 Instruction I

1. Government Schools Malay 1 English I Chinese ~. 2. Native Voluntary Schools (a) 1 Malay I English ! Chinese 3. Mission Schools (a) Malay English Ch~nese I 4. Chinese Schools (a) Malay English j Chinese I 5. Private Schools (b) 1 Malay English 1 Chinese

TOTAL 1 590 1 55

Source:-Department of Education, Sabah. (a) Aided. (b) Non-aided.

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-mmdn wr-wmo -mmbn w nnnnm mmnnw awwww w 2222% 225222 222522 2 TABLE 129. SABAH-NUMBER OF TRAINED TEACHERS

Qualifications - As at 30th September !- Approved Completed Not Completed Graduate or Secondary Secondary Total / Equivalent---- I

Source:-Department of Education, Sabah. (a) Not available. TABLE 130. SABAH-ANALYSIS OF EXAMINATION RESULTS-CAMBRIDGE OVERSEA SCHOOL CERTIFICATE] HIGHER SCHOOL CERTIFICATE

pppp- Oversea School Certificate Entries Results (Passes) ,--_--_;-~ i I I Year Full I1 Certificate / G. C. E. 1 Total Grade I Grade Grade 111 CertificateTotal Full G. 1 Grand - - - - I - Total School 1 Private School Private / School 1 Private School / Private - School- 1 PrivateI School / Private 1

(b) (b) (b) (b) (b) (b) (b) (b) (b) Y 1966(a) 1 559 71 / 40 1 38 / 599 1 109 1 708 (b) i (b) 1 ,) ( 1 1 1 1 1 ( w i I I 0

Higher School Certificate I Entries Results (Passes) ,------_-, Year Full Certificate 1 Part Certificate ' Full Certificate Part Certificate lPrivate----- Grand Grand Total 1 School 1 1 school Private ,I Total School I Private 1 School 1 Private ,

Source: Education Department, Sabah. (a) Figures include all entries. Withdrawals are not known yet. (b) Not yet available. TABLE 131. SABAH-DISTRlBUTION OF PRIVATE STUDENTS OVERSEAS AS AT 31ST UECEMBEII, 1966

Courses I Australia ) New Zealand I Hongko~lg United Kingdom 1 Canada I Tawan U.S.A. Elsewhere TOTAL I I

Accountancy Administration Agriculture Architecture Commerce Conununications Education Economics Engineering Forestry W- Journalism Law Medicine Nursing Surveying Arts or Science Degree Miscellaneous Humanities Miscellaneous Technical Secondary Education Unknown

TOTAL 60 1518513 I1 6 1 279

Source: Department of Education, Sabah. TABLE 132. SABAH-DISTRIBUTION OF SCHOLARSHIP STUDENTS OVERSEAS AS AT 31ST DECEMBER, 1966

Singapore West Malaysia / Australia New Zealand I Canada United Kingdom Total Courses FG CP SG FG SG CP 1 CP , CP SG FG CP Other TOTAL I 1

DEGREE Administration Agriculture Architecture Commerce Dentistry Education Engineering Forestry Geology Law Medicine Pharmacy Surveying Veterinary Science

TOTAL I 2 Note: SG-State Government Scholarship. FG-Federal Govermiient Scholarship. CP-Colombo Plan Scholarship. TABLE 133. SABAH-DISTRIBUTION OF SCHOLARSHIP STUDENTS OVERSEAS AS AT 31ST DECEMBER, 1966 (Cont'd)

Singapore West Malaysia Australia Canada United Kingdom Total Courses sG cP other SG SG FG CP CP , FG Other SG FG CP Other TOTAL I

DIPLOMA/ CERTIFICATE ETC. Accountancy Administration Agriculture Commercial Art Co-operatives Education + Engineering w Forestry W Land Surveving- - Marine Medical and Health Police Training Printing Quantity Surveying Secondary Schooling Soc~alStud~es and Welfare

TOTAL

Note: SGState Government Scholarship. FG-Federal Government Scholarship. CP-Colombo Plan Scholarship. Source: Department of Education, Sabah. TABLE 134. EDUCATION IN SABAH FOR THE YEAR 1967 PUBLIC PRIVATE TOTAL 1st LEVEL (e.g. primary, elementary) Total Schools 630 1 I1 1 641 Students (full-tinle) Teachers (full-time) 2nd LEVEL-GENERAL (e.g. high sctool, middle school, secondary school) Total Schools Students (full-time) Teachers (full-time) VOCATIONAL (e.g. trade and technical, teacher training at this level) Total Schools Students (full-time)

L Teachers (full-time) 18 nil I 18 W 3rd LEVEL (e.g. higher professional school, teachers college, university.) Total Schools 3 nil 1 3 Students (full-time) Teachers (full-time) 47 nil 1 47

LITERACY Percentage of population which is literate (able to read and write in any language) over a certain age.

AGE 1 YEAR

57 1 6 yrs and over 1 1967 I TABLE 135. SABAH-EXPENDITURE ON EDUCATION

1 Development 1 Recurrent Year Budget / Expenditure Expenditure MS 1 MS ------i I------

Source: Department of Education, Sabah. (a) Estimated. EDUCATION IN THE STATE OF SARAWAK

Introduction a large number of primary schools directly under 7.26 On September 16, 1963, Sarawak gained their own management. independence as a State within the Federation 7.33 Cliurclz or Mission. The Anglican Church of Malaysia. As education is a Federal subject, in Borneo, the Roman Catholic Mission, the the Sarawak Department of Education from that Methodist Mission and two other Christian date came under the Federal Ministry of Edu- Missions manage schools, both primary and cation, subject to the undertakings in paragraph secondary, among which are some of the longest 17 of the Report on Inter-Governmental Com- established and most prominent schools in mittee on Malaysia, 1962. the country. 7.27 The system of education in Sarawak is 7.34 Chinese Comn?ittees. Chinese Committees very similar to that of West Malaysia. Some of of Management are elected by the local commu- the more important differences between the two nities. They manage both primary and secon- systems are:- dary schools. 7.28 (a) The number of languages used as 7.35 Private Conz~~zittees.These are a miscel- media of instruction in primary and laneous group which includes a few primary secondary schools. schools under village committees and an increas- (b) The teaching of National Language ing number of unaided secondary schools under is not compulsory in schools in private management. Sarawak. (c) Differences in the curricula and syl- Medium of Instruction labuses in primary and secondary 7.36 All primary schools use either English or scl1ools. Chinese as the medium of instruction, though (d) There is no comprehensive education at present a few rural primary schools use the at the junior secondary level in vernacular-Malay, Iban, etc. to a varying ex- Sarawak. tent in the lower primary classes. 7.29 Subject to the agreement reached on the 7.37 In all government and aided secondary subject of education as stated above, there is a schools the medium of instruction is in English. general desire to operate the Sarawak school Some unaided secondary schools, under Chinese system as far as possible on closely parallel Committees and Missions, use Chinese. lines with that in the rest of Malaysia. 7.38 Transition classes providing one year's intensive English have been established in some Management of Schools government and aided secondary schools to 7.30 The principal agencies providing educa- prepare pupils from Chinese primary schools to tion are as follows: enter Form One. 7.31 Federal Govemnzent. No primary schools are managed by the government. Secondary edu- Finance cation was until recently left to voluntary agen- 7.39 School Fees. Free primary education was cies but, since the beginning of 1957, twenty introduced into Sarawak when school fees were seven new secondary schools have been estab- abolished with effect from 1st January 1966. All lished under government management. Govern- government and aided secondary schools charge ment manages the Teacher Training Colleges, school fees at rates regulated by Government, the Kuching Vocational School and the Com- but there is a system of remissions. Unaided mercial School, Sibu. secondary schools charge considerably higher 7.32 Local Authorities. Local Authorities, con- fees. sisting of twenty-three district councils and one 7.40 Boarding. The necessity for many pupils municipal council, have a general responsibility in rural areas to board adds considerably to the for primary education in their areas, with power cost of education. Local Authorities are eligible to levy rates. Local Authorities have established for "boarding subsidies" from the Federal Government to assist them to improve the diet 7.45 The Commercial School at Sibu provides at primary boarding schools in rural areas. A one year courses for stenographers and copy- scheme of 'local scholarships' provides assis- typists. tance to indigenous pupils mainly to meet the 7.46 The Nautical School, Sibu continues to cost of boarding in aided secondary schools. offer short full time day courses for launch Practically all government secondary schools masters and Engine Drivers. have boarding facilities. 7.41 Governnzent Sc/?ools. Government secon- University and Post Secondary Education dary schools are managed directly by the Depart- 7.47 There is no university in Sarawak. Scho- ment of Education. larships to West Malaysian or overseas univer- 7.42 Aided Sclzools. Schools managed by Local sities and colleges are awarded by the Federal Authorities and voluntary agencies are eligible Government, State Government, Colombo Plan for financial assistance from the Federal Govern- countries and other agencies. ment under a Grant Code which came into force in 1956. In September 1966 practically all pri- Wastage mary pupils and slightly over 50 per cent of 7.48 The old problem of wastage, which was secondary pupils were in aided or government particularly serious in rural schools, continued schools. Teachers in aided schools receive salaries to show a very marked improvement. The de- in accordance with government scales. The rate crease in wastage is due to many causes, including of fees in aided secondary schools is prescribed. the growing public appreciation of the import- Government pays the difference between app- ance of education, insistence by the Department roved expenditure and any income from fees. on the correct age of admission and on auto- For approved capital projects Government may matic annual promotion, better teaching faci- pay a percentage grant. lities and methods which make schooling more 7.43 Unaided Schools. These consists mainly attractive, improvement in boarding accom- of: (a) secondary schools established by private modation and the school feeding scheme, and committees to cater for pupils who fail to obtain the abolition of school fees in 1966, admission to government or aided schools; (b) Chinese-medium secondary schools not con- Education Expansion verting to English; and (c) schools run by a 7.49 In 1966 about 19 % of the total population mission which prefers to remain outside the of Sarawak were receiving full-time general edu- aided schools system. cation. 7.50 Total school enrolments increased by Technical and Commercial Education 13.6 % over the previous year; secondary enrol- 7.44 The Vocational School at Kuching pro- ments by 15.9 % (in government and aided vides courses in Carpentry and Joinery, Mechan- secondary schools by 16.9 %) and primary en- ical Engineering, Electrical Engineering and rolments by 13.1 %. Automotive Engineering as well as full time and 7.51 The number of teachers rose by 381 to part time courses for the training of steno- 5,271. To meet expansion, the three Teacher graphers and copy-typists. Part time courses in Training Colleges had also increased their intake Mechanical and Electrical Engineering were also of students from 374 to 473 in 1966. conducted. Pupils in the Trade section of school 7.52 Recurrent expenditure on education for are trained to sit for the City and Guilds of the year was $22,352,000, whichwas25.6 % higher London Examinations. than 1965. TABLE 136. SARAWAK-NUMBER OF BOYS AND GIRLS IN PRIMARY AND SECONDARY SCHOOLS

Year Primary Schools Secondary Schools All Schools as at 30th Septenlber 1 I Boys 1 Girls Total Girls Total Boys I Girls Total 1 --_------1- I

n.a. means not available. Source: Department of Education, Sarawak. TABLE 137. GENERAL EDUCATION: ENROLMENT BY LEVEL OF EDUCATION AND AGE-PRIMARY SCHOOLS

I Primary 1 i Primary 2 Primary 3 Primary 4 Primary 5 Primary 6 Total All Primary Age I---:-- Male Female ' Male Female Male Female ~aliFemale Male Female Male Female Male Female Total C_------.--!--~ ---- I--- i-__!-__/ I___ iI___-_,__ I 1 I i 1 I i 1 I I I , 5 ...... 6 ...... 7 ...... 8 ...... 9 ...... 10 ...... 11 ...... 12 ...... W- u> 13 ...... 14 ...... 15 and over

- TOTAL 18,477 15,677 1 13.989 1 10.704 13,345 1 10.020 1 12,233 1 8,393 9,781 6,566 1 9,704 04 6,225 77,529 1 57,585 1135,114 -- -- j--!_-l_-_---_ Total 1966 i1 34,154 ( 24,693 23,365 / 20,626 16,347 / 15,929 135,114 -,- -I 1 ,- Total 1965 I 26,316 I 23,156 1 21.310 1 17,349 I-15,351 15,934 04 1 19,416 Total 1964 / 24,350 22,014 1 18,124 1 17,512 15,609 1 14,226 1 111,835 -- - Total 1963 1 23,523 / 18,862 1 18,220 1 18,028 105,885 --- ' Total 1962 1 19,823 1 19,115 18,816 1 17,189 / 13,613 1 11,135 99,691 I 'TABLE 138. GENERAL EDUCATION: ENROLMENT BY LEVEL OF EDUCATION AND AGE-SECONDARY SCHOOLS

I I Junior Secondary and Junior Middle ! Senior Secondary and Senior Middle -- , - - --- Total All Secondary ! 1- I Age 1 ~ransitioll-I Fonn I Form 2 and Form 3 and Forni 4 and Fonn 5 and 1 Forin 6 and I 1 / Junior Middle 1 / Junior Middlc 2 Junior Middle 3 / Senior Middle 1 , Senior Middle 2 Senior Middle 3 ! i Male 1 Female Male Feinale 1 Malr Female Male 1 Fenxile i Male Fen~ale Male Female 1 Male Female Male 1 Feinale Total - - - - , I I -- I

Total 1966 ; 3,513 8,672 1 6,967 5,362 2,890 1,931 1 879 1 30,2 14

1 Total 1964 ) 3,378 1 6,507 4,830 1 3,817 1 1,657 1,237 / 551 1 21,997

Total 1962 I 1,806 1 4,776 3,211 1 2,737 1 959 1 762 I 528 1 14,779 I I 1 TABLE 139. GENERAL EDUCATION-PRIMARY ENROLMENT BY GRADE AND MANAGEMENT, 1966

Enrolment as in September, 1966 Medium Type of Schools of Primary I Primary 2 Primary 3 Primary 4 Primary 5 Primary 6 1 Total Instriiction -- Male Female Male Female ---I ---I

Aided Schools i Local Authority English Local Authority Chinese Private Conlmittees English Church or Mission English Church or Mission Chinese Chinese Committees Chinese Total: Aided Schools

Unaided Schools Private Committees English Church or Mission English Chinese Committees Chinese Total : Unaided Schools Grand Total 1 34,154 24,693 23,365 1 20,626 1 16,347 1 15,929 1 135,114 TABLE 140. GENERAL EDUCATION-SECONDARY ENROLMENT BY GRADE AND MANAGEMENT, 1966

Enrolment as in September, 1966

, --- -- .- - - -- ,---- ~ / Medium of I Fonn 1 and Form 2 and Fonn 3 and I Form 4 and i Fonu 5 and Forni 6 and Tral'"tion I 1.M.1 / I.M.2 JM.3 SM.1 SM.2 ;/ SM.3 A1lSecOndary Type of Scliool / Instruction i 1 _ 4 :- -- ' ' - - I - I - - I 1 Male / Female Male 1 Female ( Male I Female j Male I Female 1 Male 1 Feniale Male 1 Female Male 1 Female ! Male Female i Government and i Aided Schools Government I English 203 Church or Mission English 137 Church or Mission Chinese - Chinese Committees I Chinese i converting I 1 to English 409 Total: Government and Aided Schools ~ Unaided Schools 1 Private Committees English Church or Mission ; English Church or Mission { I Chinese Committees Chinese Total: Unaided Schools GRAND TOTAL 1 1 1,999 1 1.514 5,504 3,168 4,252 2.715 3,384 1.978 1,941 ; 949 1,370 561 650 229 19,100 11.1 14 I I I TABLE 141. SECONDARY SCHOOL EXAMINATION RESULTS

Sarawak Junior School Certificate Year Entered Passed Grade I Grade I1 Grade III Governnlent and Aided English Secondary Schools 100 710 220 259

Unaided E nglish Secondary Schools 246 151 2 1 3 7

Cambridge Overseas School Certificate Government and Aided English Secondary Schools 1960 24 1 172 64 79

Unaided English Secondary Schools 3 2 - 1 -- - 7 3 7 - 44 .- 49 3 150 14 Private Candidates I2 - 12 - 3 - 19 - 36 -- 39 1 5 8 - Cambridge Higher School Certificate . 1960 32 2 1

Chinese Junior Middle Certificate 1960 1,027 1961 930 1962 1.125

Chinese Senior Middle Certificate 1960 346 1961 333 1962 3 74 1963 404 TABLE 142. OVERSEAS AID-STAFF, 1966 This table shows the number of men and women provided under various schemes of aid who, in December, 1966, were engaged in educational work in Sarawak. This aid is of great value in helping Sarawak to reach a stage where the country will be better able to provide its own personnel to staff the school system. This table does not include staff serving under the Overseas Aid Scheme of the United Kingdom. I Assignment

1- 1 I-. I . I I i I Tntal

Colombo Plan-New Zealand Colombo Plan-Australia Colombo Plan-Canada Voluntary Service Overseas-U.K. (cadets) Voluntary Service Overseas-U.I<. (graduates) Voluntary Service Abroad-N.Z. (cadets) Voluntary Service Abroad-N.Z. (graduates) Canadian University Service Overseas Peace Corps Volunteers-U.S.A.

TOTAL IS 2 / 2 1133 2 7 32 1193 I / I

Comments: (i) Group Headmasters are for supervision of groups of primary schools in rural areas. (ii) Primary Schools-These are Primary School Advisers, New Syllabus Co-ordinators and Teachers cngaged in organisation supervision and Special Language work in primary schools.

TABLE 144. Expenditure by the Education Department in recent years has been as follows:

Ordinary Development Recurrent Budget Budget M$ M $ TABLE 145. GENERAL EDUCATION-NUMBER OF SCHOOLS AND PUPILS AS IN SEPTEMBER, 1966. i Primary Secondary ------Type of Schools I of Enrolment -----

Government and Aided Schoois Government English I - Local Autlior~ty English 1 785 43,543 28,588 Local Authority Chinese IS 1 1,192 1,034 Private Colnrnittees English 1 2 ! 326 1 357 Church or Mission English j 132 1 11,061 I 8,:; Church or Mission Chinese 4 774 Chinese Conmiittees Chinese 1 218 1 19,991 1 17,873 Chinese Conl~nittees Chinese, I - converting 1 . ! t to English , - I ------Total: Government & Aided Schools 1,159 76,887 57,082 ------; 1 1 I 1 ~ I Unaided Schools I Private Conilnittees I English I Chinebe Church or Mission I and English Church or Mission j English Chinese Committees , Chinese - - 1 Total: Unaided Schools I1 ; 12 642 1- 503 / 1,145 42 1 9,675 l-1 ~.41----1 15,096 Grand Total 1 I 1,171 / 77,529 / 57,585 1135,114 / 92 19,100 11,114 30,214 i -- -- Ch. denotes Chinese Medium Add Primary 1,171 77,529 57,585 135,114 E. denotes English Medium Grand Total-Primary and Secondary / 1,263 96.629 68,699 165.328 Source: Department of Education, Sarawak. TABLE 146. TEACHERS IN SCHOOLS CLASSLFIED BY QUALIFICATION AS IN SEPTEMBER, 1966

Primary Schools I.i Secondary Schools ~ I------Grand Toal Teaching Stan' I Aided Unaidcd . Total I Government I Aided -1 Unaided Total '--, '--, ,-~l~~.--8 -- !- 1'- 1 Male I Female I Male 1 Female I Male 1 Female /XIFemale 1 Male Feinale i Male i Fc~nale1 Male 1 Female 1 Male Approved Gradi~ates Trained Untrained passed Secondary Trained Untrained Below Secondary School Certificate Trained Untrained i1.147 Total 12,980 / 1,132 / 11 ! 28 2,991 160 1 I 61 242 / 128 ) 367 1 161 ) 770 1 350 13,761 1 1.510 / 5,271 Grand Total 4,112 4,151 1 222 1 370 1 528 1,120 1 5,271 - j9 I 2. I i OC

TEACHERS IN SCHOOLS CLASSIFED BY TRAINING AS IN SEPTEMBER, 1966

Primary Schools I Secondary Schools ------, - - - ~ Teaching Staff Aided Unaided 1 Total 1 Government Aided I Unaided \ Total / -8--_ Trained ,-KGlvn- ~rainrdI Un- ~nined In- rained Un- Trained Un- Trained Un- 1 trained tra~ned I trained 1 / trained ; trained i ( trained 1 trained Approved Graduate 90 271 Passed Secondary School Certificate Below Secondary School Certificate Total 1 1,565 1 2,547 / 11 / 28 1 1,576 2,575 1 151 1 71 1 184 186 1 38 490 1 373 1 747 I? -- I------__-_ I I Grand Total I 39 , 4,151 I 222 I 3 70 528 ,1 1,120 i I I I I I TABLE 147. TOTAL ENROLMENT IN SARAWAK SCHOOLS AS AT 1.4.1967 (ALL DISTRICTS IN ALL DIVISIONS) I Type of School I Primary Enrolment Secondary Enrolment Mediun~of 1 No. of -- - No, of - --- I Government and ~~~~~~i~~ SC~OO~SP:. I 7.I ~ri.I PC. PI~. I-GF-IK-GT Schools F.3 F.4 ~ F.5 1 F.6 Total 1 No. of I I 3 4 5 6 Teachers 1 Aided Schools 1 1 1 Teachers I I ------I- I Government English Local Authority English Local Authority Chinese , 18 546 Private Committees English 3 107 Church or Mission English 133 i 3,749 Church or Mission Chinese 1 5 207 Chinese &I Chinese Chinese Conimittees converting 217 to -1 English 1 I I Total for Govern- ment & Aided Sch. , ---

Ut~aidedSci~ools Private Committees English Church or Mission English Chinese Church or Mission and English Chinese Cotntnittees Chinese Total for I Unaided Schools i Grand Total I

Soi~rce: Department of Education, Sarawak.

TABLE 149. MINISTRY OF EDUCATION MALAYSIA PUPIL/TEACHER RATIO, ETC. , Ratio Level of Education ------, ------Class/Pupil ClassITeacher : Teacher/P~lpil Teacher/Pupil I (2) I 1 (Approved)

Primary 1:40(1) , 1:1.2 1 :28 (1) , 1 :33 (6) i I

Lower Secondary 1:37(3) / 1:1.43 1:26 (1) 1:30 (6) I I - - i ------

Upper Secondary (a) Arts & Science I :40 (1) 1 :1.43 1 :28 (1) 1 :26 (6) (b) Technical 1.33 (1) See (2) I :23.3 (1) 1:26 (6) (c) Vocational 1.28 below 1 :20 (1) I 1 :25 (6) I ------I I Post Secondary I 1:28 l:l8(5) / 1:14 (1) ' 1 120 (6) I I I

College

University 1 1:15(5) 1:2.0(5) 1 1:8(4) (7) I I I Nares: (1) Ref: KP. 0502 (Sulit) Minit Churai dated 14.10.1965. (2) Ref: Administrative Ruling Circular No. 1 or 1958. (3) (40 divided by 28) multiplied by 26-37. (4) H.E.P.C. recommendations. (5) As proposed in the World Bank Report (Vol. 111 A Appendix 5). (6) Approved latest ratio reference E.P.R.O. (7) No. proposals, reference E.P.R.O. Kuala Lumpur, 22nd. August, 1967. CHAPTER 8

APPENDIX Some Important Dates in the National System of Education in Malaysia

1956. Report of the Education Committee the Government Printer, Kuala Lumpur. 1956 (popularly known as the Razak 1962. As from the beginning of 1962, primary Education Report) was published by the education is free of sclzool fees in all Government Printer, Kuala Lumpur. assisted primary schools for the first 1956. Automatic promotion was introduced in time. all assisted primary schools in 1956. 1964. The Malayan Secondary Schools Entrance 1960. Report of the Education Review Com- Examination was abolished. mittee 1960 (popularly known as the 1965. The Comprehensive System of Education Rahman Talib Report) was published by ivas introduced.

UNESCO DEFINITIONS USED IN EDUCATIONAL STATISTICS

8.1 A person is literate who can with under- adopted a new definition of urban areas as standing both read and write a short simple being: (a) places of 2,500 inhabitants or more statement on his everyday life. incorporated as cities, boroughs and villages; 8.2 A person is illiterate who cannot with (b) incorporated towns of 2,500 inhabitants or understanding both read and write a short simple more (except in those States where 'towns' are statement on his everyday life. simply minor civil divisions of counties); (c) the 8.3 Urban and Rural: While a number of densely settled urban fringe, including both in- countries have compiled and published census corporated and unincorporated areas, around data on illiteracy separately for urban and rural cities of 50,000 or more; and (d) unincorporated areas, there is no uniformity in the definitions places of 2,500 inhabitants or more outside any used by these or other countries. For example, urban fringe. The population not living in these. Argentina (census of 1947) published statistics areas is classified as rural. In the tabulation of on illiteracy separately for urban and rural illiteracy statistics from the sample survey of areas, 'urban' areas being defined as cities and 1952, the rural population was further classified other populated centres of 2,000 or more in- into rural farm and rural non-farm population. habitants. Ceylon (census of 1946) tabulated 8.4 On the problem of urban-rural classifica- illiteracy data separately for the 'municipal and tion in general, the United Nations recommen- urban council areas' which were identified by dation is as follows: 'Because of the diversity name. Greece (census of 1951) classified its of concepts used in the classification of areas as literacy data by 'urban', 'semi-urban' and 'rural' urban and rural in various countries, it is not districts, according to whether the most heavily practicable to establish uniform definitions of populated place in the district had 10,000 or urban and rural population for international more, 2,000 to 9,999, or less than 2,000 inha- use. It is believed that for purposes of inter- bitants. Panama, in the census of 1950, consi- national comparison the classification by size of dered as 'urban' those places with 1,500 or locality ... is, at the present time, most nearly more inhabitants, having urban characteristics adequate and should be used in addition to the such as electricity, water and sewage systems, urban-rural classification which countries may paved streets, commercial establishments, com- continue to use for national purposes. The inter- munication facilities, secondary schools, etc. The pretation of any urban-rural tabulations em- United States of America, in its census of 1950, ployed will be facilitated if countries give the definitions of urban and of rural areas of popu- old enough to enter a school at the first level lations used for census purposes.' (e.g., at nursery school, kindergarten, infant 8.5 The edztcational attainment of a person is school). the highest grade or level of education completed 8.19 Education at theJirst level, the main func- by the person in the educational system of his tion of which is to provide basic instruction in own or some other State. the tools of leanling (e.g., at elementary school, 8.6 A pupil (student) is a person enrolled in a primary school). school for systematic instruction at any level of 8.20 Education at the second level, based upon education. at least 4 years' previous instruction at the first 8.7 A full-time pupil (student) is one who is level, and providing general or specialized in- enrolled for full-time education for a substantial struction, or both (e.g., at middle school, high period of time. school, vocational school, teacher training school 8.8 A part-time pupil (student) is one who is at this level). not a full-time pupil (student). 8.21 Where possible, education of the second 8.9 A grade is a step of instruction usually level should be subdivided by type as follows: covered in the course of a school year. (a) General education, which does not 8.10 A class is a group of pupils (students) who aim at preparing the pupils directly are usually instructed together during a school for a given trade or occupation. term by a teacher or by several teachers. Where appropriate, general educa- 8.11 A teacher is a person directly engaged tion should be further subdivided as in instructing a group of pupils (students). Heads follows: (i) lower stage, in which of educational institutions, supervisory and other general instruction is given, with personnel should be counted as teachers only orientation of pupils according to when they have regular teaching functions. interests and aptitudes (e.g., at junior 8.12 A firll-time teacher is a person engaged in middle school, junior secondary teaching for a number of hours customarily school, junior high school); educa- regarded as full-time at the particular level of tion at this stage may lead to vari- education in each State. ous types of instruction at a higher 8.13 A part-tirne teacher is one who is not a stage; (ii) higher stage, in which full-time teacher. some differentiation is provided in 8.14 A school (educational institution) is a the types of instruction according group of pupils (students) of one or more to the interests and aptitudes of the grades organized to receive instruction of a given pupils (e.g., at senior middle school, type and level under one teacher, or under more senior secondary school, senior high than one teacher and with an immediate head. school). 8.15 A public school is a school operated by a (b) Vocational education, which aims public authority (national, federal, state or pro- at preparing the pupils directly for a vincial, or local), whatever the origin of its trade or occupation other than teach- financial resources. ing. Where appropriate, vocational 8.16 A private school is a school not operated education should be further sub- by a public authority, whether or not it receives divided as follows: (i) education financial support from such authorities. Private which is mainly practical; (ii) edu- schools may be defined as aided or non-aided, cation is mainly technical and scienti- respectively, according as they derive or do not fic. derive financial support from public authorities. (c) Teacher training, which aims at 8.17 The compulsory school-age population is preparing the pupils directly for the total population between the age limits of teaching. compulsory full-time education. 8.22 Education at the third level, which requires, 8.1 8 Education preceding the first level, which as a minimum condition of admission, the suc- provides education for the children who are not cessful completion of education at the second level, or evidence of the attainment of an equi- year in the school cycle. The term is most often valent level of knowledge (e.g., at university, used however to refer to the group enrolled in teachers' college, higher professional school). grade I in year one, the group enrolled in grade 8.23 Receipts refer to cash received by or made I1 in the following year and so on through the available to or for schools, including appropri- school cycle. ations, subventions, fees, cash value of property 8.31 Dropout refers to a child who has enrolled received as gifts, etc. in year "t" but fails to enrol in any school in 8.24 Expenditures refer to financial charges in- year "t + 1", i.e. a child who has enrolled in any curred by or on behalf of schools for goods and year who fails to enrol in an immediately suc- services. ceeding year before completing the prescribed 8.25 Recurring expenditures include all expen- cycle. It is suggested that the term attrition not ditures except those for capital outlay and debt be used in the context. services. 8.32 It should be remembered that a child who 8.26 Capital expenditures refer to expenditures repeats may then drop out. for land, buildings, equipment, etc. 8.33 Dropout and repetition are two forms of 8.27 Debt service refers to the payment of wastage with which the Seminar was most con- interest and the repayment of the principal of cerned. loans. 8.34 Non-Enrolment refers to children of school- 8.28 Special education covers all general or age population who are not enrolled in school. vocational education given to children who are 8.35 Repetition refers to pupils who are to physically handicapped, mentally handicapped, remain in the same grade and do the same work socially maladjusted or are in other special as in the previous year. categories. 8.36 Transfer. A child who changes from one 8.29 Absenteeism refers to the extent to which school to another It should be noted whether children who have enrolled do not attend. transfer is within the same type of schools (e.g. 8.30 Cohort (True Cohort). All children who between two public schools) or between two enrol for the first time in the first grade in one different types of schools (e.g. transfer from year and their subsequent progress from year to public to private school).

References: (a) Annual Report on Education in the Fede- (d) Unesco: Final Report of the "Technical ration of Malaya for 1956. Seminar on Educational Wastage and (b) Official Year Book 1962. School Dropouts" convened by Unesco (c) Unesco : "Manual of Educational Statistics." Bangkok, 5-12 September 1966.