A-1

Appendix I: A Brief history of education in Malaysia Since independence, education in Malaysia has undergone tremendous changes and development. From a diverse and fragmented system of education based upon communal needs, it has evolved into an education system that strives to build a united nation according to the Malaysian mould. Malaysia aims to produce a competitive society that is strong, united and resilient in facing challenges and adversity. An excerpt from “Education in Malaysia: A Journey to Excellence,” 2008, Ministry of Education, Malaysia.

PRE-INDEPENDENCE: Report, confirmed the educational policy in the Razak Report and its general acceptance by the public. The recommendations of these two EDUCATION DURING THE BRITISH reports became the integral components of the Education Act 1961. In January 1976, the Act was extended to Sabah and Sarawak, which had OCCUPANCY (1824 - 1957) been incorporated into the formation of Malaysia in 1963. Prior to attaining independence from the British in 1957, there was an absence of uniformity in the provision of education. Each ethnic Exhibit I-1 group established its own school. Malay, English, Chinese and Tamil

schools used their respective medium of instruction, curricula, books and teachers. Children of different ethnic background could only study together in the English schools. Teachers for the Chinese and List of Important Education Committee Reports Tamil schools were brought in from China and India respectively while Malays were recruited to teach in Malay schools. At that time, education was focused on maintaining loyalty towards the country of 1 Barnes Report 1951 origin. As a result, segregation existed among the ethnic groups. POST INDEPENDENCE: 2 Fenn-Wu Report 1951

EDUCATION DURING POST- 3 Razak Report 1956 INDEPENDENCE (1957 - 1970) Prior to independence, there was awareness amongst the leaders 4 Rahman Talib Report 1960 and the locals for the need to replace the education systems left behind by the colonists with one common education system for all. This awareness resulted in the Razak Report 1956. The Education 5 Higher Education Committee Report 1967 Committee Report 1956 suggested an establishment of an education system that incorporated national characteristics and guaranteed a place in schools for all children regardless of their ethnicity or 6 Dropout Report 1973 religion. The education policies outlined in the Razak Report were the foundation for the formulation of a national education system that Report of the Cabinet Committee to Review 7 placed high emphasis on national unity (See Exhibit I-1 for a list of Educational Policy 1979 major education reports).

In 1960, a Review Committee was established to look into the 8 Cabinet Committee Report on Training 1991 implementation of recommendations made by the Razak Report. The findings of this committee, commonly known as the Rahman Talib