THE NATIONAL EDUCATION THE NATIONAL EDUCATION SYSTEM : COLONIAL SYSTEM : COLONIAL

EDUCATIONEDUCATION

The Barnes Report (1950)The Barnes Report (1950)

The Fenn Wu Report (1951)The Fenn Wu Report (1951)

The Razak Report (1956)The Razak Report (1956)

Prepared by :

SHAFARAHANIM HARUDDIN 2011523497

JU AZURA BINTI ABDUL RAHIM 2011325031

NOR SAADAH BT AB AZIZ 2011359771

National Education National Education PolicyPolicy

Barnes Report 1950

Fenn-Wu Report 1951

Education Ordinance 1952

Razak Report 1956Education

Ordinance 1957

Rahman Talib Report 1960

Education Act 1961

The Cabinet Committee 1974

Barnes Report 1950Barnes Report 1950

• The report led by L. J. Barnes• The Barnes Report was a British proposal

put forward in 1951 to develop a national education system in British Malaya.

• The aim is to investigate and improve the education of the Malays.

• Barnes Report 1950 important in determining the education system in Malaysia after independence in 1957.

PROPOSALPROPOSAL

Create the national schoolIn the Primary School use of Malay and

EnglishTwo types of school system shall be

establishedCreate a type of school using the Malay

language as the mediumChinese Education and Tamil will be

provided if there are 15 students or more who want to learn their mother tongue

PROPOSALPROPOSALMalay language must be taught in English

schools and English language must be taught in Malay school

Bilingual schools, held and medium of instruction is English and Malay.

Vernacular schools in Malay, Chinese and Tamil converted to national schools. These schools will use the national language that is the Malay language.

ChallengesChallengesIt was criticized by non-Malay communities

as "saturated with Malay nationalism"[citation needed] and bolstering “Ketuanan Melayu”, an ideology of Malay supremacy.

Chinese people against and form the Fenn-Wu Report because they consider their mother tongue to be significantly affected

Chinese society through the Fenn-Wu Report 1951 agree with the national education system

EffectEffect• Barnes Report was unsuccessful and in 1955, two years

before Malaya's independence, the Razak Report endorsed the concept of a national education system based on Malay (the national language) being the main medium of instruction.

• To pacify the ethnic sensitivities, the British government approved a modified formula that would allow bilingualism in Malay schools (Malay and English) and three language "solution" in Tamil and Chinese schools (either Tamil-Malay-English or Chinese-Malay-English), by recommending a common curriculum for all schools, hoping that a national school system would evolve.

ImplicationsImplicationsJawi drop – taught as part of religious

intruction (Sekolah Pondok / Madrasah)Whole secular curriculum – use romanized

scriptTransformation of all vernacular school into

national school – English and BM as medium of instruction – Chinese and Tamil as subject

Fenn-Wu Report 1951

PROPOSALPROPOSAL Apart from the Barnes Report that focuses on

the Malay schools, there Fenn-Wu Report focused on Chinese schools.

Fenn-Wu Report 1952 was established to review the Barnes Report and attend to the Chinese community which considers the report to eliminate the language and Chinese culture. 

This report led by Dr.Fenn, of the Associate Executive Secretary of China, and Dr. Wu of the United Nations Organisation.

Therefore, in the Fenn-Wu Report1952, there were some suggestions made, then form the basis of the Education Ordinance (1952).

PROPOSALPROPOSAL

There are a number of proposals submitted in the Fenn-Wu Report 1952. 

The first was a Chinese school should be maintained. In fact, the lessons are to be based on the country jug China rather than Malaya. 

The motion is designed to avoid erosion of the culture and customs of the Chinese nation.

PROPOSALPROPOSAL

In addition, the vernacular schools are allowed to function and use the three languages, Malay, Chinese and Tamil. 

In fact, the national language is also held. 

Fenn-Wu  Report 1952 also stated that the schools national-type flows (English) should be maintained.

Thus, vocational schools continue to be developed to meet the needs of skilled labor needed for national development .

CHALLENGESCHALLENGES

After the Fenn-Wu Report 1952 produced, it received various reactions from many quarters. 

Malay people had rejected the Fenn-Wu report that they feel the recommendations in the report does not benefit them. 

However, the response received has led to one other study. A special committee, the Centre for Education Advisory Committee was established to review the Fenn-Wu report.

CHALLENGESCHALLENGES

Centre for Education Advisory Committee is comprised of 20 members, education, government officials and external members of the Malay, Chinese and Indians. 

In this committee, they have been assigned to find a middle way, how the government could implement the recommendations of the Report and the Fenn-Wu Barnes.

CHALLENGESCHALLENGES

Some even felt that the pupils from primary schools will learn Malay and English but the children of Chinese and Indians will be given the opportunity to learn Kuo Yu and Tamil. 

In fact, the language of instruction in schools is to be Malay or English.

IMPLICATIONSIMPLICATIONS In conclusion, from the

information available, it is clear that although most Chinese people are ready to accept the Malay language and English as medium of instruction, but they still wish to maintain their native language as their cultural identity. 

The Fenn-Wu Report be accepted in its entirety because the motion has been keeping the interests of all parties fairly.

RAZAK REPORT 1956RAZAK REPORT 1956Three year after the implementation of the

Education Ordinance, the British colonial Government set up a committee in 1955.

Known as Cabinet CommitteeReview of Education Policies Headed by the Late Tun Abdul Razak B.

Hussein, the Minister of Education, Federation of Malaya.

The task assigned under this committee:

- Examining existing education policies including those pertaining to the

Education Ordinance 1952.

- Recommend Educational changes as deemed appropriate

The Education Committee later known as Razak Report

Release on 6 May 1956.

OBJECTIVESOBJECTIVESTo establish a National System of

Education characterized by the following:

1.The Malay Language as the national language and the main medium of instruction

2.An environment-oriented curriculum with a local flavor

3.A common syllabus for all schools.

PROPOSALPROPOSALMalay and English language to be made

compulsory for all primary and secondary school

English, Mandarin and Tamil language to be the medium instruction for all national type schools

Two types of schools to be made available for all races : fully-aided or private primary schools and fully-aided or private secondary schools

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

A central examination system common to all schools

Qualified primary and secondary teachers

Placement all teachers under a common professional service

Establishment of the Federal School Inspectorate

CHALLENGESCHALLENGES

Students who are over ages must leave the schools.

Chinese students disagree and protest Finally, this report was implement by stages

EFFECTEFFECTSchool system in various stream.Bahasa Melayu as a medium of

instruction in all schoolKBSR, KBSM,KSSR and KSSM

existsStandardized exam system for all

students

Thank YouThank You