education reform the past and present

8/15/2019 Education Reform the Past and Present

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Education Reform, The Past and Present

Norhidayah bt. Mohd Ramli

Kulliyyah of Islamic Revealed Knowledge and Human Sciences

Department of Political Science

1.0 Introduction: History of Education System in Malaysia

1.1 Pre-Independence (before 1957)

Malaysia education has experienced tremendous changes since the era of British

Colonialism till what we have today. It is not wrong to say the Malaysia has reformed its

education system in conjunction with the changes of political leadership in these multi-racial

countries. From this perspective we might say that the education system in Malaysia is one form

of political agenda in governing this country with the main intention to create a knowledgeable

nation that will lead Malaysia in the future.

Under British Colonialism, the education system in Malaysia or known as Malaya at that

time were divided into four main streams which are English medium , Malay medium, Tamil

medium and also Chinese medium. Roughly said, it reflects that under British Administration

there was no concrete education policy was created for the Malayan and normally the way

British educate the public was based on Divide and Rule policy. By having four main streams or

vernacular schools it helps the British to segregate the public according to the ethnicity. The

English medium school was built under the rule of British and Missionary movement in Malaya.

Thus, these schools were strictly selective in enrollment process and usually the students were

the British itself, the Royals and the elites from Malays and the Chinese. The syllabuses used by

these schools totally follow the British Education policy. The schools like Penang Free School,

Malacca High School and Victoria Institution are the example of the inheritance of British

education system in Malaya that we still can see the physical features in term of name and

building nowadays. Different stories for other streams like Malay medium, Chinese and Tamil

(Indian). Basically, these schools was built by the initiative by the community itself and the aims

were to provide basic knowledge to the children within the ethnicity itself. For example, in

Malay medium school the goals were to introduce the basic 3R- Reading, wRiting and

aRithmetic to the student and also emphasized on the religious teaching. Same goes to the other


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two, the Chinese medium and the Tamil, both streams used their own syllabus that came from

India and China.

Malay aristocrats, Malay peasants and Indian estate labourers – received the kinds of

education that would be fitted them in playing the roles assigned to them in the colonial scheme

of things. The aim of Malay education was to make the son of fisherman or peasant a more

intelligent fisherman or peasant than his father. The system failed to prepare the Malays to cope

with the rapid changes occurring all around them. The British education for Malays in English

medium was only for sons of loyalty and chiefs. It accentuated the stratification of the Malay

society by preparing a small, elite segment of Malays to participate in the administration of the

country.

For Indians, the whole system was aimed at assuring that estate workers’ children

remained in the estates. The British governed pragmatically, focusing their attention on

immediate problems, allowing things to happen and intervening only when a threat to the British

was perceived. The Chinese were left to go they own way. The Chinese were educated both in

their own language and in English. The rapid growth of Chinese participation in the English

medium education was economic. A basic education in English prepared one for a clerkship in

the government, a European owned business or for further education. Compared other ethnic

groups, Chinese were best able to benefit from the structure of opportunities offered (Snodgrass,

1980)

The education system in Malaysia also facing the “black era” during the World War II

when Malaya was occupied by the Japanese. During the Japanese Occupation, all streams of

education system were abolished and they must use Japanese language as the medium of

instructions. In addition, the English and Chinese languages were totally banned and it was a

huge crime that lead to death penalty for those who try to use in the school. The Japanese

education system can be seen as the “brain-wash” system when all the pupils were introduced to

Japanese history and patriotic songs. After the World War II ended, the education system in

Malaya returned to the one they had before the Japanese Occupation.

1.2 Post Independent (1957 – current)

At this stage, there are several movements which concern on matters pertaining unity,

Malays and it leads to several reports and changes after that. The four main reports were created


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in order to achieve objectives according to the groups solely, here we will see how the interest

group based on ethnicity play their roles to create education system that favour their own

interest. Those five reports namely, The Holgate Report 1949, The Barnes Report 1951, The Fen

Wu Report 1952, 1952 Educational Ordinance and the most significant report in Malaysia

Education system – The Razak Report 1956. From those five, the Razak Report was considered

the successful and important for education development in Malaysia. It is due to some factors

that lead the other four reports faced a lot of obstacles in term of the contents, opposed by other

ethnicity and we should say that in certain aspect in do not favour the interest of the British as

the ruling government.

1.21 The Barnes Report 1951

Prior to the independence, in 1951 the Barnes Report 1951 proposed a single inter –

racial type of school, the national school. It would provide six years of free bilingual (Malay and

English) education for all 6-12 year-olds. The committees aim was the achievement of the

elusive goal of educational unification, based on Malay – English bilingualism. It suggested the

transformation of all vernacular schools into national schools where English would be the

medium of instruction and Malay the national language, while Chinese and Tamil languages

were to be taught as subjects in Pupils own language (POL). English was suggested as a medium

of instruction to develop skills and knowledgeable human resources for economic prosperity of

the new nation (Ales Puteh, 2010) The Barnes Report was pioneer steps in centralizing our

national education system and enhancing the idea of ‘nationisme’ among the younger

generations

1.22 The Razak Report 1956

The Razak Report can be seen as the pillar to create a harmonious racial based

educations system. The main idea of this report was The Education system should compromise

of two types of primary schools – standard primary schools – Malay as a medium of instruction,

and standard-type primary schools – Kuo-Yu or Tamil or English as the medium of instructions.

It also stress on the using uniformity of syllabus with addition of Malay as the compulsory

subject to be taught in all medium schools. For the secondary level, the Malay and English was


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the primary language of learning progress and all teachers must be well- trained with the

standard of teaching training’s college. From this perspective, it clearly shows that Razak Report

is the pillar for the education system in Malaysia. After the independence, the Malays start to

raise concern on the importance to use Malay language as national identity for all people of

Malaya (before it changed to Malaysia after 1965), therefore Rahman Talib who was the

Minister of Education at that time came out with the idea of nation-building through the means

of education system. The idea of creating national school by abolishing all type of mother-tongue

based education system by having Malay as the sole language used in learning progress and

besides pre-requisite for potential students entering secondary schools and teacher training

college. Incentives were also given to those excelled in Malay language. As expected, the idea

gave strong critiques by those from Chinese and Tamil schools. However, from Rahman Talib

Report, the National Education System was created.

2.0 National Education System Reform

It was created after the Parliament passed the bill of Education Act 1961 based on

Razak Report 1956 and Rahman Talib Report 1961. Under Education Act 1961, it shows how

the tolerance practices by the government towards the multi-racial communities in Malaysia. The

objective of Education Act 1961 or known also as The Federal education policy aims to

establish a national system of education that comprise the elements that promotes the cultural,

economical and political advancement in this country, besides making the Malay language as the

national language. At same moment, the policy formulated based on Education Act 1961 shows

the tolerance for the needs and sensitivities of other races by allowing the Tamil and Chinese

language to be used as a medium of instruction at the vernacular with Malay language as a

compulsory subject. Three main area covered by the Education Act 1961 were the primary

education, secondary education and it also has specific framework for Islamic education. From

the very beginning on the creation of Malaysia National Education policy, the Islamic education

has been adapted to the national education system. It shows that the government did not neglect

the spiritual needs for Muslims. The spiritual values are one of vital component in Malaysia

National Education Policy. It is clearly reflected through The National Philosophy of Education

states that:


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Education in Malaysia is an on-going effort towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are

intellectually, spiritually, emotionally and physically balanced and harmonious, based

on a firm belief in and devotion to God. Such an effort is designed to produce

Malaysian citizens who are knowledgeable and competent, who possess high moral

standards, and who are responsible and capable of achieving a high level of personal

wellbeing as well as being able to contribute to the harmony and betterment of the

family, the society and the nation at large.

2.1 Education Act 1961

The implementation of Education Act 1961 as a part of changing process taken by the

Malaysia government to replace the colonial based education system with Malaysia based

system. Thus, in other aspect we can see the infusion of “nationalism” elements in drafting and

implementing the National Education System. The Malaysian government reviewed the

legislative provision and education policies which came into effect after our country achieved

Independence. By the end of the 1970s, after undergoing changes in the curriculum and the

system as a whole, the Education Act was fully implemented and expanded to Sarawak and

Sabah. All schools use Bahasa Melayu as the medium of instruction (except at the primary level)

and comprehensive education was provided for nine years. The forms and goals of the national

education system were further reinforced with the formulation of the national education policy

and the National Philosophy of Education upon recommendations by the Cabinet Committee

Report (1979) to strengthen and consolidate national education. Since then, several reforms have

been introduced to make education and training more efficient, attuned and responsive to the

needs of the nation. These brought major changes in tandem with accelerated national

development. Numerous areas of education are undergoing reforms. These are supported by new

legislative measures formulated to facilitate the realization of targets set by the Ministry of

Education (Haji Azmi Bin Zakaria, 2000). The rapid changes in technology and development

made the government see the importance of science and technology as a focal medium to

modernization. As a result, the new education system also created by emphasizing on the fields

of science and technology. It can be seen from the rapid increment of science stream students

intake compared to the arts stream, it change the perspective of the society towards the technical


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and vocational based education. It was proven when at the end of 1970s, 68 technical and

vocational schools in Malaysia, with more than 30,200 students enrolled, in addition to 1,200

normal “academic” schools in the country.

The new trend in national education policy in Malaysia which more focusing on the

science and technology would be the significant result from the Vision 2020 introduced by Tun

Dato’ Seri Dr. Mahathir Mohamad who was the prime minister at that time. It was the initiative

taken by Tun Mahathir to review and revise the national education system in order to ensure the

system was comprehend with the needs and demands of the market and world as whole.

Education Review Committee was set up under the then Honorable Minister of Education, Dr

Mahathir Mohammed (before he step us as the Prime Minister in 1981). The report, released in

1979, now popularly known as the Cabinet Committee Report, was a result of a very

comprehensive study of the education system as spelt out by the Education Act of 1961.

Although the Cabinet Committee Report did not delineate a new education policy, the emphasis

shifted towards building a truly Malaysian society of the future. To that effect, it emphasizes at

all levels of schooling, a holistic (intellectual, spiritual, physical and emotional) approach to

quality human development to ensure development from all domains – cognitive, affective, and

psychomotor (Rahimah Haji Ahmad, 1998)

2.2 Education Development during NEP (New Economic Policy) 1979-1990

During the NEP (New Economic Policy) 1979-1990, the rapid development projects

done by the government in order to eradicate the poverty among the Malaysians and reducing the

gap between the races. The NEP gave major impact to the education sector in Malaysia, It was

during

this phase that the education system was consolidated following the recommendations of the

Cabinet Committee Report (1979). Substantial changes made to the education system included

making Malay Language as the main medium of instruction and English as a second language to

be taught at all levels of education. However, Government primary schools and Government-

aided schools which used Chinese or Tamil as the medium of instruction were sustained,

consistent with the Education Act 1961(revised later and becomes Education Act 1996).


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emphasizes on the knowledge based economy (k-economy). Although at the existing moment,

the national education system has provided the ICT based subjects, but the NPV acts as the

change agent that focus on building the nation who are not ICT literate but also at the same time

posses the good ethics and values and a human being. These are reflected in the Education Act of

1996 (Amendment 2002) which includes provision for compulsory primary education effective

from 2003. Other key changes made were:

1. The Guidance and Counselling Programme was extended in 2003 to provide one

counselor for every 500 students.

2. The Teaching and Learning of Science and Mathematics in English was implemented in

2003.

3. The Poor Students’ Trust Fund (KWAP) was introduced in 2004 to provide financial aid

to primary school students from poor households; the Tuition Aid Scheme (SBT)

introduced in 2004 provides free tuition to needy primary school pupils (Year 4 to 6) who

are weak in Malay language, English, Science and Mathematics (PPSMI).

4. Vocational subjects were introduced in regular secondary schools in 2004.

5. Remedial programmes were extended with the deployment of remedial teachers in school

(2005).

6. The Graduate Teachers Programme was initiated to ensure that 50 percent of primary and

all secondary school teachers are trained university graduates by 2010.

By the year of 2004, the Malaysia Education reform took another advanced step by establishing

Ministry of Higher Education (MOHE) separately from Ministry of Education. MOHE was

established particularly to focus on developing and the expanding demands for tertiary and

postsecondary education.

2.5 Education Development Plan (2001-2010)

The policy was the continuous from the National Vision Policy in establishing a resilient

nation, creating a just society, maintain sustainable economic growth, develop global

competitiveness, build a knowledge-based economy (K-economy), strengthen human resource

development and maintain sustainable environmental development. The main focus areas of EDP

are development of pre-school, primary,secondary and tertiary education which were

strengthened through the development of support programmes, funding, management and


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integration of information and communication technology (ICT).Overall, the framework of EDP

was built based on four key components :- (i) increase access to education; (ii) increase equity in

education, (iii) increase quality of education, and (iv) increase the competency and efficiency

level of the educational management. This followed by the Education Development Master

Plan (EDMP) 2006 -2010 which focusing on two main approaches which aim to provide the

quality education for all people under the Ninth Malaysia Plan. Those two approaches are

ensuring the five year plan must be achieved in order for all the citizens obtain equal opportunity

for education and the other one EDPM acts as the continuous process in creating the local

education system to be recognized at the international level as the popular term used during

Abdullah Ahmad Badawi- PakLah, “glocal” which refers to the effort of making the local

products to be global and recognized by the outsiders.

2.60 Current National Education

2.61 Education National Key Result Areas (2010-2012)

Malaysia education system now is more focusing on Education National Key Result Area

based on the Government Transformation Program (GTP). From the NKRA itself, it tells us that

the government aim is to produce not only students who achieve the international standards but

also to develop the child holistically along intellectual, spiritual, emotional, and physical

dimensions, as reflected in the National Education Philosophy. Therefore, the government

focusing on four main areas: -

1. Increase pre-school enrolment: Research shows that the first five years are the most

critical to a child’s development. As such, the NKRA targeted an increase in enrolment of

students in preschool, particularly in rural areas, from 67% to 87% by 2012.

2. Ensure Literacy in Bahasa Malaysia and Numeracy (LINUS): LINUS was set out to

ensure that every child would be able to acquire basic literacy and numeracy skills after

three years of mainstream primary education by the end of 2012, from a starting base of

approximately 80% in 2009

3. Develop High-Performing Schools (HPS): The HPS proposed to develop 100 outstanding

schools by 2012 that are at par with global standards. Status as a HPS will afford the

school greater operational flexibility in their efforts to improve student outcomes.


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economic angle but also on the aspects of people orientation. By infusing the belief in God the

Almighty, it encourages a person to think and act in accordance with rules and norms.

The concept of Belief in God in National Education Policy of Malaysia also has been

criticized by the well known scholar of Islamization of Knowledge, Professor Dr. Syed Ali

Ashraf. His view on education in Malaysia by referring to the National Education Philosophy

(NEP) as the yardstick- based on his evaluation he found that the NEP was created on the ground

idea of integrative education, with a transcendental epistemological definition, linking existing

knowledge for eternal life as well as minds and experience in acquiring a diversity of

sophisticated skills for daily requirements. These will prevent from mishaps which occurred in

western education due to the elements of dichotomy and dualism (Dr. Abd. Halim Tamuri and

Muhamad Faiz Ismail, 2013). According to him, the education should not be separated from the

religion as what the Western or the secularist did by neglecting the aspect of religion in their

education system. The idea of producing the balance development of the nation would face

difficulties if we totally distinguish the religion or belief in God since it will affect the “abtract

needs” of a human being. The nature of human needs the so called “spiritual values’ thus, the

NEP is a good example on how the integration of education and the relationship with the Creator

was built. Even though, the concept of NEP basically was too general since it does not mention

believing in Allah specifically, but we must take in consideration that the Malaysia population is

highly heterogeneous society, thus the government wisely used the word “belief in and devotion

to God ” instead of using Allah. The education reform in Malaysia through the establishment of

National Education Philosophy (NEP) obtains other good remarks by Prof. Naquib al-Attas.

From his perspective, the education in Malaysia seemed in line with the idea of the fundamental

of being a good man. The goal of education supposedly is to produce a good man according to

him and NEP is in line with his idea.

The most important feature of National Education Policy that stress the important of

belief in God of The Almighty can be seen from the National Education Policy. The phrase

“…as to produce individuals who are intellectually, spiritually, emotionally and physically

balanced and harmonious, based on a firm belief in and devotion to God ”- it directly reflects the

notion of Malaysia education policy in term of producing the nation who has belief in God and it

leads to the better conduct of behavior. Basically, here we can see the strong relationship

between the belief with the Divine Power and education in Malaysia context. In term of process


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of Islamization of Malaysia education, we may say although the Quranic teaching was included

in the previous system which refers to the British Colonial education system, but it is not

considered as the “official” subject. Even the religious school or madrassa were not a part of

education system under British. Those religious subjects or streams were only considered as the

“traditional education for the Malays” or Muslims particularly. Therefore, it creates double-

standard treatment towards those from the religious background; to some extend their education

was not ratified or accepted by the British Colonials as the official education qualification. The

post independence era saw the establishment of the National school system (and the abolishment

of the different strands of schools systems) and following the British tradition – religion (in these

case Islamic Studies) was taught in place of Scripture. Agama, as the subject was then known,

was heavily content based, and doctrinaire in approach, but nevertheless had an important

section devoted to akhlak (Islamic ethics) (Rahimah Haji Ahmad. 1998).

Current reforms in education are the continuation of the reforms which began in the

1980’s. They culminate with the introduction of the Education Act 1996, which reiterates

specific policies under the Education Act 1961, but with a fresh look at education philosophy and

development. The process of Islamization of Malaysia education system can be traced back to

the creation of Education Act 1996. Under Education Act 1996, one of the important elements

that will be adapted to National Education Policy is the regulation that lead to the religious

teaching to the Muslim students who undergo public school system is a compulsory, and subject

like Islamic Education must be taught in all public school and it becomes the core-subject for the

Muslim students in primary school at the first stage and later on at secondary level. In addition,

National Education policy also emphasizing the continuous human capital development, thus

based on Education Act 1996, the Islamic Education based subjects and Morale was introduced

in the public university as the “University Compulsory Subject”. This regulations show us the

initial steps taken by the Malaysia Ministry of Education in order to ensure that the Muslims in

Malaysia obtain the proper religious teaching. Previously, the government has established

National Religious Secondary Schools (SMKA) in 1977. It was initial effort taken by the

government to create a standardized religious based education and make it in parallel with the

conventional system.

An integrated approach in the education content whereby Islam stands at the core of the

system grows very rapidly. From the elementary most level, namely the kindergartens to the


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highest level in the university, an integrated approach to education are implemented. The

contents of Islam in subjects taught are found well entrenched in the curriculum. Not just in the

government schools, private sectors who involved in education at primary and secondary schools

are actively playing their roles by establishing their own Islamic schools. They are however

registered with and regulated by the Malaysian Ministry of Education. In their curriculum, apart

from the normally taught academic subjects such as mathematics, science and history, greater

detailed Islamic religious subjects are equally given strong attention. These subjects include

knowledge of the Quran, Sunnah, Islamic civilisation, Islamic jurisprudence, Islamic history,

Islamic conduct (akhlaq) and philosophy. They are taught side by side with the other academic

contents under the same roof (Nooraini Othman, 2011).

In a more recent development, a specialized international university, namely the

International Islamic University of Malaysia was established. The university employs a unique

methodology in its education system, having Islam at the core of its foundation. In the same

time, knowledge which is loosely called ‘conventional’ or ‘western’ to some is not neglected.

The approach is synergistic and eclectic in nature. The establishment of higher education that

offers variety conventional or modern courses with the injection of Islamic elements creates a

new perception among the public especially the parents in Malaysia regarding Islamic based

education. Previously, the Islamic school or madrassa seemed to be the last choice or even

under-rated as compared to the conventional school, they only significant in producing the

“orthodox” religious people and do not have any market value. However, with the rapid

development of Islamization of education in Malaysia, those “skeptical views” on Islamic based

education has changed dramatically. Before this, most of the parents especially the Malays do

not see the Islamic school as the most “wanted” or favorite to send their children to further

studies but nowadays, the situation to be vice versa. Every year, after each national examination

like UPSR, PMR and SPM. Most of the top scorers whose are Muslims will choose Islamic

based institutions. From SMKA (National Religious Secondary Schools Boarding School),

Islamic College to Islamic University regardless whether there are located inside or outside

Malaysia. There are lot of prestigious government fund Islamic secondary school or colleges

which we can describe them as the “premier” high schools in Malaysia. Namely only a few of

them like Sultan Alam Shah Islamic College (KISAS), Maktab Mahmud, SMAP Labu and many

more.


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The impact of Islamization of education in Malaysia also colorized the corporate world.

The corporate organization now also looking the way forward to have more corporate experts

who have Islamic background. For instance, the National Bank of Malaysia (Bank Negara

Malaysia) set up a specialized higher learning institution called INCIEF (International Center for

Education and Islamic Finance). This institution offers professional courses up to doctoral level

to train a highly specialized professionals in the field of Islamic banking, finance and economics.

The principles of Islamic transactions are now translated into a working and operational banking,

financial and economics systems. The non-Muslim bank owners are equally practising Islamic

banking system and it proved to be practical and profitable. This illustrates the successful result

of such integrated approach in the education system.

4.0 Conclusion

The reform of education policy in Malaysia has brought a lot of changes in many ways.

One of important result from the education reform can be seen in term of “Islamization of

knowledge” within the framework of Malaysia. The Islamization of education can be measured

as the strongest impact of reformation process of education since it totally offer new paradigm of

learning process. Here, we are not only talking about producing the “As” students but rather

viewing the learning process and academic institution as the mechanism of human capital

development. The nation building is the main essence of it, in order to produce the eligible

apprentices for this country it lead to the tremendous process of reforming the bases of it which

is the education. Thus, it can be concluded by saying that the decision made by the Malaysian

government to reform the education system would be rationally understood as one of the political

and economical strategy for the country’s future. By having a strong foundation of Islamic based

education, it directly helps to ensure that the country always will be lead under a Muslim

leadership. It is a strong statement that makes some people feels uncomfortable and it is no doubt

a sensitive issue. However, if we read between the lines of the reformation of education process

in Malaysia, you may agree with me. In other perspective, the reformation of education is a must

action to be done in order to build the “Malaysia” identity among the Malaysians. As the Malay

proverb says “ melentur buluh biarlah dari rebungnya”.


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