chinese and tamil schools

1. EDF 1001
HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF
MALAYSIAN EDUCATION
ASSOC PROF DR MOHAMAD JOHDI SALLEH
Name : Siti Nuratikah Md Zain
Matrix No : DL1414544

2. Chinese and Tamil
Schools

3. Chinese and Tamil Schools
Vernacular schools
Using the mother
tongue in the
implementation of
research and
development in school

4. Chinese Schools
Founded in
1815 by a
group of new
missioners
Preachers
Society of
London
There is
also a
Chinese
schools
opened
by one
person
At first the
school
education
system is
not in
order
The
purpose
is to
nurture
the spirit
of loyalty
to the
Chinese
state

5. Characteristics of Chinese
schools
 Taking syllabus from China.
 Textbooks and teachers are imported
from China.
 The medium of instruction in their
respective dialects.
 Provide primary , lower secondary
and upper secondary.

6. Tamil Schools
Mostly built
in the rubber
plantations
Tamil schools
was built by the
employer and
Christian
missionaries
Education in
Tamil which are
aimed at
maintaining the
employees
children as
laborers in the
vineyard.

7. Characteristics of Tamil
schools
 Using the Tamil language.
 Provide primary education
only.
 Syllabus and textbooks are
from India.

8. The Reason Of Vernacular Schools Are
Established In Malaysia
People are separated by economic
activity in colonial of British.
They build schools in areas of
economic activity in their
communities.
That the instances of vernacular
schools.
As example Tamil schools are
build in the estate.

9. Implementation of Chinese schools
In the initial stage1917 , the Chinese school started
getting help from China and have been using the
language "Kuo Yue“
Starting 1920 , these schools have the option either to
receive aid from China or local government.
It is funded by the Chinese community of traders.
Chinese schools has grown rapidly and continue to
secondary school.

10. Implementation of Tamil schools
Tamil schools began to grow in line with developments
in the coffee plantations, rubber and oil since the 1870.
Labour Code adopted in the State of the Federated
Malay States from 1923 makes provision for Tamil
schools rated facilities to teach the children labor.
Tamil School was held for the employer and only at the
level of primary school.
In 1912, the Labor Enactment requires that each farm
has provided the school if there are more than ten
employees eligible children in school.

11. Produce individual
preferment have love
for your own race than
the love for the country
Prevent the integration
of various races
Born citizen who does
not able to master the
national language well
& respect the
Constitution.
Racism among
community
Effects of
vernacular
schools

12. Barnes and Fenn-Wu
Reports

13. Barnes Report
Prepared in
1951 by L.J.
Barnes
The aim to
investigate
and improve
the
education of
the Malays
There are
several
recommenda
tions in the
Barnes
Report

14. Recommendations of Barnes
Report
Two types of school systems should be
established.
 One type of schools use the Malay language as
the medium of instruction.
 Chinese Education Tamil and will be provided if
there are 15 or more students who want to learn
their mother tongue.

15. Malay language must be taught in English
schools and compulsory language taught in
schools and British Malaya.
Bilingual school held and used the medium of
instruction is in English and Malay.
Vernacular schools in Malay, Chinese and
Tamil translated into national schools and will use
the national language (Bahasa Melayu ).

16. Fenn-Wu Report
Led by Dr.
Fenn
(Associate
Executive
Secretary -
China), and
Dr. Wu
(Organization
of the United
Nations)
The aim is to
review of the
Barnes
Report and to
serve the
needs of
Chinese
society
There are a
number of
recommendations
made, later
became the basis
of the Education
Ordinance (1952)

17. Recommendations of Fenn-
Wu Report
 Vernacular schools be allowed to function and
use three languages, namely Malay, Chinese and
Tamil, and the national language is also provided.
 Vocational schools continue to be developed to
meet the needs of the skilled workforce needed for
national development.
 National-type flow (English) schools is
maintained.

18. Conclusions
Curriculum used different among each
races.
 Respectively using their mother
tongue as a medium language.
 School location also varies by
economic sector.
 Different thoughts and aspirations
among the people at that time.

19. References
http://gurusejarah.blogspot.com/search?q=
laporan+barnes
http://notakuliahpismp.blogspot.com/2011/
11/laporan-fenn-wu-1952.html
http://ms.wikipedia.org/wiki/Sekolah_verna
kular