The period from 1957-1970  two main focus : <ul><li>Democratization of  Education </li></ul><ul><li>Education for national...
<ul><li>The introduction of Razak report (1956) and the subsequent education ordinance (1957), saw  the emergence of a con...
Some of the recommendation of Razak reports : <ul><li>The education in general would be instructed by the minister who wou...
<ul><li>To facilitate the implementation of the national system of education, the education committee of 1956 outlined cer...
<ul><li>For  specialist teachers of languages in primary schools and lower forms of secondary schools : </li></ul><ul><li>...
<ul><li>For teachers for trade schools : </li></ul><ul><li>All student teachers should have : </li></ul><ul><li>1. success...
<ul><li>For teachers for technical institute :  </li></ul><ul><li>All student teachers should have : </li></ul><ul><li>1. ...
<ul><li>In 1960, the Rahman Talib report recommended a new type of post-primary school to be known Sekolah Pelajaran Lanju...
<ul><li>Primary Teacher Training Courses </li></ul><ul><li>From the report of the Education Committee , it was decided to ...
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Education In Period 1957 1970

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Education In Period 1957 1970

  1. 2. The period from 1957-1970 two main focus : <ul><li>Democratization of Education </li></ul><ul><li>Education for national integration </li></ul>
  2. 3. <ul><li>The introduction of Razak report (1956) and the subsequent education ordinance (1957), saw the emergence of a concerted effort to destroy the monointegration of ‘education’ to particular group and bring out multiple integration of education to social institutions and the nation as a whole. </li></ul>
  3. 4. Some of the recommendation of Razak reports : <ul><li>The education in general would be instructed by the minister who would also be responsible for secondary education, teacher training and other matters related to education. </li></ul><ul><li>The establishment of national type secondary school open to all races </li></ul><ul><li>The curriculum of both the primary and secondary schools was to be Malay oriented and this was to be implemented via common syllabus </li></ul>
  4. 5. <ul><li>To facilitate the implementation of the national system of education, the education committee of 1956 outlined certain principles with regard to teacher training : </li></ul><ul><li>For primary school : </li></ul><ul><li>All student teachers should have : </li></ul><ul><li>1. successfully completed three years of secondary of education. </li></ul><ul><li>2. one year full time training followed by two years part time training in colleges or in full time training units. </li></ul>
  5. 6. <ul><li>For specialist teachers of languages in primary schools and lower forms of secondary schools : </li></ul><ul><li>All students teachers should have : </li></ul><ul><li>1. full secondary education </li></ul><ul><li>2. two years full time training </li></ul><ul><li>For subject teachers in lower secondary forms : </li></ul><ul><ul><li>All student teachers should have : </li></ul></ul><ul><ul><li>1. full secondary education </li></ul></ul><ul><ul><li>2. two years full time training </li></ul></ul>
  6. 7. <ul><li>For teachers for trade schools : </li></ul><ul><li>All student teachers should have : </li></ul><ul><li>1. successful completion of appropriate course in the Technical Institute </li></ul><ul><li>2. one year full time training at the Vocational Teacher’s Training Institute followed by one year part time training. </li></ul>
  7. 8. <ul><li>For teachers for technical institute : </li></ul><ul><li>All student teachers should have : </li></ul><ul><li>1. fully secondary education followed by adequate and suitable industrial training either and experience. </li></ul><ul><li>2. one year of teaching training </li></ul><ul><li>1. full secondary education followed by the or Diploma of the Technical College </li></ul><ul><li>2. suitable for teacher training </li></ul>
  8. 9. <ul><li>In 1960, the Rahman Talib report recommended a new type of post-primary school to be known Sekolah Pelajaran Lanjutan (continuation school) . </li></ul><ul><li>These schools offered three further years of education upon completion of primary education, with a vocational for pupils who fail to gain entry to other secondary school. </li></ul><ul><li>In 1965, the comprehensive system was introduced and hence 6 years primary and 3 years of lower secondary education became available to all children. </li></ul><ul><li>To facilitate the aims of education as put forward by The Razak report 1956 and The Rahman Talib Report 1960, teacher education took following direction. </li></ul>
  9. 10. <ul><li>Primary Teacher Training Courses </li></ul><ul><li>From the report of the Education Committee , it was decided to have a standard form of teacher training in four different language media to cater for the four different language types of Primary Schools. </li></ul><ul><li>The length of training varied according to the academic qualifications as follows : </li></ul><ul><li>3 years training , made up of 2 years full time training plus 1 final year of weekend training with part time teaching for students with only the minimum academic qualifications of the LCE/SRP </li></ul><ul><li>2 years full time training for students with the School Certificate with a credit in main language. </li></ul>

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