The document outlines the history and evolution of Malaysia's national education policy from colonial times to the present. During colonial rule, the education system was segregated along ethnic lines into four separate streams. Post-independence, various committees and plans were proposed to integrate the system and promote national unity, including the Cheeseman Plan, Barnes Report, Fenn-Wu Report, and Razak Statement. The Education Act of 1961 established a national education system with Malay as the primary medium of instruction. Reforms continued into the 1970s and 1980s to improve quality and meet development needs.

1. NATIONAL
EDUCATION POLICY

2. INTRODUCTION
•
The main objectives of educational policy
are:
i. To fulfil development requirements;
ii. To create social integration and national
unity.
• The task of nation-building would be
difficult without social and political stability.

3. COLONIAL EDUCATION POLICY
•
kept various communities as separate and
distinct entities
•
education system developed into FOUR
segregated streams:
 English
 Malay
 Chinese
 Tamil
•
each school had its own aims
•
each school had its own syllabus content

4. TOWARDS THE CREATION OF
A NATIONAL EDUCATION
SYSTEM
THE CHEESEMAN PLAN
•
•
1.
2.
3.
4.
•
•
British began to take steps to streamline the education
system to promote communal unity.
The Cheeseman Plan proposed:
Free places given to children attending vernacular primary
schools.
English language used in all primary schools.
Two types of secondary schools be established.
Vocational education be implemented fully.
Was not carried out as rejected by Federal Legislative
Council.
Reason: no element of unity

5. THE BARNES REPORT
•
In 1950, the British formed a committee under L.J. Barnes
to look into the education system.
• The Barnes Report suggested:
i. Primary schools be made foundation of unity for people
ii. Only national schools should exist in the country
iii. Malay language – main language of instruction
iv. English language – second medium of instruction
v. School-going age: 6-12 years old
vi. Pupils in primary schools enter English secondary schools
vii. Education be provided free
viii. Local government must bear part of school expenses

6. THE FENN-WU REPORT
•
•
Non-Malays opposed to Barnes Report –
particularly Chinese
Appointed two experts in Chinese education to
study the problems
–
–
•
i.
Dr W.P. Fenn
Dr Wu Teh Yau
Suggestions:
Chinese language be made third language in
school system
ii. National type schools be continued
iii. Education in Chinese schools should be Malayanoriented

7. THE 1952 EDUCATION ORDINANCE
•
•
i.
ii.
iii.
iv.
v.
•
Outcome of the integration of two earlier reports.
Main details of the Ordinance are:
Two types of school were recommended
a. Malay-medium schools
b. English-medium schools
Facilities prepared for the study of Chinese and Tamil
Chinese and Tamil schools be excluded from the national
education system
English be taught from Standard 1 in Malay-medium
schools
Malay to be taught from Standard 3 in English-medium
schools
not implemented due to financial problems caused by
economic recession

8. THE RAZAK STATEMENT 1956
• Committee was formed to prepare a national education
system.
• Headed by Dato’ Abdul Razak Hussein.
• Proposal of the Razak Statement:
i. Every child be given opportunity for education
ii. should be only one education system – the National
Education System
iii. Should be two types of school:
a. public schools using Malay as medium
b. public schools using English, Chinese or Tamil
iv. Malay and English to be compulsory in all schools
v. Chinese and Tamil be taught if more than 15 students or if
requested by parents
vi. Aid to be given to all schools
vii. National secondary schools to be established
a. national secondary schools
b. national type secondary schools

9. THE RAHMAN TALIB STATEMENT 1960 and
EDUCATION ACT 1961
•
Was released in 1960 and its proposals were included in
Education Act of 1961.
• Details of the act are:
i. Children in primary schools be given the opportunity to
further studies in secondary schools
ii. Education should be free
iii. School-going age: 6 – 15 years old
iv. Fail to enter academic schools – should admit to vocational
schools
v. Curriculum and examination should be coordinated in both
national and national-type schools
vi. Malay as national language taught in all primary schools,
replacing English as medium of instruction
vii. Chinese and Tamil should be taught; should there be at
least 15 pupils or parents request it
viii. Islamic knowledge should be taught; should there be at
least 15 Muslim students

10. EDUCATION AFTER 1961
1961 – 1970
• Aimed at improving the level of education in the rural
regions through:
– widening opportunities for pupils to further their education
in secondary schools
– improving pupils participation in secondary level
education
After 1970
• Emphasized given to the quality of education as well as
solidarity through:
– renewing of curriculum
– diversifying subjects offered in line with development of
science and technology

11. EDUCATION REFORMS
CABINET COMMITTEE
•
•
•
•
i.
ii.
Chaired by Dr. Mahathir Mohamad and was
formed in 1974.
To study the implementation of the National
Education policy.
Released its findings, the Mahathir Report in
1979.
The report suggested:
Education should meet the country’s manpower
needs, especially in science and technology
Education should foster development of noble
values

12. •
i.
The objectives:
To improve the conditions and quality of
the educational system;
ii. To fix a system of education that is
“flexible” to current development.
• Consequent to this report, the New Primary
School Curriculum (KBSR) was launched
in 1983 and the New Secondary School
Curriculum (KBSM) in 1989.

13. •
i.
ii.
•
•
•
THE SMART SCHOOL
The objectives:
To produce students to be thinking citizens with
religious beliefs.
To create an atmosphere of teaching and
learning that is in line with the latest development
in education.
The main feature is the use of information
technology in the process of teaching and
learning.
It means that lesson in class will shift from being
techer-centred to pupil-centred.
The school will cultivate the skills to solve
problems in a creative manner to meet with the
new situations.