The education system in Malaysia evolved over time with the influence of various colonizations. During the pre-independence period (1400-1956), education was informal and limited during early Malay rule. Under British rule, a divide-and-rule policy led to the establishment of vernacular schools along ethnic lines. After independence, efforts were made to integrate the education system through national schools with Malay as the medium of instruction. The system was further reformed and consolidated under the Education Act of 1961.

2. The Education System Before Independence (1400-1956)
During British
Before British
Colonization (1400-
Colonization (1786-
Before World War II
1786) 1956)
(1786-1941)
Islamic After World War II
(1946-1956)
Education -Primary & Secondary
Education
-Cheeseman Plan (1946)
-National Teacher
Training -Barnes Report (1951)
- Teacher’s house -Fenn-Wu Report (1952)
-Vocational &
-Mosque, surau, -Education Ordinance
Technical Education (1952)
& madrasah -Higher Education -Razak Report (1956)
-Pondok/hut -National Teachers Trainee
-Higher Education

4. Primitive & Feudal Period
(1400-1786)
Education during this period was typical of
feudal societies.
Only the royalties and nobility had the
benefits to formal education.
For the society, education was
INFORMAL & LIMITED to acquiring skills
vital for survival. Eg: Fishing & farming for
boys, cookery & weaving for girls.

5. However, the Islamic clergy
established a small number of
Qur’anic schools @ pondok for
the purpose of religious
education.
Phase 1: Teachers’ houses
Phase 2: Mosque, surau & madrasah
Phase 3: Religious Institute (Hut
Schools)

6. Phase 1: Teachers’ houses
Students learnt to study al-Quran & Fardhu Ain
from teachers who were known as the scholars at
their houses.

7. Phase 2: Mosques, Surau & Madrasah
Existed due to the increasing number of
students.
The scholars were respected and praised by
the society & sometimes they were being
invited to teach the royalties at the palace.

8. Phase 3: Religious Institute
(Hut Schools)
Prior traditional religious school.
There were no standard syllabuses.
The syllabuses and the way they
teach were based on the Al Haram
Mosque’s curriculum.

9. The subjects Hadith Language
included: Nahu & Jawi
Tauhid Sufi
knowledge Tasawwuf
Al-Quran & Akhlaq
Fiqh Arab
Students assembled in the hut provided & studied
at madrasah owned by Tok Guru.
After graduated, most of them worked at their
villages.
Some continued their studies to Mecca, Cairo,
Pakistan or India.

10. 3 phases of Colonial period:
1786-1941
•[Divide and Rule]
1941-1945
•[Japanese occupation]
1945-1957
•[After Japanese occupation]

11. The British Colonial Period
(1786-1957)
The main concern of the British was to maintain peace
& order to facilitate the exploitation of the economic
resources of Malaya especially tin & rubber.
British encouraged mass immigration of workers from
China & India to work in the tin mines & rubber
plantations respectively.
The Malays remained in rural areas, the towns were
dominated by the Chinese & a minority of Indians who
eventually controlled commerce & industry.

12. 1786-1941
DIVIDE AND RULE (Laissez faire)
No clear policy on education.
Through their divide & rule policy, British
did not intend to establish rapport between
the different races in Malaya through a
standardized education system.
Various vernacular schools were
presented to only particular ethnic group
run by either missionaries, rubber & coffee
plantation owners, & local residents’
association.

13. Each ethnic group were to be educated in
their own language & learn to accept their
roles in life.
British were to govern, Malays to cultivate
the fields, Chinese were to run the mining
industry & businesses, while Indians would
be confined to plantations & estates.
This had contributed to the status quo of
the different races in Malaya & identifying
them with their previous economic
activities.

14. There were 4 types of
school during British
colonization.
English-medium.
Malay-medium.
Chinese-medium.
Tamil-medium.

15. Malay Vernacular Schools
Students were taught with the basic of reading,
writing & arithmetic as well as academic subjects
such as Malay history & geography.
Schools were set up to ensure the younger
generations were able to provide themselves
and their future generations with living skills.
However, it garnered little response from the
Malay society because skills like reading, writing
& arithmetic were of little use to the village folk.
In addition, children were expected to carry out
duties at home or in the fields.

16. Thus, the British government
implemented compulsory education in
the late 1880s and early 1890s.
Malay Chiefs were commissioned to
encourage parents to send their
children to school.
The number of students increased to
8000 in 1909.

17. Number of Malay Schools in
1916
States Number of Enrolment Attendance
Schools
The Straits Settlements 191 12, 934 11, 034
(Penang, Malacca &
Singapore)
The Federated Malay States 365 18, 034 14, 535
(Selangor, Perak, Negeri
Sembilan & Pahang)
The Unfederated Malay 137 >7, 923 >6, 940
States (Johor, Kedah,
Kelantan, Perlis &
Terengganu)

18. FEDERATED MALAY
STATES: Selangor,
Perak, Negeri
Sembilan, Pahang.
UNFEDERATED
MALAY STATES
STRAITS SETTLEMENT

19. The pondok schools were still a very important
means in the Unfederated States since the British
government paid more attention on development in
the Straits Settlements & the Federated Malay
States.
The year 1916 was significant as the British
established the post of Assistant Director of
Education for Malay schools & other new posts for
Chinese & Indian education.
1919, there was a Chief Inspector for English
schools.
1924, Assistant Director of Education for Chinese
schools was created.
1930, an Inspector for Tamil schools.

20. The Malay vernacular schools provided
education only in the primary level.
The British feared that Malay community
would not maintain their status quo &
remain as farmers and fishermen.
It was enough for them that the
government administration positions were
held by Malays princes and sons of the
elite Malays who studied in English
schools.

21. Teachers’ training courses were
provided by:
Malay College in Singapore.
Malay College in Malacca
Malay College in Matang, Perak.
Sultan Idris Training College in Tanjung
Malim, Perak. (1922)
Malay Women’s Training College,
Malacca. (1935)

22. Education for Chinese
• In the hands of the Chinese community.
• Teachers were imported from China.
• Textbooks were written & printed in China,
comprised of the history, culture & geography
of China.
• Examples of schools:
– Cantonese schools, Kampong Glan, Singapore.
– Hokkien school, Perkin Street.
• Mandarin (kuo yu) was introduced to enable
various groups with different dialects to
communicate.

23. • China achieved victory in its Republican
Revolution of 1911 & began focusing their
attention on Chinese communities
overseas.
• Aimed to instill the pride of being Chinese
& ensuring their loyalty.
• Brought nationalistic literature to the
Chinese communities in Malaya.
• The British were fearful of the increasing
politicization of Chinese schools might
disrupt their government administration in
Malaya.

24. Steps taken by British government to curb the growing anti-
foreigner sentiments among Chinese.
• 1919, School Registration Enactment was passed
to control political activities in school.
• 1929, the British had to remove all xenophobic
elements in Chinese texts.
• Put a stop to the influx of teachers imported from
China.
• Appointed more government officials to keep an
eye on the progress of Chinese schools.
• 1935, introduced more teacher-training
programmes & formalized Mandarin as the official
medium of instruction for Chinese schools.

25. Education for the Indians
• Early 19th century, the missionaries ran formal Indian
education but garnered less response from the
Indians.
• 1923, the British passed the Labour Ordinance
which stipulated that plantation owners in the
Federated Malay States were required to provide
education for the children of labourers at their own
expenses.
• Tamil schools existed were of poor quality due to no
guidelines or provision to enforce Indian education.
• Most of the teachers were either not trained or
equipped with little training.
• They were mainly comprised of Indian labour
recruiters (kangani), clerks & other estate labourers.

26. • The mediums of instruction were Tamil,
Thelugu, Malayalam, Punjabi or Hindi.
• Indian schools imported school textbooks &
materials from India.
• 1937, the British government decided to
intervene & appointed an official Inspector
of Tamil schools.
• A new training scheme for Tamil teachers
was introduced but only were carried out in
primary schools.

27. English-medium Schools
• Schools were run by missionaries & the British
government.
• Provided primary & secondary education under
the provision of the colonial government.
• Examples of English schools:
– Penang Free School. (1816, by Reverend R.S
Hutchings).
– Malacca High School (1826).
– Singapore Free School (1834).
– Victoria Institution (1893).

28. • They were the least popular schools in the
late 19th & early 20th century, especially
among Malays.
• Most schools were established in the
urban areas & out of reach of the rural
folk, in term of distances & school fees.
• Furthermore, the Malays felt English
education did not suit their religion &
culture.
• They (The Malays) were afraid that the
younger generation would be influenced
by the Christian missionaries.

29. • However, Malay princes & sons of
aristocratic families attended English
schools who would eventually be
employed as government clerks &
lower officials in the British
administration.
• A cunning way for the British to
ensure the Sultans & aristocrats felt
that they were part of the government
administration.

30. Japanese Colonization
(1941-1945)
• During World War II, education was used a tool for
PROPAGANDA to inculcate love & loyalty for the
Japanese emperor.
• The English & Mandarin languages were banned
in schools.
• Several Malay schools in Kedah & Chinese
vernacular schools in Sarawak were reopened by
the Japanese & used to spread propaganda.
• Almost all secondary schools in Kedah were used
as army operation centres by the Japanese.

31. • The Japanese language, Nippon-Go
became the official medium of instruction
for all subjects in schools.
• The language was also taught by teachers
who had to attend Japanese language
courses conducted by Japanese officials
once a week.
• Compulsory for students to sing the
Japanese national song each morning
before classes began to demonstrate their
love for the Japanese emperor.

32. • Those who served in the government were
required to have a command of the
Japanese language.
• Established the Shonan Korenjo Sihan
Gakko, a Japanese Language Institution in
Johor, to promote patriotism towards
Japan.
• The Development of Malaya ( Marei Koa
Kunrensho) was set up in Malacca to offer
courses on the Japanese language,
culture & army training.

33. Education After World War II
(1946-1957)
• The Cheeseman Plan.
• The Barnes Report.
• The Fenn-Wu Report.
• The Education Ordinance.
• The Razak Report.
• The Rahman Talib Report.
• The Education Act 1961.

34. THE CHEESEMAN PLAN 1946
• Free basic education for all.
• Medium of instruction in secondary school:
– English language
– Malay language
– Mandarin
– Tamil
• English language compulsory for all vernacular
schools.

35. • The Cheeseman proposal was
abandoned in 1949 with the demise
of the Malayan Union.
• The Barnes Committee was set up in
1950 to look into reforming and
integrating the educational system.

36. 1951, THE BARNES REPORT
• Proposed all primary vernacular schools
maintained one single standard &
become national school using the same
syllabus with bilingual languages; Malay
& English.
• Secondary schools had to maintain
English as medium of instruction.
• Replacement of Jawi script with Islamic
education.

37. 1952, THE FENN-WU REPORT
• Medium of instruction for vernacular
schools are English, Mandarin and
Malay.
• Argument: Country still can achieve
unity though there was diversity in the
medium of instructions.

38. 1952, THE EDUCATION
ORDINANCE
• Based on Barnes Report.
• 5 types of schooling systems:
– English schools with English as medium of
instruction.
– Malays schools with Malay as medium of instruction.
– Chinese schools.
– Tamil schools.
– Religious schools.
• Curriculum according to individual school system.

39. 1956, THE RAZAK REPORT
• Chaired by Dato’ Abdul Razak Hussein.
• Received 151 memorandums.
• The report proposed:
– One common school system for all:
• Malay language as the medium of instruction
for all stages of schooling.
• Centralized curriculum & school examination.

40. • Both types of primary school should
enforce Malay as a compulsory
subject.
• All national secondary schools should
use a common syllabus &
examination & enforce Malay &
English as their compulsory subjects.
• All teachers should be trained with a
common syllabus in teachers’ training
colleges.

42. 1960, THE RAHMAN TALIB
REPORT
• Malay language as main language in
schools.
• Free secondary school education.
• Automatic promotion until form 3.
• Establishment of technical &
vocational schools.
• Emphasis on religious & moral
education.

43. THE EDUCATION ACT 1961
Aspect Elaboration
Levels of education i. Primary school education.
ii. Lower secondary school education.
iii. Upper secondary school education.
iv. Education in other educational institutions; eg:
colleges, teacher training colleges, etc.
Primary education i. Compulsory for all children of school-going age
ii. Free for all.
iii. Offered in national schools & national-type schools.
Secondary education i. Normal lower secondary
ii. Normal upper secondary
iii. Trade
iv. Technical (upper secondary)
v. Vocational (upper secondary)
vi. Secondary (approval from Ministry of Education
Islamic Education i. Only offered if there were more than 15 Muslim pupils.
ii. Taught by trained Agama teachers.
iii. Two periods a week during school hours.

44. HUSSEIN ONN REPORT 1971
• Provide a basic education for all children
of school-going age.
• Acknowledge the Malay language as the
main medium of instruction.
• Maintain the status of English language as
second language.
• Time allocated for teaching of English
language will be increased & teachers
given the necessary training.

45. 1979, MAHATHIR REPORT
• Chaired by Dr. Mahathir bin Mohammad.
• Main objective:
“…to review the goals and effectiveness of the
present education system for the purpose of
meeting the manpower needs of the country
both for the short and long terms. Besides
this, to also ensure that the education system
meets the country’s goals of producing a
united, disciplined and skilled society.”

46. • Recommendations:
– Focus on the 3 basic skills; reading, writing &
arithmetic.
– Teaching of English language as a second language.
– Emphasis given for a sound spiritual education &
other disciplines, wherever appropriate.
– Secondary education to be divided into two streams;
academic & vocational.
– Extension of educational opportunities from 9 to 11
years.
– Emphasis on curriculum ala Malaysia.
– Review of Bahasa Malaysia in-service courses.

48. Education act 1996
• Aims:
– To further consolidate the national education
system for the young generation in accordance
with the country’s aspirations of making
Malaysia a center of excellence for education.
– To outline the legislation related to education.
• 3 general legislative provisions:
– The National Philosophy of Education which
was proclaimed in 1988 & forms the underlying
basis;

49. • The consolidation of the national education
system to include the following:
– All levels of schooling, from pre-school until
tertiary education;
– All categories of schools, for example,
government schools, government-aided schools
& private schools;
• The National Language became the main
medium of instruction under the national
education system, besides being a
compulsory subject for all schools &
educational institutions.

50. National Philosophy of
Education 1989
• "E d u c a t i o n i n Ma l a y s i a i s
a n o n -g o i n g e f f o r t t o wa r d s
f u r t h e r d e v e l o p i n g t h e
p o t e n t i a l o f i n d i v i d u a l s
i n a h o l i s t i c a n d
i n t e g r a t e d ma n n e r , s o a s t o
p r o d u c e i n d i v i d u a l s wh o
a r e i n t e l l e c t u a l l y ,
s p i r i t u a l l y , e mo t i o n a l l y
a n d p h y s i c a l l y b a l a n c e d
a n d h a r mo n i o u s , b a s e d o n a
f i r m b e l i e f i n a n d d e v o t i o n
t o Go d . S u c h a n e f f o r t i s
d e s i g n e d t o p r o d u c e

51. National Education Policy
• Goals:
– To produce a united bangsa Malaysia;
– To produce Malaysian citizens who are
knowledgeable, God-fearing, well-behaved,
competent & harmonious.
– To provide a competent work force to meet
the needs of a growing nation
– To offer equal educational opportunities for all
Malaysian citizens.

52. ETeMS
• Teaching of Mathematics & Science in
English (ETeMS) began in 2002.
• Aim to ensure that our country would not
be left out in the globalisation era.
• Complete abolishment of ETeMS on the
year of 2012

53. Compulsory Education
• Compulsory for parents to send children to
school.
• Duration of compulsory schooling is 6 years.
• Failure for parents to register their children to
school will be fined by the law with RM5000 or
prison sentence not more than 6 months or both.
• Reasons:
– Various ethnic groups to have equal access to
education.
– Rights of children with poverty are uphold.

54. Elective Subjects
• Rationale:
– An inadequate number of pupils in
Government schools.
– An increase in the number of non-Chinese
pupils in Chinese vernacular schools.
• Examples of elective subjects in school:
– Chinese
– Tamil
– Kadazandusun
– Iban etc.

55. Smart School
• Rationale:
– To achieve Vision 2020 & to keep pace with rapid
development in the era of science & technology.
– The establishment is supported with technology
initiative.
– Promote the development of a work force
prepared to meet challenges of the next century.
• Concept:
– A change in the learning culture based on
memory & examination-orientation to creative
thinking & problem-solving.

56. • Goals:
– To produce a knowledge-based work force who will navigate
our country towards an information-based economy.
– Students will be absorbed into the workforce for the
Multimedia Super Corridor.
– Assist in the transformation of technology ultimately leading
to a highly technology-based local industry.
• Implementation:
– Production of a computer-savvy workforce equipped with
thinking-skills
– Democratisation of education.
– Increment of stakeholders’ involvement.
– Holistic development with due consideration to individual
capability.
– Emphasis on physical, emotional, spiritual & intellectual
domains.

57. • Strategies:
– A multi-perspective curriculum which encompasses
elective subjects
– Vertical, horizontal & multi-disciplinary integration.
– Reasoning, values, creativity & language across the
curriculum.
– Use of technology in teaching & learning.
– Care & concern for diversity in learning abilities & styles.
• Levels of Technology:
– Level A: 9 new school equipped with modern technology.
– Level B+: 2 Smart Schools equipped with computers in 15
science laboratories, classrooms & office.
– Level B: 79 Smart Schools equipped with a laboratory &
computers in the Resource Center & computers for
teachers.

58. Vision Schools
• Aims:
– Initiative to produce a Malaysian race (bangsa
Malaysia) built on love for the country & abolition
of ethnic differences amongst its citizens.
– The importance of fostering racial unity early in
an individual’s life.
• Concept:
– Nation Primary School, Chinese National-type
Primary School & Tamil National-type Primary
School will have their students to study in a
common area.

59. • Rationale:
– Pupils from diversified races interact with one another
from an early thus ensuring that our country is moving
towards national unity.
• Issues:
– Inculcation of ethnic & cultural diversity through printed
& non-printed materials, co-curricular activities &
celebration of festivals.
– Equality in the implementation of school rules in
accordance to the culture & beliefs of each ethnic group.
– Academic & non-academic staff of all races to enhance
social interaction with the pupils.
– Fostering of positive ethnic identity awareness & the
absence of superiority or inferiority complex founded on
ethnicity.
– Open communication across ethnic groups through
interaction during recess & co-curricular activities.

60. • Considerations:
– Inadequate practice of collaborative teaching for
pupils to be exposed to & comprehend different
cultural & social viewpoints.
– Inadequate specialized training for Vision Schools
teachers in areas such as cross-cultural
communication skills, cultural sensitivity.
– Balance between teachers’ & pupils’ background so
as to bridge the social gap & enhance mutual
understanding.
• Challenges:
– Encounter stiff challenges from the private sector &
community.
– Eg: Chinese schools were reluctant to get themselves
involved will probably lead to a loss of the Chinese
identity & culture.

61. Basic Reading & Writing Classroom
Intervention Program (KIA2M)
• Why?
– The problem of pupils’ failure to master basic reading and writing
skills was a huge concern & given serious attention.
• Goals:
– To assist Year 1 pupils to master the basic reading & writing skills
in the Malay language.
– To provide opportunities for pupils to learn according to their
individual ability levels.
– To enhance pupils’ self-confidence
– To nurture an interest for learning.
• KIA2M is compulsory for all national schools whereas
national-type schools are given option.

62. Target Those who
Group- need to be
sent to a
Year 1 special
pupil remedial class
The slow learners
who have yet to
Those who master the basic
need
reading and
remediation in
class
writing skills

63. 1
Nomination
2
6
Screening
Follow-up
test
6 Steps of
Teaching &
Learning
Strategies
5 3
Evaluation Planning
4
Teaching

64. Steps Details
Nomination & Based on the number of Year 1 pupils.
Screening Test No addition to the number of classes or
teachers.
Students initially undergo a nomination
process and screening test before get
selected.
Pupils are classified into test scores:
0-9: Referred to medical practitioner
10-44: Undergo KIA2M program
45-60: Continue with teaching and
learning in a normal class.
Planning Teachers plan their teaching using teaching
module provided as a guide and reference.
Teachers are given autonomy to modify the
activities and exercises in the module
according to pupils’ abilities.

65. Suggested Strategies
• Planning and implementation of teaching is carried
out by the teacher on an individual basis.
Teacher- • Pupils are required to follow the teacher’s
centered instructions and learn what has been taught.
• Active pupil involvement in all the activities planned
Pupil- by the teacher, on an individual, group or class.
centered
• Learning materials are prepared and arranged to be
used by pupils after they have been given clear
Resource- explanations by the teacher.
centered

66. CHOICE OF APPROACHES
Individual Approach
• Focus on one student only.
• Peer assistance can be sought (if necessary).
Group Approach
• Pupil-centered.
• Pupils who are facing the same or almost the
common learning problems.
• Teacher teaches using the module provided.
Class Approach
• Pupils involve themselves in group activities to help
foster their self-confidence.

67. TEACHING
Story-
telling
Quizzes Drills
Plays
Techniques Demonst
Suggested rations
Question
Songs -and-
answer
Role play

68. EVALUATION AND FOLLOW-UP
• KIA2M pupils are allowed to go back to
mainstream if they passed:
– Ujian Pelepasan 1
– Ujian Pelepasan 2
• Observation & monitoring:
– Curriculum Development Center & other interested
divisions in the Ministry of Education
– School Inspectorate
– State Education Departments
– District Education Offices
– School heads (Headmasters @ headmistress)

69. Education Development Master Plan (EDMP) 2006-
2010
• Goals: To produce quality education
for all through the following 2 main
approaches:
– 1st Approach:
• Ensure equity & equality.
• Strategies:
– Given fair & just educational opportunities.
– Given the opportunities to master 3R: Reading,
Writing, Arithmetic.
– Improvement of ICT access.

70. – 2nd Approach:
• Fully develop the potential of all schools.
• To fall within the excellence cluster.
• Achieve measurable success to chart our country & the
education system on the world map.
• Strategies:
– Identify cluster schools from the following types of schools:
» National
» National-type
» Boarding
» Premier
» Secondary technical
» National religious secondary
» Centennial
» Smart Schools
» Schools situated in Putrajaya & Cyberjaya.
– Introduce various programs to enhance the strengths &
competitiveness of schools in the education cluster.

71. EDMP 6 STRATEGIC THRUSTS
T1: Nation-
building
T6:
Accelerating
T2: Developing
Excellence of
Human Capital
Educational
Institutions
EDMP
T3:
T5: Enhancing
Strengthening
the Teaching
National
Profession
Schools
T4: Bridging
the Education
Gap

72. Education And Vision 2020
• Aim: To gain the status of "a fully developed
country" for Malaysia by the year 2020.
• "B y t h e y e a r 2020,
Ma l a y s i a c a n b e a
u n i t e d n a t i o n , wi t h a
c o n f i d e n t Ma l a y s i a n
s o c i e t y , i n f u s e d b y
s t r o n g mo r a l a n d
e t h i c a l v a l u e s ,
l i v i n g i n a s o c i e t y
t h a t i s d e mo c r a t i c ,
l i b e r a l a n d t o l e r a n t ,
c a r i n g , e c o n o mi c a l l y
j u s t a n d e q u i t a b l e ,

73. 9 challenges as stated in
Vision 2020:
• 1) The challenge of establishing a united Malaysian nation with a
sense of common and shared destiny. This must be a nation at
peace with itself, territorially and ethnically integrated, living in
harmony, full and fair partnership, made up of one "Bangsa
Malaysia" with political loyalty and dedication to the nation.
• 2) The challenge of creating a psychologically liberated, secure
and developed Malaysian Society with faith and confidence in
itself, justifiably proud of what it is, of what it has accomplished,
robust enough to face all manner of diversity. This Malaysian
Society must be distinguished by the pursuit of excellence, fully
aware of all its potentials, psychologically subservient to none,
and respected by people of other nations.
• 3) The challenge of fostering and developing a mature,
democratic society, practicing a form of mature consensual,
community-oriented Malaysian democracy that can be a model
for many developing countries.

74. • 4) The challenge of establishing a fully moral and
ethnic society, whose citizens are strong in religious
and spiritual values and imbued with the highest of
ethical standards.
• 5) The challenge of establishing a matured, liberal
and tolerant society in which Malaysians of all
colours and creeds are free to practice and
profess their custom, cultures and religious beliefs,
yet feeling that they belong to one nation.
• 6) The challenge of establishing a scientific and
progressive society, a society that is innovative
and forward-looking, one that is not only a
consumer of technology but also a contributor to
the scientific and technological civilization of the
future.

75. • 7) The challenge of establishing a fully caring
society and a caring culture, a social system in
which society will come before self, in which the
welfare of the people will revolve not around the
state or the individual but around a strong and
resilient family system.
• 8) The challenge of ensuring an economically just
society in which there is fair and equitable
distribution of the wealth of the nation, and there is
full partnership in economic progress. Such a
society cannot be in place so long as there is the
identification of race with economic function, and
the identification of economic backwardness with
race.
• 9) The challenge of establishing a prosperous
society, with an economy that is fully competitive,
dynamic, robust and resilient.

76. Strategies to achieve VISION
2020
• Vision 2020 emphasizes Malaysia as “a fully
developed country, which is developed in every
aspect - economically, politically, socially,
spiritually, psychologically and culturally.”
• The National Philosophy of Education calls for
"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".

77. • Introduce the subjects of Islamic Studies and
Moral, which are compulsory for students.
• Increasing the intake of Science students.
• Encouraging the use of computers and
multimedia technology in educational institutions
and providing courses in Information Technology.
• The government is already in the process of setting
up 90 pilot Smart Schools.
• These schools are one of the 7 flagships of the
Multimedia Super Corridor (MSC) project and aim
at transforming the education system from
memory-based learning into simulative thinking
and creativity, through access to modern
technology.

78. Thank you
Pr e s e n
t e d b y :
Mc e l l e
y
L o r i e n
c e
P I S MP T E S L
J A N 2011 Ai l e e n