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THE DEVELOPMENT OF MALAYSIAN EDUCATION BEFORE INDEPENDENCE (:<3: MALAY…
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The Razak Report (1956) recommended a number of positive and negative sanctions which were later adopted by the Ministry of Education and other government departments of independent Malaysia. Briefly, these sanctions included:
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:pencil2: Incentive for learning the Malay language – a qualification at the various levels of entry into the government service and selection for admission to secondary schools, and compulsory subject in Lower and National Certification of Education .
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:pencil2: In any assisted schools with no less than 15 Muslim pupils,shall provide religious study using public fund.
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:pencil2: Trilingualism in Chinese Malayans, with Malay as the official language, English as the business language, and Chinese as the cultural language
:pencil2: Formation of a committee to produce textbooks based on modern pedagogical methods, with Malaya as the focus, while preserving Chinese culture and tradition
:pencil2: Qualified Teachers will be registered and organized into professional service on national salary scheme
:pencil2: The first three years of Secondary education qualify students to Lower Certificate of Education. Then, some may leave for employment while others shall be stream into three types of education: academic, technical and vocational
:pencil2: The secondary school are catered for children whom have satisfactorily completed the primary education. It consists of independent and direct grant.
:pencil2: The independent schools will not receive assistant form public fund any way all schools are subjected to inspection
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