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Five Education Report - Coggle Diagram
Five Education Report
CHEESEMAN REPORT
Harold Ambrose Robinson Cheeseman was the founder of the Scouting movement in the Malaysian state of Penang, at the Penang Free School on 27 March 1915, and in the state of Johor at the English College Johore Bahru in 1928.
In 1946, during his tenure as the deputy director of Education for the Straits Settlements, he prepared the Cheeseman Report with the goal of restructuring the curriculum for the vernacular schools.
THE PLAN
The provision of free basic education in all media of instruction for all. Primary and secondary vernacular education is permitted to use English, Malay, Mandarin, and Tamil as the respective medium of instruction.
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However, in 1949 that plan was abandoned along with the demise of Malay Union.
The plan was strongly opposed by Malay nationalists and they refuse to accept equal status for all four language streams of primary education and also the lack of national integration policy
BARNES REPORT
The Barnes Report was a British proposal put forward in 1951 to develop a national education system in British Malaya.
The Barnes Report recommended a national school system, which would provide primary education for 6 years in Malay and English, hoping that over a period of time, the attraction to have separate schools in Chinese and Tamil would wane and disappear.
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To pacify ethnic sensitivities, the British government approved a modified formula that would allow bilingualism in Malay schools (Malay and English) and a three language "solution" in Tamil and Chinese schools (either Tamil-Malay-English or Chinese-Malay-English)
THE BELIEFS
to foster the growth of individuals towards the best in knowledge, skill, and character which they have it in them to attain.
to encourage and enable the Malay community to occupy its rightful place in relation to other communal groups in the mixed society of Malaya.
to assist the formation of a unified citizen body, or nation, composed of all such groups.
The Barnes Report was unsuccessful, and in 1955, two years before Malaya's independence, the Razak Report endorsed the concept of a national education system based on Malay, being the main medium of instruction.
FENN WU - REPORT
Published in June 1951, the report on Chinese schools and the education of Chinese Malayans, also known as the “Fenn-Wu report”, was presented to the Federal Legislative Council on 11 July 1951.
William P. Fenn and Wu Teh-Yao, were invited by the federal government to conduct a study of Chinese schools in Malaya.
The study aimed to make recommendations that would lead to “a greater contribution by Chinese schools in Malaya to the goal of an independent Malayan nation composed of people of many races but having a common loyalty”.
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The Central Advisory Committee on Education, Federation of Malaya, reviewed both the Fenn-Wu report and the “Barnes report”,] and made known their findings in a publication titled Report on the Barnes Report on Malay Education and the Fenn-Wu Report on Chinese Education on 10 September 1951.
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EDUCATION ORDINANCE 1952
The Education Ordinance of 1952 was the first attempt by the British colonial government to legislate for a national educational policy.
It had incorporated many of the recommendations of the Special Committee, including the establishment of national schools and the provision to teach Chinese and Tamil as a subject in the national school curriculum.
However, the national school project failed to take off as it faced
many obstacles.
1. It was strongly opposed by the non-Malays who were only prepared to accept English and Malay as a subject, but not their introduction as media of instruction.
2. It required huge capital
outlay, which the British colonial government was unable to provide due to a serious budget deficit.
3. There were obviously not enough teachers who were competent in English and Malay to see through the
project
RAZAK REPORT 1956
The Razak Report is a Malayan educational proposal written in 1956. Named after the then Education Minister, Tun Abdul Razak, its goal was to reform the education system in Malaya.
The report was incorporated into the Section 3 of the Education Ordinance of 1957 and served the basis of the educational framework for independent Malaya and eventually Malaysia.
Private schools were nationalized, education was expanded at all levels and was heavily subsidized, and indeed the growth in enrollment rate again accelerated.
Malay-medium schools are referred to as "national" schools while other schools are referred to as "national-type" schools.
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