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FIVE EDUCATION REPORT - Coggle Diagram
FIVE EDUCATION REPORT
BARNES REPORT (1950)
Proposed all primary vernacular schools to maintain one single standard and become national school (meaning: use the same bilingual languages - Malay and English) with hope the attraction to have separate schools in Chinese and Tamil would be waned and disappeared.
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To pacify the ethnic sensitivities, British government approved a modified formula that allowed bilingualism in Malay school (Malay-English) and a three language in Tamil and Chinese schools (Tamil-Malay-English or Chinese-Malay-English).
Recommended a common curriculum for all schools with hope it would help improve the national school system.
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RAZAK REPORT (1956)
Proposed one common school system for all which were Malay language as the medium of construction for all stages of schooling and centralized curriculum and school examination.
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All national secondary schools should use a common syllabus and examination and enforce Malay and English as their compulsory subjects.
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CHEESEMAN REPORT (1946)
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Soon was vanished because of Cheeseman Plan not focusing on social integrate among multiracial society.
Cheeseman Plan focused more on the reformation of education system such as to rebuild the education system and to expand every school system.
Cheeseman Report was one of the British colonial government plan to restructure the education system in the country after Japanese occupation.
It provide free education (school fees are not compulsory) for kids who attend vernacular school from lower stages.
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FENN-WU REPORT (1952)
Proposed that medium of instruction for vernacular schools were English, Malay and Mandarin.
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