FIVE EDUCATION REPORT NURUL SAREENA (TESL 1) - Coggle Diagram
FIVE EDUCATION REPORT
NURUL SAREENA (TESL 1)
Cheeseman Report (1946 -1949)
Mr. Harold Ambrose Robinson Cheeseman was the Deputy Director of Education in 1938.
It's main objective was to rebuild the education system to ensure the system for all types of school can be expand.
Cheeseman plan was the first one that restructured the education policy in Tanah Melayu under the control of Malay Union administration.
Provide free basic education for kids from lower socioeconomic.
Make English a compulsory subject in primary school.
Vernacular school in primary level meanwhile in secondary level only have 2 types of school which are middle school and high school (in English).
Vanished with Malayan Union in 1949 because it was not focusing on social integrate among multiracial society.
Focused more on recovery the schools that were destroy because of WW2.
No intention to create a national education system.
Ordinance Report (1952 - 1955)
Establish central advisory committee to study the recommendations contain in Barnes Report and Fenn Wu Report.
The objective was to seek a compromise for all concerned parties.
Establish 2 types of schooling system which are Malay and English.
Facility to learn Chinese and Tamil is provided.
Want to school system that can replace Chinese and Tamil vernacular school.
Cannot be implemented because of financial issue.
Barnes Report (1950 - 1951)
Review the Malaya education system
Conversion of Malay, Chinese and Tamil school to national-type school except for English school.
English and Malay as the medium of instruction meanwhile Chinese and Tamil are not cease but is taught as one subject in school.
L. J. Barnes was the Director of Social Training Division, Oxford University.
Barnes plan was a first trial to produce the national education system and turned the vernacular school into only 1 type of school which was national school.
The objective was to achieve social integrate and unity among the children from multiracial.
Malay people disagreed to use English as a tool to unite the multiracial society.
Chinese and Indian worried that they will lost their mother tongue language, identities and culture because of the introduction of national education system.
Razak Report (1956 - 1959)
The objective was to turn bahasa Melayu into national language and being used in school.
The cabinet committee examine the existing education policies and recommend educational changes as deemed appropriate.
Use of common national curriculum in all schools.
Types of schools in primary level are national school (Malay) and national type school (Chinese/Tamil/English)
Malay and English language are the compulsory subject in all types of schools.
All teachers should be trained with a common syllabus in teachers's training colloges.
There was not guarantee that bahasa Melayu will be the national language in 10 years.
Want to use mother tongue language as medium of instruction in school.
Teachers in Chinese school cannot accept it because Chinese education, language and culture were ignored.
Fenn Wu Report (1951)
Dr. W.P Fenn and Dr. Wu were invited to help restructure the education system in Tanah Melayu because they were an expert in Chinese education.
The objective was to defend Chinese position in Tanah Melayu because of the dissatisfaction with Barnes Report.
Need to consist three languages (Malay, English and Mother tongue language) in vernacular school.
Plural society oriented goals, build Chinese teacher college and give financial support for Chinese Education.
Allow Chinese School to operate and Chinese language should not be abandoned.
Fenn Wu Report was not accepted among Malay leaders especially the UMNO.
Malay do not get any right as the locals.
Bias and do a lot of favors for their own race only, Chinese.