Post Independence : Education During Post-

Independence (1957-1970)
Post Independence : Education During Post-
Independence (1957-1970)
• Prior to independence, there was awareness amongst the leaders and
the locals for the need to replace the education systems left behind by
the colonists with one common education system for all.
• This awareness resulted in the Razak Report 1956. The Education
Committee Report 1956 established an education system that
incorporated national characteristics and guaranteed a place in schools
for all children regardless of their ethnic or religion.
• The education policies as outlined in the Razak Report were the
foundation in the formulation of a national education system that
placed high emphasis on national unity.
• In 1960, a Review Committee looked into the implementation of
recommendations made by the 1957 Razak Report. The findings of this
committee, commonly known as the Rahman Talib Report, confirmed the
educational policy in the Razak Report and its general acceptance by the
public.
• The recommendations of these two reports became the integral
components of the Education Act 1961. In January 1976, the Act was
extended to Sabah and Sarawak, which had been incorporated into the
formation of Malaysia in 1963.
• The most important challenges facing the new nation after independence
were unity and democratization of education.
• In 1957, all existing primary schools were converted to national and
national-type schools. Malay medium primary schools were renamed
national schools.
• English, Chinese and Tamil schools became national-type primary schools.
Whilst Malay was the medium of instruction in national schools, English
and the vernacular languages were the medium of instruction in national-
type schools.
• The national language was made a compulsory subject in these national
type-schools. The English national-type schools were converted into
national schools in stages beginning 1968, with the implementation of five
subjects taught in the Malay language for Year One to Year Three pupils.
• The year 1958 marked the beginning of Malay medium secondary education.
Malay medium secondary classes started as an annex in English secondary
schools. These classes eventually developed into national secondary schools.
• In 1962, school fees were abolished in all fully assisted primary schools. Free
primary education was made available to all children regardless of their
ethnic group or religion.
• The entrance examination into the secondary school, the Malaysian
Secondary School Examination was abolished in 1964 and universal education
was extended from six to nine years in Peninsular Malaysia. This examination
was abolished in Sarawak in 1974 and in Sabah in 1977.
Educational Development During the Era of New
Economic Policy ( 1971-1990 )
• Social and economic issues shaped the development of
education from 1971 to 1990. Racial harmony and efforts
to curb economic imbalances in the society were crucial to
sustain development, stability and progress.

• This was the period of the New Economic Policy (NEP) that
is a socio-economic policy to achieve national unity and
development. The focus was on eradicating poverty and
restructuring the Malaysian society to eliminate the
identification of race with economic function and
geographical location.
• The NEP brought about significant changes in the national education
system. All students follow the same curriculum and sit for the same
examinations.
• Civics was introduced as a subject to instil self reliance in pupils.
Science and technical subjects were offered at the secondary level to
produce skilled workforce in the areas of science and technology.
• The aim of achieving national unity through the use of Malay
language as the medium of instruction in all primary and secondary
schools had begun since 1970, and implemented in stages.
• In Peninsular Malaysia and Sabah, English ceased to be the medium
of instruction at the primary level in 1975, at the secondary level in
1982, and at the tertiary level in 1983.
• In Sarawak, the conversion of the medium of instruction was
implemented in 1977 beginning with Standard One.
• The provision of education, which was more
focused in urban centres, was extended to
the rural areas.
• More schools were built in the rural areas
hence providing greater access for rural
children, especially the economically
disadvantaged.
• In addition, the government introduced
support programmes such as the fully
residential schools, science schools, rural
school hostels, the textbook loan scheme and
educational television programmes.
• The government also expanded the provision
of scholarships, the school meal programme
and the health programmes.