BEFORE INDEPENDENCE

THE HOLGATE REPORT (1949)

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A standardized educational system

English as the only medium of instruction in all schools
The Federal Legislative Council rejected the proposal

THE BARNES REPORT (1951)

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All primary vernacular schools maintain one single standard national schools
Use the same syllabus
Bilingual languages, Malay and English
Secondary schools was to maintained English as medium of instruction

THE FENN WU REPORT (1952)

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Support one national educational system

Maintained the Chinese-medium schools

THE RAZAK REPORT (2956)

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The Education system should compromise of two types of primary schools standard
primary schools Malay as a medium of instruction, and standard-type primary schools
Kuo-Yu or Tamil or English as the medium of instructions
Use common syllabus
Malay as a compulsory subject
All National Secondary Schools should use a common syllabus and examination
And enforce Malay and English as compulsory subjects
All teachers should be trained with a common syllabus in teachers training colleges

THE EDUCATIONAL ORDINANCE (1952)

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Based on the Barnes Report

No support from the Chinese and Indians
Not fully implemented

AFTER INDEPENDENCE
THE RAHMAN TALIB REPORT (1961)
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An emphasis on:
- 3M basic education Membaca, Menulis, dan Mengira (reading, writing and arithmetic
- A strong spiritual education and the desired elements of discipline
- A Malayan curriculum

Upper secondary education to comprise 2 streams: academic and vocational

Opportunity to continue education from 9 - 11 years

Facilitation of education management procedures to improve the overall quality of education.

The Cabinet Report (1979)

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Objective:
1. To achieve national unity in a multiethnic society besides increase the sense of patriotism
2. To produce skilled manpower for national development and to further extend the policy
of democratization of education in order to strike a balance in all aspects of education
between rural and urban areas.

NATIONAL EDUCATION BLUEPRINT (20062010)

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The Blueprint set a number of goals: establishing a National Pre-School Curriculum, setting
up 100 new classes for students with special needs, increasing the percentage of singlesession schools to 90% for primary schools and 70% for secondary schools, and decreasing
class sizes from 31 to 30 students in primary schools and from 32 to 30 in secondary schools
address the problem of racial polarisation in schools

NATIONAL EDUCATION BLUEPRINT (2013 2025)

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It covers the education of Malaysian starting from Preschool till Post-Secondary.

The approach uses multiple perspectives to evaluate and assess the performance of
Malaysia's education system.
This included the World Bank, the United Nations Educational, Scientific, and Cultural
Organisation (UNESCO), the Organisation for Economic Co-operation and
Development (OECD), and six local universities. T
The Ministries also worked with other governmental agencies to ensure alignment with
other policies related to education.
to ensure universal access and full enrolment of all children from preschool through to upper
secondary school level by 2020
aspires for Malaysia to be in the top third of countries in terms of performance in
international assessments