Day 11

Posted On August 1, 2007

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To overcome the problem of illiteracy, the British set up vernacular schools in 1872 where Malay language was taught in the morning and religious education in the afternoon. However, sekolah pondok was still popular, especially in 1914-1945.
The Chinese vernacular school system was sponsored by individuals, the London Missionary Society and the Manchu government in China. Chung Hwa School in Penang marked the first immigrant school in Malaya. In 1920, the British enforced the registration enactment to control the Chinese schools for fear of spreading anti-British ideology.
The early Tamil schools were built on rubber estates or plantations with aid from plantation owners or Christian Missionary Societies.
The establishment of English schools aimed at giving general education irrespective of race. Japanese occupation and the struggle for independence in other colonies led the British to redefine education in the multiracial context. National schools using Malay and English as medium of instruction were set up. Chinese and Tamils schools were accepted as national-type schools where English and Malay were also used.
The first Minister of Education, Tun Abdul Razak, led a committee to revamp the colonial education system, in the effort to establish a national system that would be accepted by all. The 1956 Razak Report became the basis for the 1957 Education Ordinance.
To drive the education system to greater heights, the 5-year National Education Blueprint was launched in January 2007. The thrusts are: Building “Bangsa Malaysia”, developing human capital, strengthening national schools, narrowing the education gap between rural and urban schools, uplifting the teaching profession and pushing for educational institution excellence.

1. Praise God
a. For our dedicated education ministers throughout the Malaysian history.
b. That the present education ministry has taken progressive and bold steps to overcome current deficiencies and weaknesses and to improve the educational system.
c. For principals and teachers who are committed.
2. Education ministry and state education departments: wisdom, impartiality, effective implementation of good policies.
3. Appointment of university chancellors and lecturers, recruitment of principals and teachers, promotion, etc., to be based on merit and capability.
4. Good stewardship in managing fund allocations to improve school systems.
5. The establishment of non-Islamic societies in all schools to be fully implemented. Open doors for Christian fellowships and the Brigades.
6. Salt & light:
a. Churches to find creative ways to relate to schools in their respective communities.
b. Christian parents to be more involved in schools.
c. More Christians to take up teaching as a vocation.


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