Education Acts and Reports Essay

Integration of the various racial and social groups, the central cultivate of the 1 Malayanansia concept, had continuously been the essential concern of the brasss preparation form _or_ arranging of government since Independence in 1957. In particular the Razak raisingal activity report of 1956 and the Rahman Talib report of 1960 had de none of handated clear rule of thumbs and emphasise field of field of view integration. study and contrast out the aims and formulation of Barnes inform (1950), Fenn-Wu story (1951), the Razak announce (1956) and the Rahman Talib base (1960). aft(prenominal) World War Two, the command frame in Malaya was pretty much in shambles, and until Malaya fulfild her independence in 1957, much had to be d wholeness to map out a brisk culture scheme of rules for the nation. Efforts began with the foot of a reinvigorated, field instruction system with English as the nonp atomic number 18il and still middling of instruction, to a greater extentover eventu every(prenominal) toldy, an raising system was make in which Malay became the outstanding moderate of instruction.In 1949, a exchange Advisory delegation on tuition was flummox up to aid the government in deciding on the opera hat form of training system, which could be apply in Malaya, to be the catalyst in fostering national unity. In 1950, the Barnes Committee came out with the Barnes Report, which proposed that all primary idiom aims brinytain one single prototype and be come up national disciplines using the similar syllabus bargonly bilingual langu senesces, which were Malay and English. Secondary rails, however, had to maintain English as their mode of instruction.One year afterward in 1951, there was the Fenn-Wu Report, which whole-heartedly supported the formation of a national education system, but felt that the Chinese-medium schooldayss should be maintained. Their argument was that the sylvan could still achieve un ity although there was diversity in the medium of instruction. It was merely in 1952 that the precept Ordinance was passed, ready on the Barnes Report. This did not garner trustworthy response from the Chinese and Indians, who protested the abolition of their contract tongues as one of the mediums of instruction.Due to the help slightness economy and shortage of skilful teachers for the national schools, however, the gentility Ordinance of 1952 was not richly follow outed. Three years later in 1955, an new(prenominal) delegation was formed, this time chaired by Dato Abdul Razak Hussein and it was accustomed up the task of reviewing the education system of Malaya. The committee received 151 memorandums from individuals, universal bodies and associations. After much deliberation, the Razak Committee proposed, one year later, the following The education system should comprise two types of primary school pattern primary schools that riding habit Malay as their medium of i nstruction, and standard-type primary schools that drop either Kuo-Yu or Tamil or English as the medium of instruction. two these schools, however, would rely on a everyday syllabus. two types of primary school should implement Malay as a compulsory melodic theme. All content Secondary Schools should use a common syllabus and examen and enforce Malay and English as their compulsory subjects. All teachers, regardless of which school they would eventually teach at, should be trained with a common syllabus in teachers training colleges. In 1960, the Rahman Talib review committee was com relegatinged to study the Razak Report, with the aim of alter its implementation and emphasizing the use of Malay as the medium of instruction. The Rahman Talib Report became the fanny for the nurture bend 1961, which was subsequently passed by the parliament. Three main components were maintained i.A common schooling system for all races ii. The national spoken communication as the mai n medium of instruction for all take aim of schooling and iii. A common national-based school computer platform and examination. The 1996 educational activity venture was hypothecate as a continuation modernization of the 1961 information Act. Describe the main pro ken of the 1996 tuition Act and their application in the education system and in the schools. The Razak Report can be regarded as the tail end for the nurture of the subject field upbringing schema used.The main issues in the field of study culture were i) The desire to form one field of study Education form for all races ii) To shed light on the Malay language the main medium of instruction iii) To establish a curriculum orientated towards the local environment by means of the formulation of a common education syllabus with similar contents and iv) tone the matter Education System for all students in it. The knowledge of the formation of the Education Act was continued in direct to resolve several requests voiced by the different races in Malaysia and to improve on suggestions recommended in the Razak Report.This was known as the Rahman Talib Report (1960) and it became the ground for the formation of the 1961 Education Act. Amongst the changes and amendments make to the Razak Report were primary education was complimentary primary schools became national schools and national-type schools advanced education was extended to 15 years of age students advanced to the abutting standard automatically Islamic studies for students when there were not less than 15 students and Moral education was presumption due attention.After the 1960 Abdul Rahman Talib Report, there come more reports for examplethe Hussien Onn Report (1971) and 1979 Mahathir Report. Both these Reports were done to re-examine the Countrys Education policy which was based on the Razak and Rahman Talib Reports. The 1996 Education Act was hypothesise as a continuation and modernization of the 1961 Education Act .The aim of the 1996 Education Act was towards beef up the National Education System for the next generation in line with the call for and aspirations of the country to make Malaysia an international shopping mall for educational excellence.Even though the Education Act 1996 was a new(a) rule, it reflected a continuity of the wishes and policies of the existing education system. It was formed along the main recommendations of the Razak Report, 1956 which was the basis of the National Education Policy till then. The new Act also continued several(prenominal) of the relevant suggestions from the Education Act 1961. The accusatory for drafting the laws (Education Act 1996) was to widen the eye socket and introduce legislation on education.article 152 of the Malayan Constitution has positioned the Malay wording as the National wrangle to meet unity of its population. The National Education philosophical system was make a basis of the National Education Act formulated after taking into account the views and aspirations of all sectors. The aim of the Education system in Malaysia was formulated based on the objective found in the National Ideology, National Education Policy and New stinting Policy (NEP).Among the objectives of the Education System in Malaysia ar i) mathematical product of feeling education ii) Production of educated and skilled students iii) Production of structured community iv) Social community development v) Production of grapheme workforce vi) economic production, especially in rural aras vii) arrangement of responsible and commited citizens in a parliamentary country viii) Restructuring of socio-economic structure of the population as stated in the New Economic Policy (NEP) and ix) Eradication of poverty.By the Education Act, the concept of the National Education System was improved with the inclusion of all levels of schooling from pre-school to high(prenominal)(prenominal)(prenominal)(prenominal)(prenominal)(prenominal) education, covering all school categories which is government, government-assisted and habitual schools. The position of National quarrel was enhanced with its storage allotment as the main medium of instruction in the National Education System. This was but modify when the language was made a compulsory subject at all schools and educational understructures. The Clauses 152 of the Malaysian Constitution had positioned the Malay lyric poem as a National voice communication to ensure racial unity.The position of the Malay row became even more secured when the National Language Act was passed in 1967. Beginning 1970, the medium of instruction in English primary schools were changed to the National Language in stages. some(prenominal) measures were taken to develop the Malay Language including the establishment of the Dewan Bahasa dan Pustaka (DBP) in 1956, the launch of Language Week and Language Month to go on the use of the Malay Language and the sand launce of the Bah asa Jiwa Bangsa slogan in 1960.Other methods complicate the establishment of secondary schools which used the Malay Language as a medium of instruction, for example in Alam Shah School, Sri Puteri School and sultan Abdul Halim School. The curriculum for all types and categories of schools were coordinated in line with the countrys need, when the employ of the National course allocated in the Education Act 1996 became compulsory for all. students from all types and categories of schools were hustling to sit for examination mete outed by the organisation and as a result, it simplified the exercise of a common evaluation or appraisal method on the execution of students from schools in the country. Religious Studies were extended to include Muslim students from all categories of schools including public schools and strengthened by making the subject one of the core subjects in schools.With the existence of allocation that allowing the Minister of Education to establish and supe rintend kindergarten, the less fortunate from the rural areas were given a chance to get pre-school education which is considered a s sanitary basis when out prune primary education. The flavour of education programmes at all kindergartens could be improved as it is compulsory for all these kindergarten to use the Pre-school Curriculum Guidelines produced by the Education Ministry.In line with the efforts to culturalize the education of science and technology, skillful education were improved in secondary skillful schools and polytechnic institutions. The Education Act 1996, made it easier for the military position of vocational schools to be upgraded to that of technical schools, while polytechnic institutions can conduct co-operative programmes with any institutions, agencies or industrial organizations to control technical or vocational courses or training programmes, including exchange programmes.Polytechnic institutions are allowed to conduct twinning programmes for diplo ma and compass refer courses with high Education Institutions either locally or internationally. Teachers training was strengthened with the allocation that allowed the Ministry of Education to organize Teachers Education Programmes at certificate, diploma and degree levels in pairs. common soldier education was developed in a more systematic manner with specialised allocations.Attention was also given to vocational education for this particular group of students. However, intense vocational training, for example for blind students was given after they left school. The most important component in the special motley education was the resource teachers who were responsible not only for teaching handicapped students but also assisting the normal teachers, build and conjure teaching and learning materials as hygienic as provide counseling operate for the students.Realising that Malaysia is a multi-racial country, and based on political discussions conducted by previous leader s, the Education Act 1996 took into consideration the rights of all races by maintaining the status quo of national type of primary schools and 60 head-to-head Chinese schools. Apart from that, the unite Examination carried out by these schools as well as the conforming schools and electric charge schools, the Board of Supervisor was also maintained. The Education Act 1996 also allocated for the teaching of languages or natives living in the country if it is deemed pleasing and practical.Religious classes like bible classes do not cast off to be registered low the 1996 Education Act. The Malaysia mental reservation Agency (MQA) was naturalised on the world-class of November 2007 with the enactment of the Malaysia devising Agency Act (Act 679). As a result MQA takes on the section of local area network as well as compete a more comprehensive role as stated in the Act. What are the main features of the Malaysia might Agency? In what ways is the Agency playing a bigger rol e than the defunct National Ac opinionation Board (LAN)? Please refer to the MQA website for more information http//www. mqa. gov. my.The National Accreditation Board or Lembaga Akreditasi Negara (LAN) was established in 1996 low the Parliament Act and was the national flavor toast agency for private high educational institutions. Meanwhile, the quality say-so divisions nether the Ministry of Higher Education supervised the quality of public universities, polytechnics and public community colleges. On 1st of November 2007, a new agency Malaysian readiness Agency (MQA) was established under a new education legislation the Malaysian might Act 2007. This new Malaysian Qualification Agency knock back the following agency *Lembaga Akreditasi Negara (established under Act 556), for private higher educational institutions * The attribute office Division of MOHE, for public universities * The feeling trust Division of MOHE, for polytechnics & community colleges MQA comes under t he righteousness of the Ministry of Higher Education (MOHE). MQA acted as a national body to implement the national framework known as the Malaysian Qualifications Framework (MQF), to accredit higher educational devisings, to regulate the quality of higher education providers, to establish and maintain the Malaysian Qualification understand.The establishment of a new entity which merges National Accreditation Board (LAN) and the Quality Assurance Division, Ministry of Higher Education (QAD) was approved by the political science on 21st declination 2005. This entity is responsible for quality assurance of higher education for both the public and the private sectors. The main role of the MQA is to implement the Malaysian Qualification Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications.The MQA is responsible for monitor and overseeing the quality assurance works and accreditatio n of national higher education. With the vision to be a credible and internationally recognized higher education quality assurance body and the mission to cheer up the assurance of its stakeholders by means of best practices, the MQA is set to chart new boundaries in higher education quality assurance. The MQA Act is intentional to promote the dynamic growth of higher education and the portability of Malaysian qualifications.It should inspire the confidence of parents, students, employers, both local and international in the standards of qualifications and quality of their delivery. The MQA Act 2007 comprises the following 16 parts realm I previous definitions quality II Malaysian Qualification Agency Part III Malaysian Qualification Council Part IV provide Relating to Employees Part V Financial sustenance Part VI Malaysian Qualification Framework Part VII tentative Accreditation Part VIII Evaluation of other Qualifications Part X institutional audited accountPart XI Natio nal Qualification Register Part XII Appeals Part XIII Enforcement and Investigation Part xiv Offences and Penalties Part XV Miscellaneous Part XVI Repeal, Savings and Transitional The 16 parts of MQA Act include the supply for * The establishment of MQA as the agency with overarching responsibility for assuring the quality of all part secondary programmes and qualifications provided by higher education providers in the country. * The establishment of the Malaysian Qualification Framework (MQF).* Provisional accreditation as the sign process towards accreditation. * Accreditation that takes into consideration the diversity of higher education in Malaysia local program under MQF, foreign programmes including collaborative arrangements, surmount and e-learning, professional programmes and skill qualifications. * Registration of qualifications from self-accrediting institutions. * realisation of prior learning and experience and credit transfers. * The Malaysian Qualifications Re gister (MQR) as the national reference point for all qualification that have been accredited.As a quality assurance body, the functions of MQA are * To implement MQF as a reference point for Malaysian qualification. * To develop standards and criteria and all other relevant instruments as national references for the conferral of awards with the cooperation of stakeholders. * To quality assure higher education institutions and programmes. * To accredits courses that live up to the set criteria and standards. * To facilitate the recognition and sum of qualifications. * To maintain the Malaysian Qualification Register (MQR).The establishment of the MQA and the implementation of the MQF lead profit national higher education and the development of human capital. In the Quality Assurance System, MQA has developed a code of practice on criteria and standards for higher education in Malaysia. This code of practice is benchmarked against international good practices and nationally accep ted by stakeholders through various consultations. The code provides a guideline of general requirements in the following areas * Vision, mission and learning outcomes.* Curriculum design and delivery. * Student selection and support services. * Assessment of students * academic staff * Educational resources * Program supervise and review. * Leadership, governance and administration. * Continuous quality improvement. In general, MQA quality assures programmes through two pellucid processes * Provisional Accreditation this is initial process which will help higher education providers to achieve the accreditation by enhancing the standard and quality set in the provisional accreditation evaluation.* Accreditation this is a clump recognition that the certificates, diplomas or degrees awarded by higher education institutions are in compliance with the set standards. The MQA Act 2007 also provides for the conferment of a self accrediting status to acquire higher education institut ions that have well established internal quality assurance mechanisms. To be so conferred, the higher education institution needs to undergo an institutional audit, and if successful, all qualifications it offers will be automatically registered in the MQR.The processes above are further supported by continuous monitoring to ensure the programmes offered by the institution are always quality assured. Further, nine criteria have been benchmarked as international best practice, which forms the basis of the accreditation assessment. Accreditation will be the highest status in quality assessment done by MQA. It will be the guarantee given by MQA to all stakeholders of higher education which include students, parents, employers, etc. that programmes accredited by MQA are quality programmes.Once the courses of study are accredited, the accreditation status will bear on for as long as the institution can meet the framework requirements and QA standard and criteria as well as institutional mission under the MQAs Institutional Audit. RUJUKAN Akta Pendidikan 1961. (1984). planetary Law Book Service. Kuala Lumpur Akta Pendidikan 1996. (1998). International Law Book Service. Kuala Lumpur Federation of Malaya. (1951). Report of the Committee on Malay Education. Kuala Lumpur Government Press. Tie Fatt Hee (2000). Undang-undang Pendidikan di Malaysia. Kuala Lumpur Fajar Bakti.