The Barnes Report was a British proposal put forward in 1951 [1] to develop a national education system in British Malaya. The Fenn-Wu Report, favoured by the Chinese, did not meet with Malay approval. In the end, the Barnes Report's recommendations for English-medium "national schools" were implemented by the 1952 Education Ordinance, [1] over vocal Chinese protests, who were upset by the lack of provision for non-Malay vernacular schools.
Before the end of British rule in 1957, the educational system in Malaya was reorganised along the lines of the Barnes Report of 1951. The British government wanted a policy that would be relevant to the political and socio-economic goals of the people, Malaya's three principal ethnic communities—Malays, Chinese and Indians. The Barnes Report recommended a national school system, which would provide primary education for 6 years in Malay and English, hoping that over time, the demand for separate schools in Chinese and Tamil would wane and disappear. The reaction of the Chinese community to the Barnes Report was not positive. While the community agreed with the basic recommendation that Malay be treated as the principal language, it felt that there should be some provision to recognise Chinese and Tamil as important components of a new definition of Malaya's national identity.
To pacify ethnic sensitivities, the British government approved a modified formula that would allow bilingualism in Malay schools (Malay and English) and a three-language "solution" in Tamil and Chinese schools (either Tamil-Malay-English or Chinese-Malay-English), by recommending a common curriculum for all schools, hoping that a national school system would evolve.
The Barnes Report was unsuccessful, and in 1955, two years before Malaya's independence, the Razak Report endorsed the concept of a national education system based on Malay, being the main medium of instruction.
The demographics of Malaysia are represented by the multiple ethnic groups that exist in the country. The official estimate of 2024 Malaysia's population is about 34,100,000 people. According to the 2020 census, is 32,447,385 including non-citizens, which makes it the 43rd most populated country in the world. Of these, 5.72 million live in East Malaysia and 22.5 million live in Peninsular Malaysia. The population distribution is uneven, with some 79% of its citizens concentrated in Peninsular Malaysia, which has an area of 131,598 square kilometres (50,810.27 sq mi), constituting under 40% of the total area of Malaysia.
Education in Malaysia is overseen by the Ministry of Education. Although education is the responsibility of the Federal Government, each state and federal territory has an Education Department to co-ordinate educational matters in its territory. The main legislation governing education is the Education Act 1996.
The New Economic Policy (NEP) was a social re-engineering and affirmative action program formulated by the National Operations Council (NOC) in the aftermath of the 13 May Incident in Malaysia. This policy was adopted in 1971 for a period of 20 years and it was succeeded by the National Development Policy (NDP) in 1991.
Nanyang University (南洋大學) was a private university in Singapore between 1956 and 1980. During its existence, it was Singapore's only private university in the Chinese language. In 1980, Nanyang University was merged with the University of Singapore to form the National University of Singapore (NUS). It was not until 2005 that another private school in Singapore, SIM University, was established.
A medium of instruction is a language used in teaching. It may or may not be the official language of the country or territory. If the first language of students is different from the official language, it may be used as the medium of instruction for part or all of schooling. Bilingual education or multilingual education may involve the use of more than one language of instruction. UNESCO considers that "providing education in a child's mother tongue is indeed a critical issue". In post-secondary, university and special education settings, content may often be taught in a language that is not spoken in the students' homes. This is referred to as content based learning or content and language integrated learning (CLIL). In situations where the medium of instruction of academic disciplines is English when it is not the students' first language, the phenomenon is referred to as English-medium instruction (EMI).
Indian Singaporeans are Singaporeans of Indian or of general South Asian ancestry. They constitute approximately 9.0% of the country's residents, making them the third largest ancestry and ethnic group in Singapore.
Ketuanan Melayu is a political concept that emphasises Malay preeminence in present-day Malaysia. The Malays of Malaysia have claimed a special position and special rights owing to their longer history in the area and the fact that the present Malaysian state itself evolved from a Malay polity. The oldest political institution in Malaysia is the system of Malay rulers of the nine Malay states. The British colonial authorities transformed the system and turned it first into a system of indirect rule, then in 1948, using this culturally based institution, they incorporated the Malay monarchy into the blueprints for the independent Federation of Malaya.
Tun Dr. Ismail bin Abdul Rahman was a Malaysian politician who served as the second Deputy Prime Minister of Malaysia from September 1970 to his death in August 1973. A member of the United Malays National Organisation (UMNO), he previously held several ministerial posts.
The languages of Singapore are English, Chinese, Malay and Tamil, with the lingua franca between Singaporeans being English, the de facto main language. Singaporeans often speak Singlish among themselves, an English creole arising from centuries of contact between Singapore's internationalised society and its legacy of being a British colony. Linguists formally define it as Singapore Colloquial English. A multitude of other languages are also used in Singapore. They consist of several varieties of languages under the families of the Austronesian, Dravidian, Indo-European and Sino-Tibetan languages. The Constitution of Singapore states that the national language of Singapore is Malay. This plays a symbolic role, as Malays are constitutionally recognised as the indigenous peoples of Singapore, and it is the government's duty to protect their language and heritage.
Malay nationalism refers to the nationalism that focused overwhelmingly on the Malay anticolonial struggle, motivated by the nationalist ideal of creating a Bangsa Melayu. Its central objectives were the advancement and protection of Malayness: religion (Islam), language (Malay), and royalty. Such pre-occupation is a direct response to the European colonial presence and the influx of a foreign migrant population in Malaya since the mid-nineteenth century.
The concept of race or ethnicity in contemporary Singapore emerged from the attitudes of the colonial authorities towards race and ethnicity. Before the early 2000s, the four major races in Singapore were the Chinese, Malays, Indians and Eurasians. Today, the Chinese-Malay-Indian-Others (CMIO) model is the dominant organising framework of race in Singapore. Race informs government policies on a variety of issues such as political participation, public housing and education. However, the state's management of race, as well as the relevance of the CMIO model, has been a point of contention amongst some in recent years.
The indigenous languages of Malaysia belong to the Mon-Khmer and Malayo-Polynesian families. The national, or official, language is Malay which is the mother tongue of the majority Malay ethnic group. The main ethnic groups within Malaysia are the Malays, Chinese and Tamils, with many other ethnic groups represented in smaller numbers, each with its own languages. The largest native languages spoken in East Malaysia are the Iban, Dusunic, and Kadazan languages. English is widely understood and spoken within the urban areas of the country; the English language is a compulsory subject in primary and secondary education. It is also the main medium of instruction within most private colleges and private universities. English may take precedence over Malay in certain official contexts as provided for by the National Language Act, especially in the states of Sabah and Sarawak, where it may be the official working language. Furthermore, the law of Malaysia is commonly taught and read in English, as the unwritten laws of Malaysia continue to be partially derived from pre-1957 English common law, which is a legacy of past British colonisation of the constituents forming Malaysia. In addition, authoritative versions of constitutional law and statutory law are continuously available in both Malay and English.
South Asian languages in Singapore are mainly used by the country's 348,119 Indian Singaporean residents, who form about 9.2% of Singaporean citizens and permanent residents. As a result of historical migration and settlement patterns, Indian Singaporeans came to the island from various parts of South Asia speaking a variety of South Asian languages, mostly Tamil. Today, most ethnic Indians in Singapore are locally born second, third, fourth or even fifth generation descendants of immigrant forefathers. In addition, a substantial minority are recent immigrants from the Indian subcontinent.
The Razak Report was a Malayan educational proposal written in the 1956. Named after the then Education Minister, Tun Abdul Razak, its goal was to reform the education system in Malaya. The report was incorporated into the Section 3 of the Education Ordinance of 1957 and served the basis of the educational framework for independent Malaya and eventually Malaysia. Private schools were nationalized, education was expanded at all levels and was heavily subsidized, and the growth in enrollment rate accelerated.
Malaysia is a multi-ethnic country, with a predominantly Muslim population. Racial discrimination is embodied within the social and economic policies of the Malaysian government, favouring the Malays and in principle, the natives of Sabah and Sarawak. However, in practice, the natives of Sabah and Sarawak do not benefit much from these policies, with natives of Sabah and Sarawak composing the bulk of bottom 40% income cohort of Malaysia. Rather, it is the Malays that obtain heavily subsidised education in local universities and make up the bulk of these universities, including in terms of employment. In fact, the resources of Sarawak have been exploited for decades, with the Malaysian government enriching governmental officials and their associates. The concept of Ketuanan Melayu or Malay supremacy is accepted by the Malay-majority political sphere.
Malaysian Indians or Indo-Malaysians are Malaysian citizens of Indian or South Asian ancestry. Most are descendants of those who migrated from India to British Malaya from the mid-19th to the mid-20th centuries. Most Malaysian Indians are ethnic Tamils; smaller groups include the Malayalees, Telugus and Punjabis. Malaysian Indians form the fifth-largest community of Overseas Indians in the world. In Malaysia, they represent the third-largest group, constituting 7% of the Malaysian population, after the ethnic Malays and the Chinese. They are usually referred to simply as "Indians" in English, Orang India in Malay, "Yin du ren" in Chinese.
Tamil primary schools in Malaysia are Malaysian government-aided primary schools that use the Tamil language as the medium of instruction. They are primarily attended by Malaysian Indians of Tamil descent.
Singapore embraces an English-based bilingual education system. Students are taught subject-matter curriculum with English as the medium of instruction, while the official mother tongue of each student - Mandarin Chinese for Chinese, Malay for Malays and Tamil for South Indians – is taught as a second language. Additionally, Higher Mother Tongue (HMT) is offered as an additional and optional examinable subject to those with the interest and ability to handle the higher standards demanded by HMT. The content taught to students in HMT is of a higher level of difficulty and is more in-depth so as to help students achieve a higher proficiency in their respective mother tongues. The choice to take up HMT is offered to students in the Primary and Secondary level. Thereafter, in junior colleges, students who took HMT at the secondary level have the choice to opt out of mother tongue classes entirely. Campaigns by the government to encourage the use of official languages instead of home languages have been largely successful, although English seems to be becoming the dominant language in most homes. To date, many campaigns and programmes have been launched to promote the learning and use of mother tongue languages in Singapore. High ability students may take a third language if they choose to do so.
Singaporeans are the citizens and nationals of the sovereign island city-state of Singapore. Singapore is home to a people of a variety of ethno-racial-religious origins, with the city-state itself being a multi-racial, multi-cultural, multi-religious, multi-denominational, multi-lingual, and multi-ethnic country. Singaporeans of Chinese, Malay, Indian and Eurasian descent have made up the overwhelming majority of the population since the 19th century. The Singaporean diaspora is also far-reaching worldwide.
Malaysian Malayalees, also known as Malayalee Malaysians, are people of Malayali descent who were born in or immigrated to Malaysia from the Malayalam speaking regions of Kerala. They are the second largest Indian ethnic group, making up approximately 15% of the Malaysian Indian population. The bulk of Malaysian Malayali migration began during the British Raj, when the British facilitated the migration of Indian workers to work in plantations, but unlike the majority Tamils, the vast majority of the Malayalis were recruited as supervisors in the oil palm estates that followed the kangani system, and some were into trading and small businesses with a significant proportion of them running groceries or restaurants. Over 90% of the Malayalee population in Malaysia are Malaysian citizens.
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