This document outlines the Education Act of 1996 in Malaysia. Some key points: - The Act acknowledges that knowledge is the key determinant of the nation's destiny and survival. - The purpose of education is to develop the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious. - The Act provides for education and related matters in Malaysia.

1. MI
S IA
NI
AY
ST
R L
Y A
OF M
E D U C AT I O N
Educational Planning and Research Division
2008

2. © Copyright @ 2008
Ministry of Education
ISBN 978-983-9522-21-1
All rights reserved.
No part of the material protected by this copyright notice may be reproduced in any form or any means, electronic or
mechanical, including photocopying, recording or by any other information storages and retrieval system, without written
permission from the Ministry of Education.
Cataloguing - in -- Publication-Data
Malaysia, Educational Planning and Research Division.
Education in Malaysia: A Journey to Excellence / prepared
by the Educational Planning and Research Division. Ministry
of Education Malaysia.
Includes index
ISBN 978-983-9522-21-1
1. Education- Malaysia I. Ministry of Education Malaysia
II. Faridah, Abu Hassan
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Ministry of Education
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3. Contents
List of Tables and Figures vii
Education Act 1996 ix
Education Vision x
Education Mission x
National Education Philosophy xi
Education Objectives xii
Ministers of Education (1955 - 2008) xiii
Message by the Minister of Education Malaysia xiv
Message by the Secretary-General of Education Malaysia xv
Message by the Director-General of Education Malaysia xvi
Foreword by the Director of the Educational Planning and Research Division xvii
CHAPTER ONE : EDUCATION IN MALAYSIA : A HISTORICAL REVIEW
Introduction 3
Pre-Independence : Education During the British Occupancy (1824 - 1957) 3
English Schools 4
Malay Schools 4
Religious Schools 5
Chinese Schools 6
Tamil Schools 6
Development of Secondary Education 7
Education During the Japanese Occupancy (1942-1945) 7
Development of Education in Sabah and Sarawak 8
Post Independence : Education During the Post-Independence Era (1957-1970) 10
Education Development : Education During the Era of New Economic Policy (1971-1990) 14
Education Development : Education During the Era of National Development Policy
(1991-2000) 15
Education Development : Education During the Era of National Vision Policy (2001-2010) 17
Education Development Plan (2001-2010) 19
Education Development Master Plan (EDMP) 2006-2010 20
The EDMP Strategic Thrusts 20
CHAPTER TWO : THE NATIONAL EDUCATION SYSTEM
Introduction 29
Pre-school Education 30
Primary Education 31
The Compulsory Education Act 33
Strengthening of National Schools 33
The Pupils’ Integration Programme for Unity (RIMUP) 34
Vision Schools 35
Smart Schools 35
Special Model Schools 36
K-9 Comprehensive Special Model Schools 37
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4. Special Programme for Orang Asli and Penan 38
Cluster Schools 38
Special Education 39
Special Education Service Centre 40
Secondary Education 40
Technical and Vocational Education 41
National Religious Secondary School 42
Sports School 42
Arts School 43
Form Six 44
Matriculation Programme 44
j-QAF Programme 45
KIA2M Programme 45
English for the Teaching of Mathematics and Science (ETeMS) 46
Civics and Citizenship Education 46
Co-Curricular Activities 46
School Assessment 46
Ujian Penilaian Sekolah Rendah (UPSR) 46
Penilaian Menengah Rendah (PMR) 47
Sijil Pelajaran Malaysia (SPM) 47
Peperiksaan Tinggi Persekolahan Malaysia (STPM) 47
Peperiksaan Sijil Menengah Ugama (SMU) 48
Peperiksaan Sijil Tinggi Agama Malaysia (STAM) 48
Peperiksaan Majlis Lembaga Vokasional Malaysia (MLVK) 48
Private Education 48
CHAPTER THREE : EDUCATIONAL ASSISTANCE AND SUPPORT PROGRAMMES
Introduction 53
The Textbook Loan Scheme (TBLS) 53
The Poor Students’ Trust Fund (PSTF) 54
The Tuition Aid Scheme (TAS) 55
The Integrated School Health Programme (ISHP) 56
The Supplementary Food Programme (SFP) 58
The School Milk Programme (SMP) 59
The 3K Programme (Safety, Health and Aesthetic) 60
The Safe School Programme (SSP) 61
The Scholarship Programme 62
The Counselling and Guidance Programme 64
The Emergency Preparedness Programme (EPP) 64
The School Boarding Programme 65
The Assistance Programme for Students with Special Needs 65
The Supplementary Reading Programme in Sabah and Sarawak (SRP) 66
The NILAM Programme 66
The School Resource Centre (SRC) 68
ICT in Education 68
Educational Television Programme 69
Eduweb TV 69
CHAPTER FOUR : TERTIARY EDUCATION
Introduction 73
History of Higher Education in Malaysia 73
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5. Community Colleges 74
Polytechnics 76
Public Higher Education Institutes (Public HEIs) 76
Private Higher Education Institutes (Private HEIs) 78
The Malaysian Students’ Department 79
Financial Assistance for Students at HEIs 79
Allowance for the Disabled Students 80
Allowance for the Community College Students 80
Financial Assistance Programme for Matriculation 80
Education Loan 81
Promotion for Tertiary Education 81
The National Higher Education Strategic Plan:“Beyond 2020” 81
CHAPTER FIVE : TEACHER EDUCATION
Introduction 87
Historical Background 87
Pre-service Teacher Education 88
In-service Teacher Education 91
Teachers Professional Guidance in ICT Project 93
Management of Co-Curricular Activities 93
Aminuddin Baki Institute (IAB) 93
Universiti Pendidikan Sultan Idris (UPSI) 94
Universiti of Malaya 95
Teachers’ Welfare 95
Teachers’ Quarters 95
Special Allowences for Teachers in Rural/Remote Areas 96
Excellent Teachers 96
Award for Innovative Teachers 96
Expert Teachers 96
Teachers Day 97
CHAPTER SIX : EDUCATIONAL ADMINISTRATION
Introduction 103
The Federal Level 103
Policy and Educational Development Sector 103
The Educational Planning and Research Division 104
The Curriculum Development Division 105
The Educational Technology Division 106
The Malaysian Examinations Syndicate 107
The Textbook Division 108
The Malaysian National Book Council 108
Educational Operations Sector 108
The School Management Division 109
The Islamic Education Division 109
The Technical and Vocational Education Division 110
The Special Education Division 110
The Sports, Art and Co-curriculum Division 111
The Private Education Division 111
Professional Development Sector 112
The Teacher Education Division 112
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6. The Institute of Aminuddin Baki 112
The School Inspectorate and Quality Assurance 113
Development Sector 113
The Development Division 114
The Finance Division 114
The Procurement and Asset Management Division 114
The Account Division 115
The Management Sector 115
The Human Resource Management Division 115
The Competency Development and Evaluation Division 116
The Education Sponsorship Division 116
The Information and Communication Technology Division 117
The Service Management Division 117
The Corporate Affairs Division 117
Divisions Directly Under the Secretary General 118
The Matriculation Division 118
The Policy and International Relations Division 118
The Internal Audit Division 119
The School Audit Division 120
The Statutory Bodies Under the Ministry of Education 120
Dewan Bahasa dan Pustaka (DBP) 120
The Malaysian Examination Council 121
The Malaysian National Institute of Translation 122
Decision Making at Federal Level 122
The Educational Planning Comittee (EPC) 122
Educational Administration at State Level 122
The State Education Departments (SED) 122
Educational Administration at District Level 123
Educational Administration at School Level 123
Educational Expenditure
Education For All 124
EFA Steering Committee 125
Technical Working Committee 125
Internationalization Policy and Goals 126
Programmes Implemented to Promote Internationalization of Education in Malaysia 126
United Nations Educational Scientific and Cultural Organisation (UNESCO) 128
Membership in UNESCO Subsidiaries 129
Collaboration with the International Bureau of Education (IBE) and 129
the International Institute for Educational Planning (IIEP)
Islamic Educational, Scientific and Cultural Organisation (ISESCO) 129
Association of Southeast Asian Nations (ASEAN) 130
Southeast Asian Ministers of Education Organisation (SEAMEO) 130
Collaboration between ASEAN and SEAMEO 131
The Commonwealth 131
Asia-Pacific Economic Cooperation (APEC) Human Resources Development
Working Group (APEC HRDWG) 132
Asia Pacific Centre of Education for International Understanding (APCEIU) 132
Japan International Co-operation Agency (JICA) 133
International Exhibitions 133
Official Overseas Visits 133
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7. List of Tables, Figures and Graphs
Chapter 1 : EDUCATION IN MALAYSIA
Table 1.1 Features of Colonization 3
Table 1.2 Number of Students According to Type of School and Gender, 1938 3
Table 1.3 Enrolment in Educational Institutions (1970-2008) 18
Figure 1.1 Sabah and Sarawak School System, 1955 8
Figure 1.2 The School System According to the Razak Report 9
Figure 1.3 List of Important Education Committee Reports 10
Figure 1.4 The Education Structure, 1968 12
Figure 1.5 Formal Education System - Rahman Talib Report 1960 13
Figure 1.6 List of Educational Legislation 17
Figure 1.7 Framework of Educational Development Master Plan 2006-2010 23
Graph 1.1 Total Number of Pupils, Teachers and Schools at Primary Level 11
(1958 - 2008)
Graph 1.2 Total Number of Pupils, Teachers and Schools at Secondary Level 14
(1958 - 2008)
Graph 1.3 Total Number of Teachers in Primary and Secondary Schools 18
(1980 - 2008)
Chapter 2 : THE EDUCATION SYSTEM
Table 2.1 Number of Pre-schools, Classrooms, Teachers and Enrolment 30
Table 2.2 Intake of Special Model School, 2005-2009 36
Table 2.3 Enrolment of Orang Asli Pupils, 2007 and 2008 38
Table 2.4 Special Education Programmes in Primary and Secondary Schools, 2008 39
Table 2.5 Special Education Integration Programmes for Primary Schools, 2008 39
Table 2.6 Achievements of Malaysian Sports School Athletes at 43
International Games, 2008
Table 2.7 Schedule of the j-QAF Programme 45
Table 2.8 Statistics of Private Education Institutions and Agencies, 2008 49
Table 2.9 Statistics of International Students in Private Schools 1995-2008 49
Figure 2.1 The School System and Curricular Emphasis 29
Figure 2.2 Development of Education Policy and National Education System 29
Figure 2.3 List of Subjects in Primary School 32
Figure 2.4 Aspects Emphasized Across the Curriculum 32
Figure 2.5 Rationale for Compulsory Education 33
Figure 2.6 Making National Schools as the School of Choice 34
Figure 2.7 Aims of the Vision School 35
Figure 2.8 List of Subjects at Lower Secondary Level 40
Figure 2.9 List of Subjects at Upper Secondary Level 40
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8. Figure 2.10 List of Elective Subjects at Upper Secondary Level 40
Figure 2.11 List of Vocational Subjects at the Regular Secondary Schools 41
Figure 2.12 List of Courses in Technical Schools 41
Figure 2.13 List of Subjects Offered at the Form Six Level 44
Figure 2.14 List of Matriculation Colleges 44
Graph 2.1 Number of Primary Schools by Type, 2008 32
Chapter 3 : EDUCATIONAL ASSISTANCE AND EDUCATIONAL SUPPORT PROGRAMMES
Table 3.1 Allocation of the Poor Students’ Trust Fund (PSTF) 2005-2008 55
Table 3.2 Scholarship Programmes under the Ministry of Education in 2007 63
Table 3.3 Recognition of the Jauhari Level for Primary and Secondary Schools 67
Table 3.4 The Reading Peer (RP) Reward System 67
Figure 3.1 Types and Rate of Allocation in PSTF 55
Figure 3.2 Scholarship Programmes for Pupils 63
Chapter 4 : TERTIARY EDUCATION
Table 4.1 Number of Higher Education Institutions, December 2007 74
Table 4.2 Number of Malaysian Students Studying Abroad (2002-2007) 79
Figure 4.1 Full-time Courses at Certificate Level in Community College 75
Figure 4.2 List of Skills Training Offered in Community Colleges 75
Figure 4.3 List of Community Colleges in 2008 75
Figure 4.4 List of Polytechnics in 2008 76
Figure 4.5 List of Public Higher Education Institutes Based on Categories 77
Figure 4.6 The National Higher Education Strategic Plan Implementation Phase 82
Figure 4.7 The National Higher Education Strategic Plan 83
Chapter 5 : TEACHER EDUCATION
Table 5.1 List of Institutes of Teacher Education Malaysia (ITEM) 88
Table 5.2 Pre-service Courses in Institutes of Teacher Education Malaysia 91
Table 5.3 In-service Programmes 91
Figure 5.1 List of Courses Offered in IAB 94
Figure 5.2 List of Courses Offered in Master of Education Programme in
Universiti Pendidikan Sultan Idris (UPSI) 94
Figure 5.3 List of Courses Offered in Principalship Programme at the Masters Level 95
Chapter 6 : EDUCATION ADMINISTRATION
Table 6.1 List of State Education Departments 104
Figure 6.1 Flowchart of MOE’s Management and Administration 103
Figure 6.2 The Policy Decision- Making Structure 123
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9. An Act that provides for education and for matters connected therewith.
WHEREAS acknowledging that knowledge is the key determinant of the
destiny and survival of the nation:
AND WHEREAS the purpose of education is to enable the Malaysian society
to have a command of knowledge, skills and values necessary in a world
that is highly competitive and globalised, arising from the impact of rapid
development in science, technology and information:
AND WHEREAS education plays a vital role in achieving the country’s vision
of attaining the status of a fully developed nation in terms of economic
development, social justice and spiritual, moral and ethical strength,
towards creating a society that is united, democratic, liberal and dynamic:
AND WHEREAS it is the mission to develop a world class quality education
system which will realize the full potential of the individual and fulfil the
aspiration of the Malaysian nation:
AND WHEREAS the National Education Policy is based on the National
Philosophy of Education which is expressed as follows:
AND WHEREAS the above policy is to be executed through a national
system of education which provides for the national language to be the
main medium of instruction, a national curriculum and common
examinations; the education provided being varied and comprehensive in
scope and which will satisfy the needs of the nation as well as promote
national unity through cultural, social, economic and political development
in accordance with the principles of Rukunegara:
AND WHEREAS it is considered desirable that regard shall be had, so far as is
compatible with that policy, with the provision of efficient instruction and
with the avoidance of unreasonable public expenditure in accordance
with the wishes of their parents:
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10. x | education in malaysia

11. “ Education in Malaysia is an on-going effort
towards further developing the potential of
individuals in a holistic and integrated manner, so
as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced
and harmonious, based on a firm belief in and
devotion to God. Such an effort is designed to
produce Malaysian citizens who are
knowledgeable and competent, who possess high
moral standards, and who are responsible and
capable of achieving a high level of personal well-
being as well as being able to contribute to the
harmony and betterment of the family, the society
and the nation at large.“
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12. The objectives of national education are:
l To produce a loyal and united Malaysian nation;
l To produce faithful, well-mannered, knowledgeable,
competent and prosperous individuals;
l To produce the nation’s human resource for
development needs; and
l To provide educational opportunities for all
Malaysians.
The National Education Policy, the Education Vision, the
Education Mission and Education Objectives are derived
from the National Education Philosophy, which constitutes
the basis for all education activities and programmes. In
other words, the National Education Philosophy is
translated into action and implementation particularly the
implementation of the National Education Policy.
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13. Ministers Of Education Malaysia (1955 - 2008)
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14. Message
Minister of Education Malaysia
Y. B. Dato’ Seri Hishammuddin bin Tun Hussein
The Ministry of Education is constantly endeavouring to ensure that our
education system provides quality learning experiences to equip our youth with
relevant and current knowledge and skills. To ensure this, our education system
has undergone rigorous changes as we have adopted cutting edge solutions to
make the system more effective and responsive to the needs of the globalised
world. We have, at the same time, ensured that changes to the education system
are consistent with the main tenets of our National Philosophy of Education.
Malaysia can be proud of the successes and achievements of its education system in this era of
globalisation.
The education system has also taken account of the new frontiers in the creation and dissemination of
knowledge brought about by the spectacular developments in information and communication
technologies. Education initiatives and programmes in the country take into account the necessity to
create a work force that is comfortable with, and able to utilize these new information and communication
technologies. Our education system is, in many respects, on par with those of many developed countries
and has proven to be capable of developing human assets that are able to compete in the global arena.
This has been possible because the Ministry of Education has been willing to embrace the latest
developments and innovations in education. This willingness has ensured that we maintain the integrity
of our education system so that it is one of the best in the world.
In our efforts to develop a world-class education system, we have ensured that all initiatives and
programme implementations are closely monitored and evaluated so that returns on funding and
resources are maximized. Apart from the emphasis on developing quality human capital, our education
system also plays a major role in fostering unity and social balance in our multi-cultural nation.
The successes and achievements of the education system can be attributed to the work of the Ministry of
Education in partnership with all stakeholders, especially parents and the community at large. We are
confident that Malaysia is set to be a centre of educational excellence, both regionally as well as
internationally.
DATO’ SERI HISHAMMUDDIN BIN TUN HUSSEIN
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15. Message
Secretary-General of Education
Y. Bhg. Tan Sri Dr. Zulkurnain bin Haji Awang
I offer my congratulations to the Educational Planning and Research Division,
Ministry of Education, Malaysia for having successfully published this book. I also
extend my deepest appreciation for the opportunity to pen a few words in this
book.
This new edition of Education in Malaysia is intended to provide a comprehensive overview of the national education
system. It contains a wealth of accurate and current information relating to the developments and innovations that have
been implemented as part of our continuing efforts to improve the system. I am confident that the book will be a
convenient and useful reference for information relating to the various divisions and agencies of the Ministry of
Education Malaysia for education specialists at home and abroad.
Education is vital to the development of a country. A stable and flexible education system facilitates the citizens of the
nation in their efforts to generate knowledge and wealth and to improve the quality of life for their people. Awareness of
this critical role of education has strengthened our determination to ensure that our education system is capable of
realizing national goals for nation building.
In the era of globalisation the world is borderless. The Ministry of Education Malaysia accepts this new reality and has
planned strategically and systematically to face the challenges pitted against us by this brave, new world. Our efforts to
improve our education system are geared towards ensuring that the younger generations in this country are equipped
with the knowledge, skills and competencies that will enable them to cope with the challenges posed by globalisation.
Information relating to our efforts to ensure that our education system is competitive and capable of providing quality
instruction can be found in this book. I am confident that this publication can become an important reference resource
for all those who are interested in learning more about our education system.
TAN SRI DR. ZULKURNAIN BIN HAJI AWANG
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16. Message
Director-General of Education
Y. Bhg. Dato’ Hj. Alimuddin bin Hj. Mohd. Dom
The Ministry of Education is committed to developing the competitiveness of
the national education system for the international arena.This challenge requires
all officers of the ministry dedicate themselves toward the goal of creating a
quality education system that equips our youth with the attitudes, skills and
competencies they require in the 21st century.
Quality education is critical to the development of quality human capital. Quality human capital that is
knowledgeable, competent and competitive can contribute to the peace and prosperity of the nation. An
important part of our responsibility for the national education system is to ensure that the Malaysian education
system is able to respond to the demands imposed by the challenges of globalisation.We have expended much
effort on planning and preparing a variety of innovative initiatives and programmes that are designed to bring
about the wholesome development of our learners so that they can contribute significantly to national
development. We have also made great strides in ensuring equity and access to quality education for all our
people.
Change brought about by rapid technological developments is a hallmark of our times. The Ministry of
Education has attempted to harness the latest developments in education to ensure that we provide effective
and enjoyable learning experiences for our students. Our curricular changes and innovations are designed to
foreground the role of our schools as agents of social transformation, preparing our students to confront the
challenges of the 21st century while simultaneously fostering national unity, patriotism and a shared national
destiny. In response to the recent surge in new information and communication technologies, the Ministry of
Education has committed itself to the preparation and implementation of programmes that are intended to
equip our learners with the skills and competencies that will allow them to master these new technologies and
exploit their development potential for the nation.
This effort is just one part of a wider spectrum of programmes and initiatives that are detailed in the Education
Development Master Plan 2006-2010. The master plan maps out the development emphases for the national
education system. Continuous monitoring is an integral part of the plan and is designed to ensure that staged
targets are achieved on schedule. By the will of Allah SWT and the diligent work of all, we are confident that we
will achieve the objectives of the Education Development Master Plan and make our education system one of
the best in world.
DATO’ HAJI ALIMUDDIN BIN HAJI MOHD. DOM
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17. Foreword
Director
Educational Planning and Research
Division
Dr. Amir bin Salleh @ Mohd Saleh
Praise be to Allah. His blessings had enable Educational Planning and Research
Division to once again successfully publish “Education in Malaysia”
.
The current publication focuses on the latest developments and changes in Malaysian education. It deals
with all important aspects of the education structure as well as the management system in all
organisations and agencies under the Ministry of Education. The book highlights the Ministry’s
achievements in adapting and improving its education system in order to meet the challenges of
globalisation and address the rapid changes brought about by the development of information and
communication technologies. It is important to note that these developments have been attained while
taking account of the aspirations of the National Philosophy of Education.
The Educational Planning and Research Division wishes to acknowledge the cooperation of the various
agencies of the Ministry of Education in the publication of this book. We wish to thank all officers in the
Ministry of Education who have contributed their ideas and suggestions. We hope that this cooperation
will continue and be further enhanced in the future.
Finally, it is our hope that this publication will prove to be a useful reference for information pertaining to
the Malaysian education system.
DR. AMIR BIN SALLEH @ MOHD SALEH
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19. “This country must seriously enhance the production and supply
of information, knowledge and wisdom and assure their
accessibility to all our people”
Y.A.B. Dato’ Seri Dr. Mahathir bin Mohamad
Former Prime Minister of Malaysia

21. CHAPTER 1
Education in Malaysia : A Historical Review
Introduction
Informal education in Malaysia began since the Malacca Sultanate. For decades, the education in Malaysia went through
a series of transformation according to local needs. There was no significant change in the provision of education during
the occupancy of the Portuguese and Dutch. However, the arrival of the English in 1786 brought a new era in education
for the Malays until it was disrupted by the invasion of the Japanese in 1941. After the fall of the Japanese in 1945, the
English again played a significant role in the development of education until Malaya achieved its independence from the
British on 31st August 1957.
Since independence, education in Malaysia has undergone tremendous changes and development. From a diverse and
fragmented system of education based upon communal needs, it has evolved into an education system that strives to
build a united nation according to the Malaysian mould. Malaysia aims to produce a competitive society that is strong,
united and resilient in facing challenges and adversity.
Features of Colonization
No. Colonist Period Features
1 Portuguese 1511-1641 l Based in Malacca
(130 years) l Language and cultural influence
l Limited impact on education
2 Dutch 1641-1824 l Based in Malacca
(183 years) l Limited influence, focus was on Betawi (Jakarta)
l No impact on education
3 English 1824-1942 l Significant influence on development of education
1945-1957 l Development of English, Malay, Chinese, Tamil and religious education
(130 years) l Did not promote ethnic unity
4 Japanese 1942-1945 l Significant influence on relationship between ethnic groups
(3 1/2 years) l School curriculum promoted Japanese culture and values
Table 1.1: Features of Colonization
Pre-Independence : Education During the British Occupancy (1824-1957)
Prior to attaining independence from Type of Male Female Total
the British in 1957, there was an absence School
of uniformity in the provision of
education. Each ethnic group Malay 68 905 21 531 90 436
established its own school. Malay, Chinese 63 338 22 951 86 289
English, Chinese and Tamil schools used Tamil 14 866 7 775 22 641
their respective medium of instruction,
English 40 577 17 038 57 615
curricula, books and teachers. Children
of different ethnic background could Source : Buku Pendidikan di Malaysia: Sejarah, Sistem dan Falsafah. Edisi Kedua, 2004
only study together in the English
Table 1.2 : Number of Students According to Type of School and Gender ,1938
schools. Teachers for the Chinese and
Tamil schools were brought in from
China and India respectively while local Malays were recruited to teach in Malay schools. At that time, education was
focused on maintaining loyalty towards the country of origin. As a result, segregation existed among the ethnic groups.
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22. • English Schools
The establishment of English schools in Malaya was led by the British government, individuals
and Christian missionaries. The missionaries felt that it was an opportunity to spread
Christianity among the locals. The curriculum emphasized preparing students for the
Cambridge Overseas School Certificate. Students who obtained good results in the
School Certificate examination were given the opportunity to further their
education at the diploma level at Kings Edward Medical College VII (1912) in
Singapore, Raffles College (1919) or at degree level at the University of
England. Among the earliest schools established were the
Penang Free School (1816) in Pulau Pinang, Victoria
Institution (1893) and St. John’s Institution (1893)
in Kuala Lumpur, as well as the Methodist Boys’
School (1897) in Selangor.The Malay College Kuala
Kangsar (MCKK) was founded in 1905 to cater for
Malay aristocrats. These schools adopted the
curriculum used by the Grammar Schools in
England.
Secondary education was only available in English Penang Free School, 1816
government and mission schools as well as in
independent Chinese schools. In the 1930s, the British government introduced the Special Malay Class to enable Malay
children from Malay schools to further their secondary education in English schools. The missionaries played an
instrumental role in developing and promoting the English education in Malaya. To cater for the growing teaching force,
the English language teacher training programme was initiated in Kuala Lumpur (1905) and Pulau Pinang (1907). Diploma
in teaching was offered at Raffles College, Singapore and Kirby College, United Kingdom. Prior to the establishment of the
University of Malaya in Singapore in 1949, graduate teachers for English secondary schools obtained training from Raffles
College and the University of Hong Kong.
• Malay Schools
Initially, education among the Malays was informal
and mainly focused on Al Quran and religious
matters.The British government, on the other hand,
set up Malay schools to teach Malay children to
become better farmers than their parents. The first
Malay school was established in 1855 in Gelugur,
Pulau Pinang. As the number of students
increased, two more schools were set up in Teluk
Belanga and Kampung Gelam, Singapore. The
Teluk Belanga Malay School was upgraded to a
high school in 1876 and later into a teacher
training college. The school in Kampung Gelam
was transformed into a religious school.
Sekolah Melayu Setapak, 1908
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23. As the Malay community was not keen on co-ed
schools, the British government established the first
Malay Girls’ School in Teluk Belanga. The curriculum
emphasized on reading, writing, arithmetics,
geography and physical education. Later elements of
basic living skills such as farming and weaving were
introduced at the request of the Malay community.
Statistics show that there were 16 Malay schools with
569 students in 1872. In 1892, the number of Malay
schools increased to 189 with a total of 7,218 students.
The Sultan Idris Training College (1922) and the Malay
Women’s Training College (1935) were established to
train teachers.
Maktab Perguruan Perempuan Melayu Melaka, 1935
• Religious Schools
Sekolah Agama Madrasah or Islamic
religious schools were pervasively
established to compete with English and
Malay schools by Islamic religious figures
such as Sheikh Tahir Jalaluddin and Sayid
Syeikh Ahmad Al-Hadi. These schools
had better infrastructure, and were
more organized and systematic
compared to sekolah pondok (informal
religious classes managed by
individuals).
Sekolah Agama Madrasah
Madrasah Al-Iqbal, Singapore (1907),
Sekolah Al-Hadi, Malacca (1917) and
Madrasah Al-Mashoor, Pulau Pinang (1919) were the pioneer religious schools. More
schools were rapidly established between the 1920’s - 1940’s.
The establishment of these religious schools provided a sense of security among the
Malays that the position of Islam was secured despite the influence of other
religions and way of life brought about by the English and vernacular schools.
However, the aim to build a modern, rationale and progressive Muslim society
was not realized as the curriculum lacked emphasis on Mathematics, Science
and English Language, which were considered as essential subjects to promote
mobility amongst a modern Muslim society.
Sayed Sheikh Al-Hadi
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24. • Chinese Schools
The Chinese were brought to Malaya from mainland China to
work at the tin mines in urban areas. Chinese schools were
established and financed by this community until the 1920’s.
The curriculum, textbooks and teachers were brought in from
China.The first Chinese school was set up in Malacca in 1816 by
a group of missionaries from London.
In the early 20th century, the Chinese schools were very much
influenced by the reformation movement in mainland China.
Kang Yu Wei, a Chinese scholar, introduced a modern and
more systematic curriculum in the Chinese schools in Malaya
and Singapore. This curriculum included subjects such as
History, Geography, Science, Mathematics, Ethics, Writing, Physical Education
and Music. Schooling was divided into six years of primary, three years of Junior Middle and three years of
Senior Middle school. The new curriculum provided an avenue for the British to interfere in the administration of Chinese
schools.
The British government introduced the School Registration Ordinance to control the administration and expansion of
Chinese schools. In 1924, some Chinese schools received financial aid from the British government, and by 1938, a total of 684
Chinese schools received this financial aid.
• Tamil Schools
The Indians were brought into Malaya to work in estates and plantations.The development and growth of Tamil schools was
thus closely linked to the opening of rubber estates, coffee, sugar-cane and coconut plantations in Penang, Malacca and
Johore.The textbooks and teachers were brought in from India while the curriculum was adapted from the Indian curriculum.
However, since the Tamil schools were initially built by the Indian workers without any aid or assistance from the British
government or their employers, these schools failed to function
effectively as they lacked proper resources. Most pupils
remained in the plantation and worked as labourers.
In 1923, the Labour Enactment introduced by the British
government enforced that it is compulsory for each estate to
open a school when there was more than 10 Indian children
aged 7-14 years. In addition, the British government provided
some financial assistance to schools that showed progress and
opened free Tamil schools for the children of public works
department and railway workers.
Since then, most Tamil schools were financed either by the
British government, the estate management, the local Indian
SJK(T) Kinrara, 1947 community or the Christian missionaries. However, due to the
poor development of Tamil schools, some parents opted to send
their children to English schools as they had better facilities and resources. By 1930, there were four types of Tamil schools
namely, government schools, estate schools, Indian community private schools and the Christian missionary private schools.
6 | education in malaysia

25. • Development of Secondary Education
The British government provided free secondary education in English, missionary and Chinese schools while the Malay and
the Tamil schools were confined to primary education. Students who wanted to further their education had no choice but to
attend English schools. Students from Malay schools had to attend a Special Malay Class upon completion of Year 3 or Year 4
as a requirement for entry. The policy of the British government was to produce an educated Malayan civil service.
Nevertheless, the higher ranking positions were reserved for and filled by the Europeans.
Several tertiary education institutions were established during this period. The first institution of higher education, in fields
other than teaching, was not established until 1905 when the King Edward VII College of Medicine was founded in Singapore.
The second institution was the Raffles College which was also established in Singapore in 1928. These two colleges were
amalgamated to constitute the former University of Malaya in Singapore. The Public Works Department set up a technical
school in 1925. It was taken over by the Education Department in 1931 and later became a Technical College in 1946. A year
later, it was renamed the College of Agriculture, Serdang.
The upsurge of nationalism and the desire for self-government resulted in the setting up of two committees, popularly
known as the Barnes (1950) and Fenn-Wu (1951), to look into problems of and recommend improvements to Malay and
Chinese education. As an outcome of the deliberations of these two committees, the Education Ordinance of 1952 was
passed but it did not produce the desired changes in the system. As a result, a special committee was set up in 1956 to work
out a policy based upon the decision to make Malay the national language whilst preserving the languages and culture of
the other domiciled races of the Federation of Malaya. The recommendations of this committee contained in the report of
the Education Committee 1956, commonly referred to as the Razak Report, formed the basis of the Education Ordinance of
1957, which laid the foundation for the educational policy.
Education during the Japanese Occupancy (1942-1945)
Malaya was occupied by the Japanese from 1941-1945. The Japanese army continued the vernacular schools but added the
Japanese language into the curriculum. The Japanese established the Nippon-Go school which emphasized on the culture
and values of the Japanese.
Education at the secondary level was replaced with the establishment of technical schools and technical colleges which
emphasized on the learning of telecommunication, fishery, agriculture and civil engineering. School facilities were also used
as base for the Japanese army. This had hampered the education progress.
Local teachers were given training in the teaching of the Japanese language. In their effort to acculturate Japanese values
among the locals, Japanese classes were offered in associations and clubs. A special section was reserved for the Japanese
language in the local newspapers.There were no clear educational objectives during the occupation, merely as a tool to assist
the Japanese administer the country.
7 | education in malaysia

26. Development of Education in Sabah and Sarawak
The British government did not give due emphasis on the development of vernacular schools for the natives of Sabah and
Sarawak. Efforts to build schools in remote areas were initiated by the Christian missionaries. Before the 20th century, schools
that taught the Quran was established by Muslims from the Bajau, Sulu, Illanum, Kedayan, Brunei, Tidong and Bisaya ethnics.
Sekolah Jesselton, the first Malay school was built in 1915 by the families of various ethnic leaders. St. Joseph School Kuching
(1833) was the first school to be built in Sarawak, followed by the Chinese school (1872) in Paku and Pekan Bau. The
Woodhead Report (1955) recommended that emphasis be made on the:
l importance of primary education;
l need to improve primary and secondary education;
l provision for primary and secondary education, and
l need to establish a teaching service in North Borneo.
Based on this report, the school system and organization was realigned as shown in the table below.
Type of School Type of examination
Secondary school l Year 5 Examination
l Year 6 Examinations
English Schools l Year 6 Examination
l North Borneo Certificate of Education
Chinese schools l Year 6 Examination
l Junior Middle Examination
Sabah and Sarawak School System, 1955
Special Course (1 Year)
Chinese ( 2 Years ) English ( 2 Years ) Vernacular ( 2 Years )
Teacher
Trainning
Post Tertiary Tertiary
Secondary Education Education
Abroad Abroad
Upper Secondary Secondary
(3 Years) (5 Years) Commerce
School
Secondary Upper Secondary Post Primary
(2 Years)
(3 Years) ( 3 Years )
Lower Secondary Upper Secondary
(3 Years) (3 Years)
Remove Remove
6 Years 6 Years 6 Years
Primary
Chinese English Vernacular
Figure 1.1 : Sabah and Sarawak School System, 1955
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27. The School System According to the Razak Report
Primary School
A B C
Malay Medium English, Chinese English, Malay,
National Schools & Tamil medium Chinese,& Tamil
National Type School that are
Schools not national schools.
SECONDARY EDUCATION Employment
National Schools (Academic and Vocational) Commerce School Employment
Different medium of instruction during the or 2 year course
first 3 years of school. Teachers trained in
Teacher Training Colleges where possible.
Employment LOWER CERTIFICATE EXAMINATION
Teacher Training Colleges for basic Second part of Secondary Technical Instruction
school teacher. Education. Graduate teachers
where possible. Different medium
of instruction at the SPM level.
Employment
Employment Pre University classes (Arts
and science stream in English)
Technical
Teacher's College Institutions
for special
education Teacher
University
Figure 1.2: The School System According to the Razak Report
9 | education in malaysia

28. Post Independence : Education During Post-Independence (1957-1970)
Prior to independence, there was awareness amongst the leaders and
List of Important Education
the locals for the need to replace the education systems left behind by
Committee Reports
the colonists with one common education system for all.This awareness
resulted in the Razak Report 1956. The Education Committee Report
Barnes Report 1950
1956 established an education system that incorporated national
characteristics and guaranteed a place in schools for all children
Fenn-Wu Report 1950 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.
Razak Report 1951
In 1960, a Review Committee looked into the implementation of
Rahman Talib Report 1960 recommendations made by the 1957 Razak Report. The findings of this
committee, commonly known as the Rahman Talib Report, confirmed
Higher Education
the educational policy in the Razak Report and its general acceptance by
Committee Report 1967 the public. The recommendations of these two reports became the
integral components of the Education Act 1961. In January 1976, the Act
Dropout Report 1973 was extended to Sabah and Sarawak, which had been incorporated into
the formation of Malaysia in 1963.
Cabinet Committee Report
1979 The most important challenges facing the new nation after
independence were unity and democratization of education. The
Cabinet Committee Report process of consolidating the diverse school systems into a cohesive
on Training 1991 national education system, with the national language as the main
medium of instruction, was initiated during this period. In 1957, all
Figure 1.3: List of Important Education Committee existing primary schools were converted to national and national-type
Reports 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.
English and Chinese secondary schools were converted to national-type secondary schools. These schools became fully or
partially assisted schools. Private Chinese Schools that opted to become government-aided schools were termed as
Conforming schools.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.
Dewan Bahasa dan Pustaka (1956) and the Language Institute (1958) were responsible for the development of the Malay
language. The main function of the Language Institute was to train Malay language specialist teachers. The Dewan Bahasa
dan Pustaka’s main function was to promote the Malay language as the national language, and to produce textbooks and
reference books in the national language.
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.
10 | education in malaysia

29. Graph 1.1: Total Number of Pupils, Teachers and Schools at Primary Level (1958-2008)
The national agenda to unite the various ethnic groups in Malaya started with the reformation of the curricular. Curricular
reforms were focused on reviewing the existing syllabuses and designing a common content curriculum with a Malaysian
outlook.The first comprehensive review of the scope and content of what was taught in schools was conducted in 1956.The
General Syllabus and Review Committee was set up in 1964 to revise, amend or in some cases to devise new syllabuses. A
comprehensive education system for lower secondary education was introduced in 1965.Technical and vocational education
was given an impetus with the establishment of the Technical and Vocational Education Division in 1964.
Following the declaration of independence, a division of the University of Malaya (Singapore) was established in Kuala
Lumpur. On 1 January 1962, this division became a separate autonomous university. It continued to be the only university in
the country until University of Science Malaysia (USM) was established in 1969.Two colleges, subsidized by the government,
namely, Institut Teknologi MARA and Kolej Tunku Abdul Rahman were established in 1967 and 1969 respectively.
11 | education in malaysia

30. The Education Structure, 1968
I : Peninsular Malaysia
Gred Basic Lower Secondary Upper Secondary Form 6 Tertiary Education
Masuk Terus 6 11 12 3 14 15 16 17 18 19 and above
Per. I Per. IV 2 13 14 15 16 16 17 17 18 18 19 19 20 20 21
Technical Agriculture
Commerce Homescience
Tamil
1 6 IV V
Transition Class IV
Malay Malay
University (3 years and above)
1 6 I II III IV V VI VI Malaya, Sains, Kebangsaan,
Overseas Science National
English Transition Class IV English English MARA Overseas Degree Programmes
(3 years and above)
1 6 I II III IV V VI VI Tuanku Abdul Rahman College
(Professional Course 3 years and above)
Technical College
Chinese (Profesional Course (4 years))
Teacher Traning College (2 years)
1 6 IV V
Colleges
Teaching (2 years)
Secondary Vocational Islam (2 years)
Schools Polytechnic (2 years)
Tunku Abdul Rahman (2 years)
Key Agriculture (2 years)
LCE / SRP Diploma MARA (2 years)
Technical Diploma (2 years)
MCE / OSC / SPM
HSC / STP
Vocational Certificate
II : Sabah and Sarawak
1 2 3 Work
English
1 2 3 4 5 6 1 2 3 4 5 6 7
Malay
Sarawak
1 2 3 4 5 6 Academic Academic University
P
Chinese
1 2 3 4 5 6 1 2 3 4 5 6 7
Key
Teacher Maktab Teknik, LCE
Training Pertanian, Politeknik,
Perguruan, MARA, STAR MCE
HSC
Remove
Vocational
1 2 3
English
1 2 3 4 5 6 1 2 3 4 5 6 7
Malay Academic Academic
T P University
Sabah
1 2 3 4 5 6 1 2 3 4 5 6
T P
Chinese Technical School
1 2 3 4 5 6 1 2 3 1 2 3
Figure 1.4 : The Education Structure, 1968
12 | education in malaysia

31. Formal Education System - Rahman Talib Report 1960
A B
Sekolah Kebangsaan Non- Standard Sekolah Jenis Kebangsaan
(National Primary Schools) Primary School (National Type Primary
(To Be Converted to A or B) Schools)
MALAYAN SECONDARY SCHOOLS ENTRANCE EXAMINATION
30% 70%
Remove Class
Sekolah Menengah
Kebangsaan /
Sekolah Menengah
Sekolah Lanjutan Jenis Kebangsaan
Kampung Sekolah Pelajaran
(National Type
(Rural Secondary Lanjutan
Secondary Schools)
Schools) (Post Primary Schools)
Lower Certificate Of Education
Primary Teacher
Secondary Trade Secondary Technical Upper Secondary
Training Institution
Schools Schools Schools
(Course 2)
Federation Of Malaya Certificate / Schools Certificate
Lower Sixth Form
Training Colleges
Technical College Upper Sixth Form (Primary Course Post-
Primary Secondary)
Higher School Certificate
University
EMPLOYMENT AND SOCIETY
Note : ---- lines indicate course duration in a year
Source : Report of the Education Review Committee 1990. Kuala Lumpur : Government Press. (Rahman Talib Report) pg 26
Figure 1.5 : Formal Education System - Rahman Talib Report 1960
13 | education in malaysia

32. 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.
Improving the income of the poor
especially in rural areas, bridging
disparities between races and location,
increasing production and creating
Source: Educational Statistics of Malaysia 1938, 1967, 1977, 1987, 1997, 2000 to 2008 more opportunities for Bumiputera in
the commercial, industrial and
Graph 1.2: Total Number of Pupils, Teachers and Schools at Secondary Level (1958-2008) professional sectors were of paramount
importance.
The NEP brought about significant changes in the national
education system. All pupils 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.
14 | education in malaysia

33. Today Malay language is the medium of instruction in all national schools and a compulsory subject in Chinese and Tamil
schools. English is taught as a second language in all schools. In 1980, the Sijil Pelajaran Malaysia (SPM) examination was
conducted in Malay language. In 1970, English ceased to be the medium of instruction for teacher training at the primary
level.
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.
In 1974, a Cabinet Committee was formed to study the implementation of the national education system. The focus of this
committee was to ensure that the education system was able to produce citizens who are united, progressive, disciplined and
talented in diverse fields as required to achieve the national mission. As a result of the Cabinet Committee Report, the New
Integrated Primary School Curriculum was formulated in 1983 and the New Integrated Secondary School Curriculum was
formulated in 1989. The National Education Philosophy was also formulated in 1988 to guide and strengthen the nation’s
education system. Higher education was also expanded during this period with the establishment of three universities
namely National University of Malaysia (1970), University of Agriculture Malaysia (1971) and University of Technology
Malaysia (1972).
Educational Development During the Era of National Development Policy ( 1991-2000 )
Drastic changes in education took place in the last decade of the 20th century. The vast development of ICT hasten the
globalization era. In concurrence with the demands of globalization and the information and technology era,Vision 2020 was
launched by Dato’ Seri Dr. Mahathir Mohamad in 1991 to aspire Malaysians towards achieving the status of a developed
nation by the year 2020. In line with the vision 2020, MOE outlined an education system to realise the vision. Education
legislation was amended in order to be relevant to current needs. The 1961 Education Act was replaced with the 1996
Education Act. One of the major amendments made was to include preschool into the National Education System. The
enactment of the 1996 Private Higher Education Act was also amended to allow the establishments of more private higher
education institutes. The MOE formulated four new acts to encourage a more systematic development of higher education.
The acts are:
i. 1996 National Higher Education Council Act - to allow the establishment of a council that will determine the policy
and manage development of higher education.
ii. 1996 National Accreditation Board Act - quality assurance, especially for the private higher education programmes.
iii. 1996 University and College University Act (Amendment) - grants more financial and management autonomy to
public universities.
iv. 1996 National Higher Education Fund Cooperation Act - provides student loans and funds in order to increase access
to higher education.
15 | education in malaysia

34. One of the major moves at this time was to increase access to higher education by setting up more public universities, college
universities, matriculation colleges, community colleges, private colleges and universities as well as branch campus of
overseas universities. University of Malaysia Sarawak (UNIMAS) was established in 1992, followed by University of Malaysia
Sabah (UMS) in 1997. Maktab Perguruan Sultan Idris was upgraded to Universiti Pendidikan Sultan Idris (UPSI) in 1997. The
Malaysian Teaching Diploma Programme was also introduced to replace the Teaching Certificate Programme for pre-service
teachers at Teachers Colleges.
Measures were also taken to improve leadership qualities amongst school heads. Institut Aminuddin Baki (IAB) was entrusted
with the task to provide leadership and management training to school heads and administrators. Another significant
change was the introduction of the open concept for SPM and STPM examinations in 2000.
Maktab Perguruan Sultan Idris (MPSI), established in 1922, upgraded to
Universiti Perguruan Sultan Idris (UPSI) in 1997.
16 | education in malaysia

35. Education Development During the Era of National Vision Policy (2001 - 2010)
Globalization, liberalization and the vast development of ICT has
Education Legislation influenced the development of the national education system. The
challenge for the nation is to produce human capitals that are
1 Education Ordinance, 1952 knowledgeable, competent and globally competitive.
The National Educational Policy was formulated based on the
2 Education Ordinance, 1957 Education Ordinance of 1957 which was later amended through the
Razak Report (1956), the Rahman Talib Report (1960) and the Cabinet
Committee Report (1979). To promote unity amongst the Malaysians,
3 Education Act, 1961
the education system was extended to 11 years of schooling with
Malay language as the medium of instruction, a uniformed national
4 National Language Act 1963 / 67 curriculum and a standardised national assessment. Steps were taken
(Revised - 1971) to amend the Education Act in order to strengthen the national
education system as shown in Figure 1.6.
5 Universities and Colleges
Act 1971
Steps were taken to provide quality infrastructure as well as to
increase the number of education facilities in all education
6 Ungku Omar Polytechnic Act 1974 institutions, as an effort to accommodate the increase of enrolment. In
2008, there are 7,627 primary schools, 2,062 secondary schools, 24
7 Malaysia's Examination Council Act 1980 polytechnics, 27 teachers’ education institutes and 21 public
universities across the nation.
8 Education Act, 1996 Developing competency and efficiency amongst leaders, teachers
and education officers was also an important agenda during this
Private Higher Education period of time. Empowerment and learning organization concepts
9
Institution Act 1996 were widely instilled and encouraged. Allocations were made to
promote continuous human resource development. Programmes
Universities and Colleges Act such as in service training on developing management, leadership
10
(Amendment) 1996
and research skills were carried out at all levels of the ministry as an
effort to implement a competent and efficient education
11 National Acreditation Board Act 1996 management system capable of providing quality and relevant
education to the nation.
National Higher Education
12
Fund Board 1997
National Council on Higher Education
13
Act 1996
MARA Institution of Technology Act
14
(Amendment) 2000
National Higer Educational
15
Finance Board (Amendment) 2000
Educational Act (Amendment) 2002 -
16
Section 29A
Education Regulations
17
(Compulsory Education) 2002.
Figure 1.6: List of Educational Legislation
17 | education in malaysia

36. Enrolment in Educational Institutions, (1970-2008)
Tahun Primary Secondary Teacher Polytechnics College
School School Training and
Colleges University
1970 1 421 489 478 610 2 927 455 17 423
1980 2 008 973 1 083 818 13 247 3 024 41 447
1990 2 447 206 1 376 337 23 006 9 404 92 053
2000 2 907 123 1 998 744 23 740 43 248 229 131
2003 3 071 121 2 098 817 24 587 49 135 317 714
2005 3 137 280 2 217 879 28 755 64 303 348 229
2007 3 167 775 2 253 383 30 937 83 848 371 186
2008 3 151 780 2 243 693 33 744 84 250 408 750
Source :Educational Statistics of Malaysia 1970-2008, Educational Statistics of Malaysia 1977, 1987, 1997, 2000 and
2007
Table 1.3: Enrolment in Educational Institutions (1970 - 2008)
Source: Educational Statistics of Malaysia.
Graph 1.3: Total Number of Teachers in Primary and Secondary Schools
(1980 - 2008)
18 | education in malaysia

37. Education Development Plan 2001 - 2010
The Education Blueprint
The Education Development Plan for Malaysia (2001 -2010) also
referred to as the Blueprint takes into account the goals and
aspirations of the National Vision Policy to build a resilient nation,
encourage the creation of a just society, maintain sustainable
economic growth, develop global competitiveness, build a
knowledge-based economy (K-economy), strengthen human
resource development and maintain sustainable environmental
development. The Blueprint aims to ensure that all citizens have
the opportunity to twelve years of education in terms of access,
equity and quality. Thus the MOE aims to gradually restructure
the national education system from 11 years of schooling to 12
years similar to that of many developed nations.
The Blueprint also outlines goals and strategies to further
develop the potentials of individuals in a holistic and integrated
manner so as to produce individual who are intellectually,
spiritually, emotionally and physically balanced in line with the
NEP. The plan is inclusive of strategies to nurture creativity and
innovativeness amongst students; enhance learning cultures;
develop a science and technology culture; encourage life long
learning; and to provide an efficient, effective and quality
education system.
The Blueprint focuses on the development of pre-school, primary, secondary and tertiary education which will be
strengthened through the development of support programmes, funding, management and integration of information
and communication technology (ICT). The Blueprint is used as a framework for preparing action plans for education
development, which encompass the expansion and strengthening of existing programmes as well as the replacements
of non-relevant programmes with new programmes that are more realistic to current and future needs. The Education
Development Plan was developed based on four thrusts:
l to increase access to education;
l to increase equity to education;
l to increase quality of education; and
l to increase the competency and efficiency level of the educational management.
To implement the programmes in the Blueprint, the Federal Government continuously increased funds allocation for
MOE. In 1997, a total of RM12 billion that is 20 percent of the federal expenditure was allocated to the MOE, and over the
next 11 years, MOE’s expenditure has increased to RM22.14 billion. Although the budget for MOE has been increasing, it
is still not sufficient to sustain the actual amount needed to fully develop the National Education System to that of a
developed nation. The MOE constantly encourages the involvement of NGOs, the private sectors and individuals
providing financial support, apart from offering competitive fees to international students studying in Malaysian schools
or education institutes. The private sectors involvement in tertiary education is very encouraging. Smart partnership,
incentives, twinning programmes and cost sharing in training and R&D has helped the government towards achieving
the educational goals.
Education managers were given adequate training in financial management to build up their competency and efficiency
in managing funds. They were empowered to manage education finance to facilitate the implementation of education
programmes. Emphasize were also placed on supervision and monitoring of expenditure of all educational programmes.
19 | education in malaysia