Education
Although education was mostly sidelined in favour of socieconomic restructuring programs during the Second Malaysia Plan, some important initiatives were taken during its tenure. In 1970, Malay, the national language, became the major medium of instruction from primary to tertiary level, replacing English. British standardised examinations were replaced with local ones, and new Malay-language textbooks were introduced. By the end of the plan, most formerly English-based schools had converted the first four years of instruction entirely to the new Malay-medium curriculum.
In 1973, the Curriculum Development Centre was established. Its goal was to coordinate projects to reform the curriculum that had previously been handled by varying government departments. It also began revamping the curriculum for science and mathematics, and began a new program to review the various social science curricula.
The Second Malaysia Plan also hoped to increase the availability of vocational and technical training. Despite some attempts, little progress was made in improving the curriculum, which focused on providing a general education and made little room for vocational or technical training. Several new technical and vocational schools were built under the Second Malaysia Plan, with seven institutions alone completed in 1975. It was hoped this would alleviate the problem of unemployment, especially among the youth.
Read more about this topic: Second Malayan Five Year Plan
Famous quotes containing the word education:
“In the years of the Roman Republic, before the Christian era, Roman education was meant to produce those character traits that would make the ideal family man. Children were taught primarily to be good to their families. To revere gods, one’s parents, and the laws of the state were the primary lessons for Roman boys. Cicero described the goal of their child rearing as “self- control, combined with dutiful affection to parents, and kindliness to kindred.””
—C. John Sommerville (20th century)
“‘Tis well enough for a servant to be bred at an University. But the education is a little too pedantic for a gentleman.”
—William Congreve (1670–1729)
“In that reconciling of God and Mammon which Mrs. Grantly had carried on so successfully in the education of her daughter, the organ had not been required, and had become withered, if not defunct, through want of use.”
—Anthony Trollope (1815–1882)