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 Malaysia Plan
Famous quotes containing the word education:
“You are told a lot about your education, but some beautiful, sacred memory, preserved since childhood, is perhaps the best education of all. If a man carries many such memories into life with him, he is saved for the rest of his days. And even if only one good memory is left in our hearts, it may also be the instrument of our salvation one day.”
—Feodor Dostoyevsky (1821–1881)
“Those things for which the most money is demanded are never the things which the student most wants. Tuition, for instance, is an important item in the term bill, while for the far more valuable education which he gets by associating with the most cultivated of his contemporaries no charge is made.”
—Henry David Thoreau (1817–1862)
“Since [Rousseau’s] time, and largely thanks to him, the Ego has steadily tended to efface itself, and, for purposes of model, to become a manikin on which the toilet of education is to be draped in order to show the fit or misfit of the clothes. The object of study is the garment, not the figure.”
—Henry Brooks Adams (1838–1918)