Education in Malaysia

The education system in Malaysia is under the Ministry of Education ( Kementerian Pendidikan Malaysia). It is divided into two main divisions, from the Education Sector with all aspects of preschools, primary and secondary schools is concerned, while the Higher Education Sector is responsible for the universities. Although for education policy, the federal government has jurisdiction, any Malaysian state has its own Ministry of Culture. The legal basis for the state's education policy is the Education Act 1996.

Malaysia has a school system in public ownership, which guarantees all citizens free, multilingual education. There is also the opportunity to attend a private school or participate in homeschooling. Compulsory education is limited to the primary level. As in many Asia-Pacific countries, such as South Korea, Singapore and Japan, the curricula and exams follow a cross-school, unified system.

• 8.1 Postgraduate Studies
• 8.2 Vocational and polytechnic schools

• 9.1 Islamic religious schools
• 9.2 Private Schools
• 9.3 International Schools

History

The Sekolah Pondok (literally, Hut school), Madrasah and the other Islamic schools were the oldest types of schools in Malaysia. Already early works of Malay literature such as Hikayat Abdullah Abdulla's autobiography mention these schools and prove that this preceded the secular school model.

Secular schools in Malaysia were by the British colonial government. Many of the oldest schools in the country were established in the Straits Settlements of Penang, Malacca and Singapore. The oldest English-language school in Malaya was the Penang Free School, which was founded in 1816, followed by Malacca High School and Anglo- Chinese School in Klang. Many of these old Schulten enjoy a high reputation.

The British historian Richard O. Winstedt played an important role in improving the education of the Malays and had a leading role in the construction of the Sultan Idris Training College with that should are designed to build malaiischstämmiger teacher. Richard James Wilkinson established Malay College Kuala Kangsar, 1905, whose mission was the formation of the Malay elite.

Originally, the British colonial government refused any promotion of Malaysian -language secondary schools, forcing those who had only learned Malay in primary school to adapt to the English lessons. Many educational willing Malaysians failed at this hurdle. Despite complaints about this scheme, the British Director of Education stated:

"It would be contrary to the policy of government Considered to afford to a community, the great Majority of Whose members find congenial livelihood and independence in agricultural pursuits, more extended facilities for the learning of English Which would be likely to have the effect of inducing them to abandon Those pursuits. "

Both the Federal and in the Legislative Assembly of Singapore protested Malay MPs vehemently against this statement, one of them designated as " British policy, which makes the Malays to unemployment because they are excluded from learning the earning language of Malaya ".

"In the fewest possible words, the Malay boy is told ' You have been trained to REMAIN at the bottom, and there you must always REMAIN! ' Why, I ask, waste so much money to attain this end without any vernacular school When, and without any special effort, the Malay boy Could accomplish this feat himself? [Note 1] "

To remedy this problem, founded the British government, the Malay College Kuala Kangsar. However, the purpose of the school was more in the training of officials of simplicity and Middle ministry as is to open the Malays the door to trading - and even less was it ever intended that their students were so ready to enter higher education institutions.

Christian missionaries such as the Missionary Society of St.. Joseph of Mill Hill, the Brothers of the Christian Schools, the Marist Brothers, the Adventists, Anglicans and Methodists founded a variety of mission schools that offered classes for primary and secondary education in English. Most of these schools were single-sex schools. Although they were now fully integrated into Malaysian -language National Schools and although access to these schools, regardless of gender, origin and religious background is possible, many of these schools still bear their original names, where the names of saints or religious connotations words such as " Catholic ", " convent ", " Advent " and " Methodist " are included.

During the British colonial period a large number of immigrant Chinese and Indians to Malaya. These groups operate their own schools, using their own curricula and provided teachers from their own ranks a.

For the necessary transformation of the educational system were in the 1950s, four different proposals on the table: The favored by the Malays Barnes Report, the Ordinance Report, which consisted only of a modified Barnes Report, which is supported by Chinese and Indians Fenn - Wu Report and the Razak Report, which was a compromise between the two proposals. Against the protests of the Chinese proposal Barnes ' in 1952 by the formation of Regulation (Education Ordinance 1952) was implemented. In preparation for the establishment of an independent Malaya, the education system in 1956 switched to the Razak Report. The Razak Report called for a system of National Schools with teaching languages ​​Malay, English, Chinese and Tamil primary schools and in the Malay and English in secondary education. It also sets a more independent of the language of instruction, nationally applicable curriculum was included. Schools the language of instruction Malay should be classified as " National Schools " and all others as " National -type Schools".

In the earlier years of independence, the Chinese- and Tamil- speaking schools and mission schools were supported financially by the government and were allowed to maintain their language of instruction, if it accepted the national curriculum. The Chinese-language secondary schools had to decide either to get government support and to become a "national- type school " or to continue to exist as a private school without government support. Most schools accepted the change; the others continued their work as Chinese Independent High School. Shortly after the exchange founded some of the new National -type Schools a Chinese Independent High School as a branch.

In accordance with the Malaysian language policy, the government in the 1970s began to convert all English National -type schools in malaysischsprachige National schools. This transformation involved in each case the first years of the following years, so that a gradual introduction took place. Complete conversion to the new system was therefore not completed until the end of 1982.

In 1996, the Education Act 1996 came into effect, Education Ordinance 1956 and Education Act 1961.

Grade levels

The school year is divided into two semesters. The first semester begins in early January and ends in June and the second begins in July and ends in December.

Types of schools

Pre-school education

There are no set rules as to when a child needs to start a pre-school education ( preschool education), but the majority starts at the age of five years. Schooling can earlier, with 3-6 years begin in kindergarten. Pre-school education usually lasts two years and ends with the enrollment at the age of 7 years. For the pre-school education, there is no curriculum, but a training and certification is required to operate a preschool or to become a teacher there. The training includes child psychology, didactics, and other relevant topics related to the child and the child's development.

Pre-school education is usually offered by private companies, next here are a few church groups and NGOs active. Some primary schools have attached preschool sections. The acceptance of preschool programs is different; while people can send their children to private kindergartens in urban areas, this rarely happens in rural areas. Registered preschools are subject to a zoning, and have the relevant provisions of the health and fire protection comply. Many preschools are located in densely populated areas and were originally normal residential houses that were converted into schools.

Primary

Primary education (Primary education) begins with the age of seven and six years. The classes are continuously numbered from 1 to 6 and with the prefix Tahun ( "Year" ) or Darjah ("Standard" ) provided. Tahun Tahun 1 to 3 is referred to as Level I ( tahap satu ), and Tahun Tahun 4 to 6 as stage II ( tahap dua ). The dislocation in the next year will be completed regardless of academic performance.

In the years 1996 to 2000, the students were subjected to at the end of stage I of the examination Penilaian Tahap Satu ( PTS). Passing this test allowed the students to skip the fourth year and continue directly with Tahun 5. However, the test was again abolished in 2001 because it was feared that he verleite to parents and teachers to exert undue pressure to succeed on the students.

At the end of stage II of the Primary School is the primary school completion Test ( Ujian Sekolah Rendah Pencapaian, UPSR ) for all students at the end of the sixth year. Be verified that spelling and comprehension of the Malay language, English, science and mathematics. In addition to these five subjects come comprehension tests and spelling of the Chinese for the Chinese-language schools and students for tamil speaking schools held an appropriate examination for Tamil.

Types of schools and language of instruction

The public primary schools are divided according to the language of instruction in two categories:

• Malaysischsprachige National Schools ( National Schools, Sekolah Kebangsaan, SK)
• Non- malaysischsprachige National Schools ( National -type schools, Sekolah Jenis Kebangsaan, SJK ), also known as People's Language schools ( vernacular schools ) are known, which in turn are Chinese language ( National -type School ( Chinese), Sekolah Jenis Kebangsaan ( Cina ), short SJK (C)) or
• Tamil ( National -type School ( Tamil ), Sekolah Jenis Kebangsaan (Tamil ), short SJK (T)) are aligned.

All schools take pupils on without limitations regarding their race and their linguistic background.

Malay and English are compulsory subjects in all schools. For non- language subjects, the same curriculum is used in all schools regardless of the language of instruction. Learning Mandarin is compulsory in SJK (C ), such as Tamil in the SJK (T) is a compulsory subject. Tamil and Mandarin must be offered in a malaysischsprachigen National School, as soon as the parents of more than 15 students to demand this; the same applies to the languages ​​spoken in Malaysia indigenous languages.

In January 2003, English was introduced as the language of instruction for science and mathematics. Due to political pressure from the Chinese population were in the SJK (C) the natural sciences and mathematics, both in English and taught Chinese. 2009, the Government made ​​its decision to reverse, so that as of 2012 were again the original language rules.

As regards the financing by public funds, will include the National Schools of the government and also be operated from her. National -type schools are only funded by the state: While the state finances the teaching, takes over the training and pay of teachers and the curriculum specifies the property of the school and the fixed assets are owned by the local, ethnically based communities, the Board, the of Directors select who watches over the school property. Between 1995 and 2000, the budget for the development of primary education in was so divided "Seventh Malaysia Plan" that the National Schools 96.5 %, the Chinese national -type schools 2.4% and the Tamil National -type Schools 1% of budgets were - despite the fact that only 75 % of the students went to the National schools, while the chinese-language schools 21 % and the tamil language schools taught 3.6 % of students.

In previous years, there were other types of non- malaysischsprachigen schools. The former English National -type schools were integrated as a result of decolonization in the National schools. Other schools, such as those whose language of instruction was Panjabi, were closed due to dwindling numbers of students. The care of the Punjabi and the associated culture is currently held outside of school in the Malaysian Gurdwara Sikh.

The division of the education system at primary level in malaysischsprachige and non- malaysischsprachige schools has been criticized because it supposedly a racist polarization would take place at an early stage of life. In order to address the problem have been set tentatively Sekolah Wawasan ( "vision schools" ). In this concept, share three schools - typically each one SK, one SJK ( C) and SJK (T) - the same premises and school facilities, but retain their own administration. The model found among the Chinese and Indian populations but little acceptance because these feared a limited use of their native languages.

Secondary

The secondary ( secondary education ) in Malaysia by the National secondary schools (English National Secondary Schools, times. Sekolah Menengah Kebangsaan, abbreviated as SMK ) covered. National secondary schools use Malay as the main language of instruction. English is a compulsory subject in all schools. Tentatively, was introduced in 2003 English as a language of instruction in mathematics and science subjects, but in 2009, the government ordered that from 2012 also in these subjects should be taught in Malay again.

Just as in the primary level must offer secondary National Chinese, Tamil and Indigenous languages ​​, if the parents of more than 15 students so desire. In addition, certain schools may add other languages ​​like Arabic, Japanese, German or French into the curriculum.

Secondary school lasts five years and is designated for grades 1-5 (English form 1-5 times. Tingkatan 1-5). The grade 1 to 3 correspond to the secondary level ( Lower Secondary Menengah Rendah or ), while grade 4 and 5 of secondary education corresponds to ( Upper Secondary Menengah Atas or ). The majority of students after completion of the primary level, a direct admission to the grade level Form 1 students from non- malaysischsprachigen primary schools have the primary school final exam UPSR exist a minimum grade of "C", otherwise the visit to a one-year transitional class (Remove or Kelas / Tingkatan Peralihan ) mandatory before moving to form 1. Just as in the primary level, the displacement within the secondary occurs regardless of academic performance.

From secondary school, all students are required to attend at least two co-curricular activities - ie activities which go beyond the curriculum - to prove in Sarawak even three. The rates for these activities vary from school to school. There are regular competitions and demonstrations. Frequently co-curricular activities are offered in the following categories: Uniformed Groups, Performing arts, clubs and societies, sports and games. Participation in more than two activities is possible.

At the end of grade 3, students take the exam Menengah Rendah Penilaian, abbreviated PMR, from which was formerly known as Sijil Pelajaran Rendah (SRP ), Lower Certificate of Education (LCE ) or Lower Secondary Evaluation known. According to the audit results of the PMR they find themselves in upper secondary education either in a natural science or a humanities train again. The scientific train is generally the more desirable because, although you can always switch to the humanities train, but rarely vice versa.

At the end of grade 5, the Sijil Pelajaran Malaysia final examination (SPM ) or Malaysian Certificate of Education takes place.

A subset of the public secondary schools are the National -type Secondary Schools ( Sekolah Menengah Jenis Kebangsaan, SMJK ) as of the date of independence of Malaya in 1957, it was decided that the secondary education by Malaysian -language National Secondary Schools and English -language National -type Secondary Schools should be ensured. For a surcharge, English schools belonging to religious communities or missionary societies, the government offered support if they would take over the national curriculum. Secondary schools with different languages ​​of instruction - most of them Chinese schools - also received funding commitments if they were converted to English-speaking schools. When the government abolished the English language of instruction in the 1970s were all National -type Secondary School gradually transformed into malaysischsprachige schools. The term " National -type Secondary School " is not included in the 1996 Education Act, which led to a blurred distinction between SMK and SMJK. From Chinese stakeholders, this development has been criticized; continue the clear positioning of the 78 former Chinese-language schools from other secondary schools is demanded of this page. The schools continue to have the abbreviation " SMJK " in the school name and the respective Board of Directors continues to administer the school property - in stark contrast to the schools that are operated by the government side. In addition, Chinese language teaching is one of the compulsory subjects is taught as part of the normal school hours, while others schools such courses only extra-curricular.

No further State or State-promoted school types are faith-based secondary schools ( Sekolah Menengah Agama ), technology-oriented schools ( Sekolah Menengah Teknik ), boarding schools ( Sekolah Berasrama Penuh ) and MARA Junior Science College ( Maktab Rendah Sains MARA ).

Among the public secondary schools there are a few elite schools. Access to these schools is selective and restrictive; the school are reserved students who shine in grades Standard 1 to Standard 6 through with excellence. The elite schools are either full-day schools or boarding schools ( asrama penuh ). Examples of such schools are the Malacca High School, Royal Military College and the Penang Free School.

Residential schools or Sekolah Berasrama Penuh are also known as "Science Schools". They were originally designed for the Malaysian elite, but now dedicated to the promotion of those Malaysians who have distinguished themselves through outstanding academic or athletic performance or leadership qualities. The schools are geared to British boarding schools.

Post- secondary education

After the SPM exam, students of public secondary schools the choice to either continue the secondary school with Form 6 or participate in the Malaysian Matriculation Programme ( matriculation ).

Those who continue with Form 6 take the final exam Sijil Tinggi Persekolahan Malaysia (STPM, English. Malaysian Higher School Certificate ) part. [Note 2] The STPM is regulated by the Malaysian Examinations Council and organized. Although it is generally required as access authorization for the public universities in Malaysia, it is also recognized internationally and can be used as an access authorization for the undergraduate degree programs ( undergraduate courses ) of private universities.

The matriculation is a pre- university qualification program that serves as preparation for study at a university. Participation is open to all graduates of the secondary school. Unlike the SPTM the financial statements of the preparatory course only at the universities in Malaysia are valid. The matriculation is a one-or two-year course organized by the Ministry of Education ..

Since not all applicants will be admitted to the preparatory course and the selection criteria are not transparent, there are always speculations about possible arbitrariness. The selection process also follows a ethnienbasierten scheme under which 90 % of seats are reserved for Bumiputeras. Another criticism is that the program is less demanding than the participation in the STPM, and that this total Bumiputeras get easier access to higher education courses. The critics see in the matriculation a modified form of the earlier racial discrimination in the access to higher education was directly tied to a quota system.

The "Center for Basic Research in Science " at the Universiti Malaya offers two programs exclusively to Bumiputeras for:

• The " Science Program ", a one-year course of the Ministry of Higher Education. After completing this program, students are placed according to their achievements in various scientific -based courses at the universities of the country.
• A special preparation program that serves as access to higher education for Japanese universities. The two-year intensive course is organized by the Office for Public Administration in cooperation with the Japanese government.

Some of the graduates will participate in preparatory courses in private colleges. You can now choose from various programs, such as the British A- level program, the Canadian matriculation program, the Australian NSW Board of Studies Higher School Certificate and the American High School Diploma. Recently, the International Baccalaureate pleased as a qualification program increasing popularity.

The official announcement of the Malaysian government is that of access to universities is governed by meritocratic all aspects. The large number of preparatory courses and without comparison criteria between the programs is the Malaysian public is skeptical about these statements.

Tertiary level

In 2004, the government created the Ministry of Higher Education ( Ministry of Higher Education ), which should especially take care of the tertiary education sector. The ministry is headed by Mustapa Mohamed. The classification levels of tertiary education ( tertiary education) are governed by the conditions made ​​by the Minister of the Malaysian Qualifications Framework ( MQF ). The aim of the MQF is a unified system of qualifications that apply at the national level for both the vocational and the academic field.

Had before the introduction of the Malaysian matriculation system contenders occupy on to study at public universities additional 18 months schooling in Form 6 of secondary school and attend the STPM exam ( Sijil Tinggi Persekolahan Malaysia or Malaysian Higher School Certificate ). Since the introduction of the matriculation program in 1999 as an alternative to STPM, it is possible to obtain carried out with the participation in a 12-month, special matriculation colleges ( kolej matrikulasi ) Course, the entrance qualification for universities within Malaysia. However, only 10 % of the places in these courses will be awarded to non- Bumiputeras.

Prior to 2004, was for all high school teachers a postgraduate degree requirement. In October 2004, accounted for this request and the competent ministry announced that " experts from the industry, which can substantially contribute to a lecture " can also apply without directly postgraduate qualification for the post of lecturer. To counter suspicions that a shortage of teachers would at the universities, said the Deputy Minister of Higher Education Datuk Fu Ah Kiow

"This is not Because we are facing a shortage of lecturers, but Because this move will add value to our courses and Enhance the name of our universities ... Let's say Bill Gates and Steven Spielberg, Both [ undergraduates but ] well known and outstanding in Their fields, want to be teaching professors. Of course, we would be more than happy to take them in. [Note 3] "

He led as a further example of the study of architecture, stop at the well-known for their talent architect without a master's degree courses.

Students can also enroll in private institutions. Private universities are increasingly able to come up with a reputation for internationally qualified studies and students from around the world. Many of them have signed cooperation agreements with foreign institutes and universities, especially in the United States, Britain and Australia, where the students can complete a semester abroad and gain international experience. One example is the Segi University College, which cooperates with the University of Abertay Dundee. Popular is the so-called " twinning ", in which a part of the degree program in Malaysia and a portion is completed at the partner institution. When "full twinning " all notes and study evidence are fully transferable. Some private universities are branches of foreign institutions.

Since 1998, a number of internationally renowned universities have established within Malaysia a " branch campus ". Such a branch campus offers the same courses and degrees as the main campus. Both Malaysian and international students can get in this way the financial statements of the institution at a much lower tuition fees. A branch campus in Malaysia entertain the following universities and institutions:

• Monash University Malaysia Campus
• Curtin University of Technology Sarawak Campus
• Swinburne University of Technology Sarawak Campus
• University of Nottingham Malaysia Campus.
• Raffles Design Institute, Singapore

The emigration of graduates sat Prime Minister Mahathir bin Mohamad in 1995 his brain-gain program counter. This program aimed to recruit 5000 professionals annually. In a parliamentary inquiry in 2004, the Minister for Science, Technology and Innovation, Datuk Jamaluddin Jarjis explained that in the years 1995-2000 through the program 94 scientists ( including 24 Malaysians ) in the fields of pharmacology, medicine, semi-conductor technology and engineering from the abroad had come into the country. At the time of the parliamentary inquiry, however, only one of them worked in Malaysia.

Postgraduate studies

Post-graduate degrees such as the Master of Business Administration (MBA ) and the Doctor of Business Administration (DBA ) are enjoying increasing popularity and are available both in the universities and in private colleges in the curriculum.

At all public and some private higher education institutions of the Master of Science degree can be acquired through coursework or research. The Doctor of Philosophy is awarded there solely on the basis of research.

Vocational and polytechnic schools

In addition to a university degree, there is also the possibility that education with courses at vocational schools such as ICSA ( Institute of Chartered Secretaries and Administrators ) to continue. The training at a Malaysian Polytechnic leads after two years to a conclusion on certificate level ( certificate level ) and after three years diploma level (diploma level ).

The following list summarizes the polytechnics in Malaysia together:

• Politeknik Ungku Omar - Premier Polytechnic ( university status )
• Politeknik Sultan Haji Ahmad Shah
• Sultan Abdul Halim Shah Politeknik Muadzam
• Politeknik Kota Bharu
• Politeknik Kuching Sarawak
• Politeknik Port Dickson
• Politeknik Kota Kinabalu
• Sultan Salahuddin Abdul Aziz Shah Politeknik - Premier Polytechnic ( university status )
• Politeknik Ibrahim Sultan - Premier Polytechnic ( university status )
• Seberang Perai Politeknik
• Politeknik Kota, Melaka
• Politeknik Kota, Kuala Terengganu
• Sultan Mizan Zainal Abidin Politeknik
• Politeknik Merlimau
• Politeknik Sultan Azlan Shah
• Politeknik Tuanku Sultanah Bahiyah
• Politeknik Sultan Idris Shah
• Tuanku Syed Sirajuddin Politeknik
• Politeknik Muadzam Shah
• Politeknik Mukah

Annually by the universities of Malaysia are about 150,000 skilled graduates.

Other types of schools

In addition to public schools, there are other types of schools in Malaysia.

Islamic religious schools

In Malaysia, there is a separate system of Islamic religious schools. The primary school is Sekolah Rendah Agama (SRA ) called while the secondary Sekolah Menengah Agama is called ( SMA).

Another type of school is Sekolah Agama Rakyat the (SAR ). These schools teach Muslim students islam specific topics such as Islamic history, Arabic and Fiqh. Although some states such as Johor prescribe educational attendance of these schools for all Muslims between the sixth and twelfth year, a visit to these schools not mandatory. The last school year, these schools ends with a final examination. Most SAR are funded by the federal states and overseen by their religious authorities.

From the former Prime Minister Tun Mahathir Mohammad, there was a proposal to close the SAR and to integrate the content of teaching in the public schools. However, this suggestion was a lot of opponents and the proposal disappeared into oblivion.

Although these schools still exist in Malaysia, they still play in the big cities hardly matters. In rural areas, however, this type of school is still popular. The major universities in the country to accept the statements of some of these schools for courses that with the Malaysian High Certificate of Religious Study ( Sijil Tinggi Agama Malaysia, short STAM ) to complete. Most graduates of pure religion diplomas, however, begin studying in Pakistan or Egypt. Among the graduates are also well-known personalities such as Nik Adli find the son of PAS - chairman Nik Aziz.

Some parents send their children after regular classes in special extracurricular religious events such as Dharma teaching, Sunday schools or the Koran lessons in the mosque.

Private Schools

• NCOPS / NCOSS Private Schools

International Schools

In addition to the national curriculum, Malaysia has many international schools. These offer students the opportunity to learn according to the curriculum of another country. The international schools are primarily targeted at the growing layer of expatriates in the country. The list of international schools includes:

• Fairview International School
• R.E.A.L Schools ( British Curriculum ),
• Melaka International School ( British curriculum ),
• Australian International School ( Australian curriculum ),
• Alice Smith School ( British curriculum ),
• Elc International school ( British Curriculum ),
• Garden International School ( British curriculum ),
• Lodge International School ( British curriculum ),
• International School of Kuala Lumpur ( International Baccalaureate and American Curriculum ),
• Mont ' Kiara International School ( International Baccalaureate and American Curriculum ),
• Japanese School of Kuala Lumpur ( Japanese Curriculum ),
• Chinese Taipei School, Kuala Lumpur (Taiwanese Curriculum),
• Chinese Taipei School, Penang (Taiwanese Curriculum),
• International School of Penang ( International Baccalaureate and British Curriculum ),
• Dalat International School in Penang ( American Curriculum ),
• Prince of Wales Iceland International School in Penang ( British Curriculum ),
• Lycée Français de Kuala Lumpur ( French Curriculum ),
• Horizon International Turkish School ( Turkish curriculum )

School uniforms

School uniforms ( pakaian seragam Sekolah ) in western style adapted Malaysia in the late 19th century during the British colonial period. Today, school uniforms are ubiquitous in both public and private schools. As of January 1, 1970 wearing the school uniform at all schools in Malaysia duty was.

A typical form of school uniform is that of public schools. The dress code for boys is largely standardized, while the Schulunformen to girls who can differ significantly depending on religious affiliation, and school type. Boys wear a collared shirt and shorts or long pants. Girl wearing a knee-length pinafore and a collared shirt, a knee-length skirt and a shirt with a collar or compulsory for Muslim students baju kurung consisting of a top and a long skirt and optionally the hijab ( tudung ). White socks and black or white shoes are also mandatory during Ties will only be required by some schools. Class representatives and students with special functions contribute occasionally uniforms in other colors; also between the primary and secondary schools can be different colors to use.

Education policy

Education policy is represented by the Ministry of Education (Ministry of Education). In July 2006, the Deputy Minister of the Ministry of Higher Education, Datuk Ong Tee Keat announced that the controversial law Universities and University Colleges Act ( UUCA ) to undergo a review by the Parliament. The government coalition is made up of a wide variety of ethnic groups and one of the concessions to which the majority of the Malays there was ready was the possibility that the Chinese and Indians open their own universities.

National Education Blueprint

2006, the National Education Blueprint 2006-10 was released. The paper listed a number of targets on, including

• The creation of a curriculum for pre-schools ( National Pre-School Curriculum )
• The creation of one hundred special education classes,
• Increasing the proportion of single -session schools to 90 % for primary schools and 70% for secondary schools and [note 4]
• The reduction in class sizes from 31 to 30 students in primary schools and from 32 to 30 in secondary schools

By the year 2010. The Blueprint laid open to a number of weaknesses in education policy. Thus, 10 % of primary schools and 1.4 % of secondary schools do not have a continuous power supply, 20% and 3.4 % are not connected to the public water supply and 78 % and 42 % of schools are over 30 years old and need renovation. The report found that 4.4 % of primary pupils and 0.8 % of secondary school pupils of the "3M" [note 5] were not powerful. The non-existence ratio for the transition to secondary education was 9.3 % in urban and 16.7 % in rural areas.

The Blueprint also talked about the problems of racial polarization in schools. As a solution, the paper proposals, seminars Constitution of Malaysia, motivational camps to promote cultural awareness, culinary focus weeks called that highlight the different cooking styles of the ethnic groups and writing contests on the different traditions. Mandarin and Tamil classes will be offered in the National Schools from 2007 within a pilot project.

The Blueprint drew some criticism. The scientist Khoo Kay Kim said:

" We do not need this blueprint to produce excellent students. What we need is a revival of the old education System. .. meaning the education system we had before 1957. That was When we saw dedication from the teachers. The Malaysian education system then what second to none in Asia. We did not have sports schools but we produced citizens who were Asian class, if not world class. "