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The education system were started with pre-school, primary, lower secondary,
upper secondary, post-secondary and higher education. In include government aided
and private schools or education institutions-exception: expatriate & international
schools. National education philosophy is the 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 high level of personal well-being as well as being able to contribute to the
betterment of the family, the society and the nation at large.
There were several objectives of national education which is; to produce a loyal
and united Malaysian nation, to produce faithful, well-mannered, knowledgeable,
competent and
The Malaysian education system were develop and formulate through several
report which have been chosen. It comprises Barnes Report (1951a), Fenn-Wu Report
(1957b), Razak Report (1957), Rahman Talib (1961), Cabinet Report (1979), and
Private Higher Education Act 1996.
national system of education acceptable to the people of the Federation [of Malaya] as
a whole which will satisfy their needs and promote their cultural, social, economic and
political development as a nation, having regard to the intention to make Malay the
national language of the country while preserving and sustaining the growth of the
language and culture of other communities living in the country.
Overall, the report supported the idea of constructing a national community that would
preserve existing multiculturalism.
The Central Advisory Committee on Education, Federation of Malaya, reviewed
both the Fenn-Wu report and the Report on Malay Education in Malaya (1951 or Barnes
Report) and made known their findings in a publication titled Report on the Barnes
establish the Education Act 1961. The act provides the legal basis for enabling national
language to be a compulsory subject in primary and secondary school and in all training
institutions. In addition, it is a requirement to have a satisfied grade to be awarded a
certificate for public education examination especially at the end and upper secondary
levels. All School using English as the medium of instruction were gradually adopting
National language.
Mathematics,
Art,
Science,
History,
Geography,
Islamic
Religious
Education/Moral Education, Physical and Health Education, and Integrated Living Skills;
and additional subjects are Chinese and Tamil Languages. The Integrated Living Skills
are divided into two sections. First, the core subject comprises three components:
manipulative skills, commerce and entrepreneurship and family life education. Second,
the elective subject also comprises three components: additional manipulative skills,
home economics and agriculture. Student will choose one component in the elective
subject.
3.6 Private Higher Education Act 1996
The Private Higher Educational Institutions Act 1996 is a seventy page document
by the Malaysian government that regulates the private tertiary educational institutions
(PHEIs) and tertiary students. The following important areas are covered by the Act:
regulations pertaining to establishment of a PHEI as a university, University College or
branch campus, registration of the PHEI, management of the PHEI, conduct of courses,
discipline and conduct of tertiary students. Other areas include permits to teach,
revocation and cancellation of a registered tertiary institution, statutory inspection of a
tertiary institution, closing down of an institution, proceedings for investigation of an
institution, offences and penalties for institutions and the Ministers powers in
overseeing the operation of PHEIs.
The important focus will be on how the Private Higher Educational Institutions Act
impacts on the actions of tertiary students. The section on discipline and conduct of
tertiary students will be discussed and the consequences of violation clarified. This will
serve to inform, protect and safeguard tertiary students throughout their duration of
study in Malaysia. This can result in huge cost savings and priceless value addition to
the student who has made the smart decision of benefiting from the best value
information and services we provide free to tertiary students. Moreover, prospective
students intending to study in Malaysia can also benefit in being more prepared for
study life in Malaysia.
It
symbolizes
the
maturing
Malaysian
higher
education,
changing
governments policies, trends and societal needs and the need to strengthen and
consolidate. Moreover, other bodies playing a very important role higher education is
the Department of Public Service and The Statutory Professional bodies.
The Malaysian Qualifications Agency (MQA) aspires to become a credible and
internationally recognized higher education quality assurance body that inspires the
confidence of its stakeholders through competent, responsible, accountable and
transparent good practices. The main role of the MQA is to be the guardian of the
Malaysian Qualifications Framework (MQF) as a reference point for national
qualifications, and to oversee quality assurance practices and accreditation of national
higher education.