EDUCATION ACTS AND REPORTS
INTRODUCTION
Integration of the various racial and ethnic groups, the central aim of the 1 Malaysia concept, had always been the primary concern of the governments’ education policy since Independence in 1957. In fact the Razak education report of 1956 and the Rahman Talib report of 1960 had delineated clear guidelines and emphasise national integration.
Compare and contrast out the aims and provision of Barnes Report (1950), Fenn-Wu Report (1951), the Razak Report (1956) and the Rahman Talib Report (1960).
After World War Two, the education system in Malaya was pretty much in shambles, and until Malaya achieved her independence in 1957, much had to be done to map out a new education system for the nation.
…show more content…
The main issues in the National Education were: i) The desire to form one National Education System for all races; ii) To make the Malay language the main medium of instruction; iii) To establish a curriculum orientated towards the local environment through the formulation of a common education syllabus with similar contents; and iv) Strengthen the National Education System for all students in it.
The development of the formation of the Education Act was continued in order to resolve several requests voiced by the different races in Malaysia and to improve on suggestions recommended in the Razak Report. This was known as the Rahman Talib Report (1960) and it became the basis for the formation of the 1961 Education Act. Amongst the changes and amendments made to the Razak Report were: primary education was free; primary schools became national schools and national-type schools; advanced education was extended to 15 years of age; students advanced to the next standard automatically; Islamic studies for students when there were not less than 15 students; and Moral education was given due attention.
After the 1960 Abdul Rahman Talib Report, there come more reports for example the Hussien Onn Report (1971) and 1979 Mahathir Report. Both these Reports were done to re-examine the Country’s Education Policy which was based on the Razak and Rahman Talib Reports.
The 1996 Education
Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
Education Act 1996 places a legal duty on the parent or guardian of a child aged five to sixteen years (known as compulsory school age), to ensure that their children or child attends and receives full-time education, either in a traditional school or any other means that is appropriate for their age, ability, and aptitude, taking into account any special needs they may have. The Act makes it a criminal offense for a parent or guardian to take their child out of school without authorisation from the school, and an offense for parents who are aware that their child is failing to attend school to not take reasonable action to ensure that the child attends. The offense of failing to ensure regular attendance at school is punishable by up to three months’ imprisonment and/or fine up to one thousand pounds.
The Elementary and Secondary Education Act (ESEA), brain child of President Johnson, was passed in 1965. ESEA was intended to mitigate disparities in access to quality academic services and learning outcomes endured by underprivileged and minority students by federally funding schools serving their communities. ESEA, later revised as No Child Left Behind, was to be one element in a larger reform agenda focused on urban redevelopment, vocational training and “EDUCATION AND HEALTH” (Thomas & Brady, 2005). In his 1965 State of the Union, Johnson proclaimed, “No longer will we tolerate widespread involuntary idleness, unnecessary human hardship and misery, the impoverishment of whole areas… ” Nevertheless, this intractable problem remains, as illustrated by recent National Assessment of Educational Progress findings:
Wisconsin Education Act 31 states the legislative requirement that all school districts teach the culture, tribal power and history of the twelve American Indian tribes and nations in the state (Why Act 31). Wisconsin Education Act 31 is important because it gives the students an understanding and appreciation for cultures and diverse value orders. Furthermore, it gives students an opportunity to support and accept human relatives in regards to American Indians (State Statutes for Wisconsin American Indian Studies). The classroom teacher needs to have post-secondary education training in the study of minority group relations, such as Wisconsin Indian history, tribal power and culture (Act 31 and Related Statutes). Also, as part as the social studies curriculum in elementary school and high school, the classroom teacher needs to teach the history, culture, and tribal power need to be included using the appropriate teaching material that display the cultural diversity and multicultural aspect of American society; e.g. texts and resources (State Statutes for Wisconsin American Indian Studies).
The Gulf Co-operation Council (GCC) countries were among the countries that gave remarkable importance and attention to reforming their education systems. Some GCC countries ventured taking highly ambitious and radical measures to reform its education system. The United Arab Emirates (UAE) is a good example and is the context that this paper focuses on. Christine Thorne (2011) reports that “it is clear that the leadership of the country is exerting great pressure for reform in schools and there is a sense of urgency about the need for large-scale change”. Some of the measures taken by the educational leadership were really successful and obviously led to other successes on smaller scales i.e. seeking professional development on the part of teachers; while some other measures were seen as disastrous i.e. sacking a considerable number of really qualified math and science teachers due to their failure
The children and their primary schools report, also known as the Plowden Report, was published in 1967 by the Central Advisory Council and written by Bridget Plowden. The aim of the report was to consider Primary Education in all of its aspects and the transition from primary to secondary education. The Report took four years to write and was published just after the post Second World War. At this time many people believed that environmental influences played a significant role in the development of students. (Bartlett et al., 2001).
For your information, attached please find the detailed report regarding the contents at the meeting.
There are many countries where culture or religion can sometimes deny certain peoples ' right to have an education, restricting them from going to school to learn. Those countries don’t see the benefits people can get from learning new languages, or learning their own history. One of these countries that do such restrictions of education is Pakistan. In the country of Pakistan, some people think that there is no use of education, it 's unnecessary
There are a whole lot of programs or curriculums out there that try to talk about the environmental and academic needs of children. In this paper, I will try my best to discuss the five components of the
The report will base on the different facts provided and present the overview of the
Educational attainment in middle income countries is restrictive, for most citizens education beyond primary school is beyond their grasp. Although it is well established that one of the strongest predictors for a country’s economic growth is the education level of its population many middle income countries simply can not afford to make the necessary changes to their respective countries education systems. Education reform would require a monstrous amount of funding, with issues like infrastructure improvement, and financial market instability on these countries policy agendas, education reform isn’t the focus. (de Haan, 1996)
Education is considered as the critical software for development as it shapes the destiny for every society. Currently the initiative is driven by the Millennium Development Goals and the goals of Education for All. The MDG’s with direct reference to women education are Goal 2: Achieve universal primary education and Goal 3: Promote gender equality and empower women. This means that everybody in the society should be given a chance to attend school, women included (Anne Syomwene , 2015)
Per to an article, Bangladesh defines education as an essential requirement for every child. Without education, it is difficult to progress for survival, security, advancement and the nature of a person’s life without training, thus education is the only way to develop. It is further added that ‘’no child should be treated differently only because of their race, religion, nationality or subjected to any disability.
Primary (Fundamental or Elemental) Education- This type of education must be free and compulsory for any child apart from of
The report recommended that there was a need for wider participation of students in schooling and for students to be in the education system for longer periods. The report also brought up the economic benefits to Ireland of having educated people. This was a change from the previous way of thinking whereby children were seen to be wasting their time continuing in education when they could be working and earning a wage. Its recommendations included the following;