EDUCATION IN MALAYSIA
EDUCATION IN MALAYSIA
复制标题
马来西亚的教育
DOI：
10.5996/newgeo.26.2_26
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发表时间：
1978
期刊：
影响因子：
--
通讯作者：
S. Shirasaka
中科院分区：
文献类型：
--
作者：
P. Lai;S. Shirasaka
在大多数国家，即使不是所有国家，也始终重视为儿童提供教育，因为正是这些儿童将提供未来的领导，马来西亚也是如此。在马来西亚，政府把教育和教育设施放在最优先地位。在一九七四年，教育开支约占政府总开支的22%，约占国民生产总值的5.6%，而由那时至今，教育经费进一步增加，识字率亦由一九五七年的51%，大幅上升至一九七○年的68%。从1890年代英国殖民统治时期到1957年独立，以及独立后的100年里，马来西亚的教育经历了巨大的变化。在这一时期，特别是自1957年独立后的时期，对教育制度进行了各种改革;事实上，仍在不断进行改革，以改善教育制度。这是因为英国的教育制度从使用英语作为主要教学语言转变为使用马来西亚语作为主要教学语言。为此，许多马来西亚的教育官员已经被派往海外，并正在被派往海外，以学习他们最好的系统，并尽可能将其融入马来西亚的系统。然而，必须理解的是，马来西亚不像日本那样是一个单一语言的国家。公民由马来人、华人和印度人组成，占大多数，其他种族的比例较小。这使得教育规划和政策实施的工作更加困难，但这项工作正在进行，缓慢但肯定。本文试图以某种方式突出马来西亚教育的发展，问题和目前的趋势。希望它能为我们的困难提供一些见解和理解。
In most countries, if not all, importance is always placed on the provision of education for its children, for it is these children who will provide the future leadership, and so it is in Malaysia. In Malaysia, the government has given top priority to education and educational facilities. In 1974, educational expenditure was in the region of 22% of total government expenditure, or about 5.6% of the GNP, and between then and now, the funds expended upon education has further increased.The literacy rate has also shown tremendous increase between 1957 and the present decade, rising from 51% in 1957 to 68% in 1970. This rate has further increased since then, and will continue to do so in the years to come in view of the ever increasing number of children going to school.Education in Malaysia has seen tremendous changes within the past 100 years, passing from the era of British colonialism from the 1890's till her independence in 1957, and the post-independence period. Various reforms have been made to the education system throughout this period, particularly so during the postindependence period since 1957; infact changes are still constantly being made to improve the system. This has to come about because of the change from the British system of education utilising the English Language as the main medium of instruction to a Malaysian one using Bahasa Malaysia. Towards this end, many of the Malaysian education officers have been sent, and are being sent, overseas to various countries to learn the best of their systems and to incorporate them into the Malaysian system wherever possible.It has to be understood, however, that Malaysia is not a mono-lingual nation, like Japan. The citizens are comprised of Malays, Chinese and Indians in the majority, and a lesser proportion of other races. This makes the work of educational planning and policy implementation more difficult, but the job is being done, slowly but surely.This essay tries in some way to highlight the development of education in Malaysia, the problems, and the present trends. It is hoped that it will provide some insight into, and an appreciation of, our difficulties.