Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah
The study aims to examine the training and services of English schools and Malay vernacular schools in the Federated Malay States (FMS) from 1896 to 1941 by assessing the extent to which there was a difference in the British government policy on the development of entry schemes, teacher training...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
2018
|
| Subjects: | |
| Online Access: | http://studentsrepo.um.edu.my/9044/1/Siti_Aisyah_Abdullah.pdf http://studentsrepo.um.edu.my/9044/6/aisyah.pdf http://studentsrepo.um.edu.my/9044/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The study aims to examine the training and services of English schools and Malay
vernacular schools in the Federated Malay States (FMS) from 1896 to 1941 by assessing
the extent to which there was a difference in the British government policy on the
development of entry schemes, teacher training schemes, salary scheme and retirement
schemes in English school and Malay vernacular school in the Federated Malay States
(FMS) from 1896 to 1941. Evaluations are made based on the role of senior British
officials, the Malay King and education officials in establishing this disparity gap through
three stages: the initial stage (1896-1905), the second stage (1906-1917) and the third
stage (1918-1941).In the first stage, senior British officials created a significant
discrepancy between the English schools and the Malay vernacular schools to strengthen
their political and economic position. European headmasters received better salary and
retirement scheme as they contributed significantly in improving education at first-class
English schools. Although the British government provided quality training for teachers
at English school, they were unable to enjoy a satisfactory salary and retirement scheme
due to their poor performance. Contradictorily, the British government deliberately
provided teacher training of low quality for Malay vernacular schools and encouraged
Malay children to continue living in rural areas. This step was aimed at producing better
generation of farmers, fishermen, carpenters and craftsmen. In the second phase, this gap
began to diminish with the establishment of the Federal Council in 1909 following the
appointment of Sir Arthur Henderson Young as the High Commissioner. The Federal
Council provided a platform for the Malay Rulers and some unofficial European
members to raise the weaknesses inherent in the Malay vernacular education system. This
development not only provided the appointment of R.O. Winstedt as the Assistant
Director of Education,who expedited the progress of the Malay vernacular education
system, but also led to higher academic qualifications among trainee teachers at the
Malay Teaching College. The third level was a turning point in the history of the
development of education system, training and teaching services in the FMS when
European teachers with relevant expertise were recruited to develop teaching training at
English schools and Malay vernacular schools. At this stage, the involvement of the
Malay King, nobility and education officials in Malay vernacular education had resulted
vi
in Malay vernacular school teachers enjoying better entry schemes, teacher training
schemes, salary schemes and retirement schemes as compared to the first and second
stage. |
|---|