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...
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my.um.stud.90442021-06-30T17:40:38Z Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah Siti Aisyah , Abdullah L Education (General) 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. 2018-06 Thesis NonPeerReviewed application/pdf http://studentsrepo.um.edu.my/9044/1/Siti_Aisyah_Abdullah.pdf application/pdf http://studentsrepo.um.edu.my/9044/6/aisyah.pdf Siti Aisyah , Abdullah (2018) Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah. PhD thesis, University of Malaya. http://studentsrepo.um.edu.my/9044/ |
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L Education (General) Siti Aisyah , Abdullah Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah |
| description |
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. |
| format |
Thesis |
| author |
Siti Aisyah , Abdullah |
| author_facet |
Siti Aisyah , Abdullah |
| author_sort |
Siti Aisyah , Abdullah |
| title |
Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah |
| title_short |
Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah |
| title_full |
Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah |
| title_fullStr |
Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah |
| title_full_unstemmed |
Latihan dan perkhidmatan perguruan Sekolah Inggeris dan Sekolah Vernakular di Negeri-Negeri Melayu Bersekutu, 1896-1941 / Siti Aisyah Abdullah |
| title_sort |
latihan dan perkhidmatan perguruan sekolah inggeris dan sekolah vernakular di negeri-negeri melayu bersekutu, 1896-1941 / siti aisyah abdullah |
| publishDate |
2018 |
| url |
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/ |
| _version_ |
1738506218243096576 |
| score |
13.211869 |