Wikipedia - Benutzerbeiträge [de]

John Ogonowski

2010-04-20T02:46:25Z

Programming gecko: Undid revision 357129338 by Aidenandpreahishot (talk)

[[Image:Jogonowski.jpg|thumb|right]]
'''John A. Ogonowski''' (February 24, 1949 – September 11, 2001) was a [[aviator|pilot]] and an agricultural activist. A resident of [[Dracut, Massachusetts]], Ogonowski was a leading figure on behalf of [[farming]] in Massachusetts, particularly for immigrant farmers from [[Cambodia]],<ref>{{Cite news|url=http://www.foxnews.com/story/0,2933,301526,00.html|title=Niki Tsongas Backs Away From Supporter's Attack on Opponent With Notable Family History|publisher=[[Fox News]]|date=2007-10-13|accessdate=2010-03-10}}</ref> whom he assisted as part of the [[New Entry Sustainable Farming Project]].

==Biography==
He went to a school at Keith Academy, Lowell. He was a pilot in the [[U. S. Air Force]] during the [[Vietnam War]], flying [[C-141 Starlifter|C-141 transport aircraft]].<ref name=nyt>{{Cite news|url=http://www.nytimes.com/2001/12/03/national/portraits/POG-03OGONOWSKI.html?pagewanted=1|title=John Ogonowski: Captain on the Farm|publisher=''[[New York Times]]''|date=2001-12-03|accessdate=2010-03-10}}</ref> From 1978 to the end of his life, Ogonowski flew airplanes for [[American Airlines]].<ref>{{Cite news|url=http://www.boston.com/news/packages/underattack/globe_stories/0916/Reliving_the_morning_of_death+.shtml|title=Reliving the morning of death|author=Mitchell Zuckoff|date=2001-09-16|publisher=''[[The Boston Globe]]''|accessdate=2010-03-10}}</ref>

He was killed on [[September 11, 2001]], when the airplane he was flying, [[American Airlines Flight 11]] was hijacked and crashed into the [[World Trade Center]].<ref name=post>{{Cite news|url=http://www.washingtonpost.com/wp-dyn/content/article/2001/09/12/AR2005033108361.html|title=At Logan Airport, Nobody Saw Plane's Sharp Turn South|authors=Hanna Rosin and Pamela Ferdinand|date=2001-09-12|publisher=''[[Washington Post]]''|accessdate=2010-03-10}}</ref> It is believed that he was stabbed or his throat was slit before the plane had crashed into the North Tower of the World Trade Center.<ref name=tg>{{Cite web|url=http://www.telegraph.co.uk/news/worldnews/northamerica/usa/1340429/Hijackers-reassured-pilot-while-they-stabbed-stewardesses.html|title=Hijackers reassured pilot while they stabbed stewardesses|author=Toby Harnden|date=2001-09-13|publisher=''[[The Daily Telegraph|The Telegraph]]''|accessdate=2010-03-10}}</ref> Before dying, he managed to engage the aircraft's radio system to allow air traffic control to listen to the terrorists' conversations in the aircraft's cabin.<ref name=tg/> His body was never found.<ref>{{Cite news|url=http://www.boston.com/news/nation/articles/2005/02/24/effort_to_id_sept_11_remains_ends/|title=Effort to ID Sept. 11 remains ends|author=David Abel|publisher=''[[The Boston Globe]]''|date=2005-02-25|accessdate=2010-03-10}}</ref>

A remote controlled model aircraft flying field in nearby [[Tewksbury, Massachusetts]] has been dedicated to Captain Ogonowski.<ref>[http://www.495thsquadron.org/Fields.htm Captain John A. Ogonowski Memorial Model Flying Field" (Pinnacle Street) - Tewksbury, Massachusetts] at The 495th R/C Squadron </ref> An alumnus of the [[University of Massachusetts Lowell]], the institution posthumously presented him with an [[honorary doctorate]] at the 2003 commencement ceremony at [[Tsongas Arena]].

Ogonowski is survived by a wife and three daughters:<ref name=nyt/> wife Margaret and daughters Laura, Caroline, and Mary Katherine.<ref name=post/> His younger brother, [[Jim Ogonowski]], who is also an agricultural activist, made an unsuccessful run for the [[United States House of Representatives]] in 2007.<ref>{{Cite news|url=http://www.eagletribune.com/punews/local_story_290093848|title=Tsongas wins tight race|authors=Edward Mason and Crystal Bozek|date=2007-10-17||publisher=''[[Eagle Tribune]]''|accessdate=2010-03-10}}</ref>

==See also==
[[American Airlines Flight 11]]

==References==
{{reflist}}

==External links==
*[http://www.legacy.com/Sept11/Story.aspx?Page=Story&PersonID=91729 Captain John Ogonowski] at Legacy.com

{{US-activist-stub}}
{{paramilitary-action-stub}}

{{DEFAULTSORT:Ogonowski, John}}
[[Category:1949 births]]
[[Category:2001 deaths]]
[[Category:Victims of the September 11 attacks]]
[[Category:Aviators killed in aviation accidents or incidents in the United States]]
[[Category:University of Massachusetts Lowell alumni]]
[[Category:People from Massachusetts]]
[[Category:American terrorism victims]]
[[Category:Terrorism deaths in New York]]

[[fr:John Ogonowski]]
[[pl:John Ogonowski]]

Das grausamste Spiel

2008-12-05T00:12:37Z

Programming gecko: Repairing link to disambiguation page — You can help!

{{Otheruses4|the short story by Richard Connell|the film|The Most Dangerous Game (film)|the novel by Gavin Lyall|The Most Dangerous Game (Gavin Lyall novel)}}

"'''The Most Dangerous Game; or, The Hounds of Zaroff'''" is a [[short story]] by [[Richard Connell]]. It was published in ''Collier's Weekly'' on [[January 19]], [[1924]].

Widely anthologized, and the author's best-known work, "The Most Dangerous Game" features as its main character a [[big-game hunter]] from [[New York]], who becomes shipwrecked on an isolated [[island]] in the [[Caribbean]], and is hunted by a [[Russia]]n aristocrat. The story is an inversion of the big-game hunting [[safari]]s in [[Africa]] and [[South America]] that were fashionable among wealthy Americans in the 1920s.

==Characters==
*'''Sanger Rainsford''', an accomplished and experienced hunter from New York.
*'''General Zaroff''', a man of pre-Revolutionary Russian aristocratic background. Above middle-age. Utterly fixated on hunting.
*'''Ivan''', Zaroff's large Cossack slave and bodyguard. He is deaf and [[wikt:dumb|dumb]]. This makes him ideal to Zaroff as it is impossible for Ivan to tell anyone of General Zaroff's murders if he somehow escapes the island.
*'''Whitney''', Rainsford's friend who appears briefly in the introduction, wondering what it would be like if he was the hunted instead of hunter.

==Summary==
Sanger Rainsford and his hunting companion Whitney are traveling to the [[Amazon Rainforest]] to hunt the fabled big cat of that region, the [[jaguar]]. After a discussion about how they are the hunters instead of the hunted, Rainsford hears shots, drops his pipe, and falls off of their boat while trying to retrieve it. He washes up on an island, Ship-Trap Island, that is the subject of local superstition. He finds a palatial chateau owned by a [[Cossack]] hunter named General Zaroff and his Cossack servant Ivan. General Zaroff, also a big-game hunter, has heard of Rainsford and read Rainsford's book. Over dinner, General Zaroff explains to Rainsford how he became so good at hunting that he became bored and unchallenged with it. He then decided to live on an island where he captured shipwrecked sailors and sent them, with only food, a knife, and [[moccasin]]s, into the jungle. Three hours later, he would follow them to [[human hunting|hunt and kill them]]. If they eluded him for three days, he let them go, but he has so far managed to kill them all. Zaroff tells Rainsford that he will be the next person Zaroff hunts.

Rainsford runs into the forest and climbs a tree. Zaroff finds him easily, but decides to play with him like a cat with a mouse. After the failed attempt, Rainsford builds a "[[Malaysia|Malay]] man trap" which injures Zaroff in the shoulder. Next he sets a tiger trap, which kills one of Zaroff's hounds. Finally, he sets a trap with his knife that kills Ivan, but not Zaroff. As the hounds approach, Rainsford jumps off a cliff into the ocean. Zaroff assumes Rainsford has killed himself and returns home. Rainsford is there, having swam around the island. Zaroff congratulates him on winning the "game," but Rainsford decides to fight him, and says "I'm still a beast at bay." The General accepts the fight, saying that the loser should be fed to the dogs and the victor would sleep in the master bedroom's bed.

Although it is not stated in the story, it is implied that the General was fed to his hounds because of the last sentence of the story -- Rainsford declaring that "he had never slept in a better bed."

==Adaptations==
The story has been adapted for [[film]] numerous times. The most significant of these adaptations (and apparently the only one to use the original characters) was [[RKO]]'s ''[[The Most Dangerous Game (film)|The Most Dangerous Game]]'', released in [[1932 in film|1932]], having been shot (mostly at night) on sets used during the day for the "Skull Island" sequences of ''[[King Kong]]''. The movie starred [[Joel McCrea]] as Rainsford (renamed "Robert" instead of "Sanger") and [[Leslie Banks]] as Zaroff, and added two other principal characters: Eve Trowbridge ([[Fay Wray]]) and Martin Trowbridge ([[Robert Armstrong (actor)|Robert Armstrong]]), who are brother and sister (Wray and Armstrong were also starring in ''King Kong'' on the same sets during the day).

The story was also twice produced as a [[radio play]] for the series ''[[Suspense]]'', on [[23 September]] [[1943]] with [[Orson Welles]] as Zaroff and [[Keenan Wynn]] as Rainsford, and on [[1 February]] [[1945]] with frequent Welles collaborator [[Joseph Cotten]] playing Rainsford. In these productions, Rainsford narrates the story in [[retrospect]] as he waits in Zaroff's bedroom for the final confrontation.

A second movie adaptation, a remake of the 1932 movie, also produced by [[RKO]] was ''A Game of Death'', released in 1945. Directed by [[Robert Wise]] at the very beginning of his long and distinguished directing career, the movie was regarded poorly. Footage from the original was recycled, and one actor from the original, [[Noble Johnson]], was cast in the remake. In keeping with events of the time, ''A Game of Death'' changed Zaroff into "Erich Kreiger", a German Nazi, and was set in the aftermath of WWII. In 1956 a second official remake was made, ''[[Run for the Sun]]'', starring [[Richard Widmark]] and [[Jane Greer]].

Other versions include ''[[Bloodlust!]]'' (1961), ''[[The Woman Hunt]]'' (1973), ''[[Turkey Shoot]]'' (1982) and ''[[Surviving the Game]]'' (1994).<ref>Stafford, Jeff [http://www.tcm.com/tcmdb/title.jsp?stid=84006&category=Articles "The Most Dangerous Game" (TCM article)]</ref>

===Film adaptations===
*''[[The Most Dangerous Game (film)|The Most Dangerous Game]]'' (1932)
*''A Game of Death'' (1945)
*''The Dangerous Game'' (1953)
*''[[Run for the Sun]]'' (1956)
*''[[Bloodlust!]]'' (1961)
*''The Woman Hunt'' (1973)
*''Mottomo kiken na yuugi'' (1978)
*''[[Slave Girls from Beyond Infinity]]'' (1987)
*''Deadly Prey'' (1988)
*''Lethal Woman'' (1989)
*''[[Surviving the Game]]'' (1994)

===Works based upon the story===

The concept of ''The Most Dangerous Game'' has been reused in numerous works of fiction, including:

'''Films:'''
*''[[Hard Target (movie)|Hard Target]]''
*''[[Gymkata]]'',
*''[[The Beast Must Die (film)|The Beast Must Die]]''. A deadly game to reveal and destroy a Werewolf hidden amongst trapped mansion guests
*''[[The Pest (1997 film)| The Pest]]''. a comical story that has the a similar concept but strays from any half-realism
*''[[Predator]]'' and ''[[Predator 2]]'', which featured alien hunters hunting down humans, most specifically [[Arnold Schwarzeneger]] and [[Danny Glover]]; these aliens make a reappearance in the films ''[[Alien vs. Predator]]'' and ''[[Aliens vs. Predator: Requiem]]''.
*The 1983 [[James Bond]] [[007]] film ''[[Octopussy]]'', where villain [[Kamal Khan]] 'hunts' [[Roger Moore]]'s Bond.

'''Television:'''
*the ''[[Star Trek: The Original Series|Star Trek]]'' episode "[[The Squire of Gothos]]"
*the ''[[Star Trek: Voyager]]'' enemies [[Hirogen]], particularly the episode ''[[The Killing Game]]''
*the ''[[Star Trek: Deep Space Nine]]'' episode "[[Captive Pursuit]]"
*the ''[[The Outer Limits]]'' episode "[[The Hunt]]", which had humans hunting androids that looked indistinguishable from humans.
*the ''[[Buffy the Vampire Slayer (TV series)|Buffy the Vampire Slayer]]'' episode "[[Homecoming (Buffy episode)|Homecoming]]"
*the ''[[The Simpsons (TV series)|The Simpsons]]'' episode "[[Treehouse of Horror XVI]]"
*the ''[[American Dad!]]'' episode "[[The Vacation Goo]]".
*the ''[[Gilligan's Island]]'' episode "The Hunter"
*the ''[[Fantasy Island]]'' original pilot episode
*the ''[[Johnny Quest]]'' episode "Shadow of the Condor"
*the ''[[Get Smart]]'' episode "Island of the Darned"
*the ''[[Johnny Bravo]]'' episode "Hunted!"
*the ''[[Dexter's Laboratory]]'' episode "[[List of Dexter's Laboratory episodes|Dial M for Monkey: Huntor]]"
*the ''[[Kids Next Door]]'' episode "[[List Of Codename: Kids Next Door Episodes#Operation S.A.F.A.R.I|S.A.F.A.R.I]]"
*the ''[[The Incredible Hulk (TV series)|Incredible Hulk]]'' 3rd season episode "The Snare"
*the ''[[Criminal Minds]]'' episode "Open Season"
*the ''[[Supernatural (TV Series)|Supernatural]]'' episode "The Benders"
*the ''[[Relic Hunter]]'' episode "Run Sydney Run"
*the ''[[Lost in Space]]'' episode "Hunter's Moon"
*the ''[[Dark Angel (TV series)|Dark Angel]]'' episode "Pollo Loco"
*the ''[[Forever Knight]]'' episode "Hunted"
*''[[Bet Your Life (TV movie)]]''
*"[[The Most Dangerous Duck Hunt]]", Disney's [[animated Mighty Ducks]]. While Mallory, Nosedive, and Grin keep an eye on The Pond and Draganaus, Wildwing, Tanya, and Duke face off against Baron von Lichtenstamp and his mechanical animals.

'''Video Games'''
*The [[Elder Scrolls IV: Oblivion]] quest "Caught in the Hunt"

'''Comics:'''
*The ''[[Spider-Man]]'' villain [[Kraven the Hunter]] (Sergi Kravenoff) was inspired by Zaroff.{{Fact|date=August 2008}}
*The tagline of [[DC Comics]]' ''[[Manhunter (comics)|Manhunter]]'' title was "He hunts the world's most dangerous game".

==Influences==
The character of General Zaroff may have been influenced by the character of [[Prospero]] in [[William Shakespeare]]'s ''[[The Tempest]]''. Both characters live on isolated islands, and cause shipwrecks in order to bring unsuspecting sailors there, where they manipulate them to their own ends.

==Zodiac Killer==
"The Most Dangerous Game" is also said to have possibly been an inspiration to the [[Zodiac Killer]]. [[Arthur Leigh Allen]], the one time primary suspect of the notorious murders since cleared by DNA evidence, told police that he had read the story, which many thought had been referenced in one of the killer's letters.

==References==
{{Reflist}}

==External links==
*[http://www.classicshorts.com/stories/danger.html Full text at Classic Shorts]
*[http://eserver.org/fiction/the_most_dangerous_game.html Full text at E-Server]
*[http://tesla.liketelevision.com/liketelevision/tuner.php?channel=238&format=movie&theme=guide Watch 1932 film Most Dangerous Game]

{{DEFAULTSORT:Most Dangerous Game, The}}
[[Category:1924 short stories]]

[[it:The Most Dangerous Game]]

Das grausamste Spiel

2008-12-05T00:12:37Z

Programming gecko: Repairing link to disambiguation page — You can help!

Bildungssystem in Malaysia

2008-12-04T19:37:31Z

Programming gecko: Repairing link to disambiguation page — You can help!

{{Infobox Education|
agency image=|
country name=Malaysia |
agency=[[Ministry of Education (Malaysia)|Ministry of Education]] |
agency_image=[[Image:Moemlogo.jpg|140px]]
leader titles= Minister of Education |
leader names=[[Hishamuddin Hussein]] |
budget=RM5 billion<sup>1</sup> |
budget year=2006 |
primary languages=[[Malay language|Malay]], [[English language|English]], [[Mandarin Chinese]], [[Tamil language|Tamil]] |
system type=National |
established events=Established |
established dates=[[1956]] |
literacy year=2000 |
literacy total=88.7 |
literacy men=92.0 |
literacy women=85.4 |
enroll total=5,327,237 |
enroll primary=3,143,207 |
enroll secondary=2,121,149 |
enroll post-secondary= 62,951 |
attain secondary= |
attain post-secondary= |
footnotes=<sup>1</sup>[http://webevents.bernama.com/events/budget2006/news.php?id=158352 "Budget 2006", Bernama] |}}

'''Education in Malaysia''' may be obtained from [[public school|government-sponsored schools]], [[private school]]s, or through [[homeschooling]]. The education system is highly centralised, particularly for primary and secondary schools, with state and local governments having little say in the curriculum or other major aspects of education. As in other Asian countries such as Singapore and China, [[Standardised testing|standardised tests]] are a common feature, contributing to the high numbers of school dropouts.

Malaysia's education system has been criticised for a myriad of problems, including low standards in the English language, "leaked questions" from key examinations, [[racial polarization|racial polarisation]] and the resulting [[brain drain]], all of which stem from [[obscurantism]]. [[Raja Nazrin Shah]], [[Rais Yatim]], [[Khoo Kay Kim]], Syed Farid Alatas, [[Raja Petra Kamaruddin]] and [[Tony Pua]] are among those who have voiced displeasure with the ruling government's failure to properly manage the country's education system.[http://thestar.com.my/news/story.asp?file=/2008/5/1/focus/21113723] [http://thestar.com.my/news/story.asp?file=/2008/5/8/focus/21179126] [http://thestar.com.my/news/story.asp?file=/2008/7/10/focus/21781055] [http://biz.thestar.com.my/news/story.asp?file=/2008/6/30/business/21684232]

== History ==
[[Image:Overfloor and Big Tree, Malay College.jpg|thumb|right|300px|The Malay College at [[Kuala Kangsar]], Perak, Malaysia.]]

Secular schools in Malaysia were largely an innovation of the British colonial government. There were four initial proposals for developing the national education system: the [[Barnes Report]], Razak's Report, Ordinan Report and the [[Fenn-Wu Report]]. The former proposal was implemented through the 1952 Education Ordinance.

Many of the earliest schools in Malaysia were started in the [[Straits Settlements]] of [[Penang]], [[Melaka]], and [[Singapore]]. The oldest English school in Malaya is the [[Penang Free School]], founded in 1816, followed by Malacca High School. Many of these schools still carry with them an air of prestige although there is no formal difference between these schools and other schools.

British historian [[Richard O. Winstedt]] was concerned with the education of the Malays and he was instrumental in establishing [[Sultan Idris Training College]]. The college was established with the purpose of producing Malay teachers. [[R J Wilkinson]], Winstedt predecessor on the other hand helped established the [[Malay College Kuala Kangsar]] in 1905 which aimed to educate the Malay elite.

Initially, the British colonial government did not provide for any Malay-medium secondary schools, forcing those who had studied in Malay during primary school to adjust to an English-medium secondary school. Many Malays opted to drop out instead.<ref>Puthucheary, Mavis (1978). ''The Politics of Administration: The Malaysian Experience'', p. 9. Kuala Lumpur: Oxford University Press. ISBN 0-19-580387-6.</ref> Despite complaints about this policy, the British Director of Education stated:

{{cquote2|It would be contrary to the considered policy of government to afford to a community, the great majority of whose members find congenial livelihood and independence in agricultural pursuits, more extended facilities for the learning of English which would be likely to have the effect of inducing them to abandon those pursuits.<ref>Puthucheary, pp. 9–10.</ref>}}

Malay representatives in the Federal Council as well as the [[Legislative Council of the Straits Settlements|Legislative Council of Singapore]] responded vehemently, with one calling the British policy "a policy that trains the Malay boy how not to get employment" by excluding the Malays from learning in the "bread-earning language of Malaya". He remarked:

{{cquote2|In the fewest possible words, the Malay boy is told 'You have been trained to remain at the bottom, and there you must always remain!' Why, I ask, waste so much money to attain this end when without any vernacular school, and without any special effort, the Malay boy could himself accomplish this feat?<ref>Puthucheary, p. 10.</ref>}}

Eventually, to remedy this problem, the British established the Malay College Kuala Kangsar. However, it was mainly intended as a way to educate future low-level civil servants, and not as a means to opening the doors of commerce to the Malays — the school was never intended to prepare students for entrance to higher institutions of education.<ref>Puthucheary, pp. 10–11.</ref>

== Characteristics ==
Education in [[Malaysia]] broadly consists of a set of stages which include:
* [[Pre-school]]
* [[Primary education]]
* [[Secondary education]]
* [[Tertiary education]]
* [[Postgraduate]]

Only Primary Education in Malaysia is mandated by law, hence it is not a criminal offence to neglect the educational needs of a child after six years of Primary Education.

Primary and secondary education in government schools are handled by the Ministry of Education, but policies regarding tertiary education are handled by the Ministry of Higher Education, created in [[2004]].

Starting in 2003, the government introduced the use of English as a medium of teaching in all science subjects, criticised by some as creating discrimination between students who are and who are not fluent in English.

== Stages ==
=== Pre-School ===

Attendance in a pre-school programme is not universal and generally only affluent families can afford to send their children to private, for-profit pre-schools.

The government has no formal pre-school curriculum except a formal mandatory training and certification for principals and teachers before they may operate a pre-school. The training covers lessons on child psychology, teaching methodologies, and other related curricula on childcare and development.

Registered pre-schools are subjected to zoning regulations and must comply to other regulations such as health screening and fire hazard assessment. Many preschools are located in high density residential areas, where normal residences compliant to regulations from the Welfare Ministry are converted into the schools. Some private schools have pre-school sections. Other pre-school programmes are run by religious groups.

=== Primary ===

Primary education consists of six years of education, referred to as Year 1 to Year 6 (also known as Standard 1 to Standard 6). Year 1 to Year 3 are classified as Level One (''Tahap Satu'' in [[Malay language|Malay]]) while Year 4 to Year 6 are considered as Level Two (''Tahap Dua''). Primary education begins at the age of 7 and ends at 12. Students are promoted to the next year regardless of their academic performance.

From 1996 until [[2000]], the ''Penilaian Tahap Satu'' (PTS) or the Level One Evaluation was administered to Year 3 students. Excellence in this test allowed students to skip Year 4 and attend Year 5 instead. However, the test was removed from [[2001]] onwards due to concerns that parents and teachers were unduly pressuring students to pass the exam.

At the end of primary education, students in national schools are required to undergo a standardised test known as the ''[[Ujian Pencapaian Sekolah Rendah]]'' (UPSR) or Primary School Evaluation Test. The subjects tested are Malay comprehension, written Malay, English, Science and Mathematics. Previously, Chinese and Tamil comprehension along with written Chinese and Tamil are optional subjects for Chinese and Tamil vernacular schools.

In January 2003, a mixed medium of instruction was introduced so that Standard 1 students would learn Science and Mathematics in English whilst other subjects are taught in Malay. Chinese and Tamil vernacular schools generally conduct classes in [[Mandarin (linguistics)|Mandarin]] and [[Tamil language|Tamil]] respectively. Recently, Tamil schools have also begun to employ English for teaching Science and Mathematics and currently, Chinese schools teach Science and Mathematics in both English and Chinese. Participation in the UPSR is not compulsory, but all vernacular schools also administer the UPSR to their students as this allows for re-integration of their students into national schools for secondary education.{{Fact|date=February 2007}}

The division of public education at the primary level into national and national-type school has been criticised for allegedly creating [[racial polarisation]] at an early age. In the 1970s, around half of all Chinese parents sent their students to national schools; as of 2006, the same figure stood at 6%. [[Lim Guan Eng]] of the opposition [[Democratic Action Party]] stated that ""When I was growing up in Malaysia, going to national schools, I never imagined that the country would become so polarized." Non-Malays, Chinese in particular, avoid national schools due to said schools being Malay-dominated and, especially in recent years, having an overwhelmingly Muslim atmosphere.<ref>Beech, Hannah (Oct. 30, 2006). [http://www.time.com/time/asia/covers/501061106/story3.html Not the Retiring Type] (page three). ''TIME''.</ref>

=== Secondary ===
==== Public secondary schools ====
Public secondary schools are regarded as extensions of the national schools. They study in five forms. Each form will take a year. Some students, however, will have to study in "Remove" before they can study in Form 1 because of the poor academic results, or simply choosing to do so, which is possible in some schools. At the end of Form 3, the ''[[Penilaian Menengah Rendah]]'' (PMR, formerly known as Sijil Pelajaran Rendah (SRP) or Lower Certificate of Education (LCE)) or Lower Secondary Evaluation is taken by students. Based on choice, they will be streamed into either the Science stream or Arts stream. The Science stream is generally more desirable. Students are allowed to shift to the Arts stream from the Science stream, but rarely vice-versa.

At the end of Form 5, students are required to take the ''[[Sijil Pelajaran Malaysia]]'' (SPM) or Malaysian Certificate of Education examination, before graduating from secondary school. The SPM was based on the old British ‘School Certificate’ examination before it became [[General Certificate of Education]] 'O' Levels examination, which became the GCSE (General Certificate of Secondary Education). As of 2006, students are given a GCE 'O' Level grade for their English paper in addition to the normal English SPM paper. (Previously, this was reported on result slips as a separate result labelled 1119, which meant students received two grades for their English papers.) This separate grade is given based on the marks of the essay-writing component of the English paper. The essay section of the English paper is remarked under the supervision of officials from British 'O' Levels examination . Although not part of their final certificates, the 'O' Level grade is included on their results slip.

Shortly after the release of the 2005 SPM results in March 2006, the Education Ministry announced it was considering reforming the SPM system due to what was perceived as over-emphasis on As. Local educators appeared responsive to the suggestion, with one professor at the [[University of Malaya]] deploring university students who could not write letters, debate, or understand [[footnoting]]. He complained that "They don't understand what I am saying. ... I cannot communicate with them." He claimed that "Before 1957 (the year of independence), school heroes were not those with 8As or 9As, they were the great debaters, those good in drama, in sport, and those leading the [[Persekutuan Pengakap Malaysia|Scouts]] and [[Persatuan Pandu Puteri Malaysia|Girl Guides]]." A former Education Director-General, Murad Mohd Noor, agreed, saying that "The rat race now begins at Standard 6 with the UPSR, with the competition resulting in parents forcing their children to attend private [[tuition]]." He also expressed dismay at the prevalence of students taking 15 or 16 subjects for the SPM, calling it "unnecessary".<ref>"Experts: Go back to drawing board", p. 22. (Mar. 21, 2006). ''[[New Straits Times]]''.</ref>

==== Unified Examination Certificate ====

After receiving primary education in national-type primary school, some students may choose study in [[Chinese independent high school]]. In [[Chinese independent high school]]s however, students take a standardized test known as the Unified Examination Certificate (UEC). UEC has been run by the Dong Jiao Zhong (the association of Chinese school teachers and trustees) since 1975.

The UEC is available in three levels: Vocational Unified Exam (UEC-V), UEC Junior Middle Level (UEC-JML/JUEC) and Senior Middle Level (UEC-SML/SUEC). The syllabus and examinations for the UEC-V and UEC-JML are only available in the Chinese language. The UEC-SML has questions for mathematics, sciences (biology, chemistry and physics), bookkeeping, accounting and commerce in both Chinese and English. The difficulty of UEC-SML test papers is nearly equivalent to [[A-level]] except English.

Students in [[Chinese independent high school]] study in three junior middle levels and three senior middle levels. Each level usually take a year. Instead of five years in public secondary school, they have to study for six years. They are not allowed to be promoted to a higher level if they fail to pass the school examinations. They will have to study in the same level again in the next year. Those who fail to be promoted to a higher level after studying in the same level for three years will be dismissed from school. As a consequence, some students may take more than six years to finish their study in
[[Chinese independent high school]]. At the end of Junior Middle Three, students are required to take UEC-JML. Some students will take PMR as well. UEC-JML is more difficult than PMR. Like the students in public secondary school, students in Chinese independent high school will also be streamed into either Science Stream or Art/Commerce Stream since they are in Senior Middle One. At the end of Senior Middle Two, some students choose to take SPM examination. They may leave [[Chinese independent high school]] after SPM examination. Some students, however, choose to further their study in Senior Middle Three. At the end of Senior Middle Three, they take UEC-SML.

UEC-SML is recognised as the entrance qualification in many tertiary educational institutions internationally like Singapore, Australia, Taiwan, China and some European countries, but not by the government of Malaysia for entry into public universities. However, most private colleges recognise it. In May [[2004]] the National Accreditation Board (LAN) required students entering local private colleges using any qualification other than the SPM to pass the SPM Malay paper. This drew protests and the then Higher Education Minister Dr Shafie Salleh exempted UEC students from this requirement.
{{Fact|date=May 2008}}

=== Pre-University ===
After the SPM, students from public secondary school would have a choice of either studying Form 6 or the matriculation (pre-university). If they are accepted to continue studying in Form 6, they will also take the [[Sijil Tinggi Persekolahan Malaysia]] (which is usually abbreviated as STPM) or Malaysian Higher School Certificate examination (its British equivalent is the [[General Certificate of Education]] 'A' Levels examination or internationally, the [[Higher School Certificate]]). STPM is regulated by the [http://www.mpm.edu.my/bi/main.php Malaysian Examinations Council]. Form 6 consists of two years of study which is known as Lower 6 (''Tingkatan Enam Rendah'') and Upper 6 (''Tingkatan Enam Atas''). The STPM is known to be more difficult than the GCE A levels, covering a broader and deeper scope in syllabus. Although it is generally taken by those desiring to attend public universities in Malaysia, it is internationally recognised and may also be used, though rarely required, to enter private local universities for [[undergraduate]] courses.

Additionally all students may apply for admission to [[matriculation]] which is a one or two-year programme run by the Ministry of Education. Previously, it was a one-year programme, but beginning 2006, 30% of all matriculation students were offered two-year programmes. Not all applicants for matriculation are admitted and the selection criteria are not publicly declared, which has led to speculation that any criteria existing may not be adhered to. A race-based quota is applied on the admission process, with 90% of the places being reserved for the bumiputeras, and the other 10% for the non-bumiputeras. The matriculation programme is not as rigorous as the STPM. The matriculation programme has come under some criticism as it is the general consensus that this programme is much easier than the sixth form programme leading to the STPM and serves to help Bumiputeras enter the public university easily. Having been introduced after the abolishment of racial quota based admission into universities, the matriculation programme continues the role of its predecessor, albeit in modified form. It is considered easier because in the matriculation program the teachers set and mark the final exams that their students sit, whereas in the STPM the final exam is standardised and exam papers are exchanged between schools in different states to ensure unbiased marking. Also, the matriculation programme adopts a semester basis examination (2 semesters in a year) whilst STPM involves only one final examination, covering all 2 years' syllabus in one go. The scope and depth of syllabus in matriculation is also lesser to that of STPM. The disparity between the programmes does not end there, for it is a known fact that in critical courses offered by local public universities (such as Medicine, Pharmacy, Dentistry and Law), almost 70% of the students comprise matriculation students. On the contrary, STPM students forms the majority in courses which are less in demand, such as a Bachelor in Science. Defenders of the matriculation programme have described the two programmes as distinct and different, drawing the analogy of an apple and an orange. However, having serve the same purpose (i.e. as an entrance requirement to Universities), the Malaysian public is criticising the matriculation programme as a blatant practice of double standards.

The Centre for Foundation Studies in Science, University of Malaya, offers 2 programmes only for Bumiputera students : i) The Science Program, a one year course under the Department of Higher Education, Ministry of Higher Education. After completing the program, the students are placed into various science-based courses in the local universities through the meritocracy system. ii) The Special Preparatory Program to Enter the Japanese Universities, a two year intensive programme under the Look East Policy Division of the Public Service Department of Malaysia in cooperation with the Japanese Government.

Some students undertake their pre-university studies in private colleges. They may opt for programmes such as the British 'A' Levels programme, the Canadian matriculation programme or the equivalent of other national systems - namely the Australian NSW Board of Studies Higher School Certificate and the American High School Diploma with AP subjects. More recently, the [[International Baccalaureate]] Diploma Programme is becoming more popular as a pre-university option.

The Government has claimed that admission to Universities are purely meritocracy based, but having so many different pre-university programmes and without a standard basis for comparison among the students, the public has been highly sceptical of the claim.

=== Tertiary ===
{{see also|List of universities in Malaysia}}
[[Tertiary education]] in the public universities is heavily subsidised by the government. Applicants to public universities must have completed the Malaysia matriculation programme or have an STPM grade. Excellence in these examinations does not guarantee a place in a public university.The selection criteria are largely opaque as no strictly enforced defined guidelines exist.

The classification of tertiary education in Malaysia is organised upon the [[Malaysian Qualifications Framework]] (MQF) which seeks to set up a unified system of post secondary qualifications offered on a national basis both in the vocational as well as higher educational sectors.

In 2004, the government formed the Ministry of Higher Education to oversee tertiary education in Malaysia. The ministry is headed by [[Mustapa Mohamed]].

Although the government announced a reduction of reliance of racial quotas in [[2002]], instead leaning more towards [[meritocracy]]. However, in 2004, 128 non-Malay or non-Bumiputra students with excellent results had their applications to study medicine at public universities denied.{{Verify source|date=July 2007}} (See [[Issues in Malaysian Education]].)

Prior to 2004, all lecturers in public tertiary institutions were required to have some post-graduate award as a requisite qualification. In October 2004, this requirement was removed and the Higher Education Ministry announced that industry professionals who added value to a course could apply for lecturing positions directly to universities even if they did not have postgraduate qualifications. To head off possible allegations that the universities faced a shortage of lecturers, Deputy Higher Education Minister Datuk Fu Ah Kiow said "This is not because we are facing a shortage of lecturers, but because this move will add value to our courses and enhance the name of our universities...Let's say Bill Gates and Steven Spielberg, both well known and outstanding in their fields, want to be teaching professors. Of course, we would be more than happy to take them in." He went on to offer architecture as an example whereby well-known architects recognized for their talents did not have a masters degree.

The academic independence of public universities' faculty has been questioned. Critics like Bakri Musa cite examples such as a scientist who was reprimanded by Deputy Prime Minister [[Najib Razak]] for "publishing studies on air pollution", and a professor of mathematics at [[Universiti Kebangsaan Malaysia]] who was reproved for criticising the government policy of teaching mathematics and science in English at the primary and secondary levels.<ref>{{cite book |last=Musa |first=M. Bakri |title=Towards A Competitive Malaysia |year=2007 |publisher=Strategic Information and Research Development Centre |location=Petaling Jaya |isbn=978-983-3782-20-8|pages=143 }}</ref>

Students also have the choice of attending private institutions of higher learning. Many of these institutions offer courses in cooperation with a foreign institute or university. Some of them are branch campuses of these foreign institutions.

Many private colleges offer programmes whereby the student does part of his degree course here and part of it in the other institution, this method is named "twinning". The nature of these programs is somewhat diverse and ranges from the full "twinning" program where all credits and transcripts are transferable and admission is automatic to programs where the local institution offers an "associate degree" which is accepted at the discretion of the partnering university. In the latter case, acceptance of transcripts and credits is at the discretion of the partner.

Some foreign universities and colleges have also set up branch campuses in Malaysia, including:
* [[Monash University]], Australia.
* The [[University of Nottingham Malaysia Campus|University of Nottingham]], United Kingdom
* [[SAE Institute]], Australia
* [[Swinburne University of Technology]], Australia
* [[Curtin University of Technology]], Australia
* [[Raffles Design Institute]], Singapore

The net outflow of academics from Malaysia led to a "brain gain" scheme by then (1995) Prime Minister Datuk Seri Dr Mahathir Mohamed. The scheme set a target of attracting 5,000 talents annually. In 2004, Science, Technology and Innovation Minister, Datuk Dr [[Jamaluddin Jarjis]] in a parliamentary reply stated that the scheme attracted 94 scientists (24 Malaysians) in pharmacology, medicine, semi-conductor technology and engineering from abroad between 1995 and 2000. At the time of his reply, only one was remaining in Malaysia.

==== Postgraduate Programmes ====
Postgraduate degrees such as the [[Master of Business Administration]] (MBA) and the Doctor of Business Administration (DBA) are becoming popular and are offered by both the public universities and the private colleges.

All public and most private universities in Malaysia offer Master of Science degrees either through coursework or research and Doctor of Philosophy degrees through research.

==== Vocational Programmes and Polytechnics Schools ====
Besides the university degrees, students also have the option of continuing their education in professional courses such as the courses offered by the ICSA (Institute of Chartered Secretaries and Administrators) etc. Polytechnics in Malaysia provide courses for diploma level (3 years) and certificate level (2 years).

The following is a list of the public polytechnics in Malaysia.

*[[Ungku Omar Polytechnic]]
*[[Politeknik Sultan Haji Ahmad Shah]]
*[[Politeknik Sultan Abdul Halim Muadzam Shah]]
*[[Politeknik Kota Bharu]]
*[[Politeknik Kuching Sarawak]]
*[[Politeknik Port Dickson]]
*[[Politeknik Kota Kinabalu]]
*[[Politeknik Sultan Salahuddin Abdul Aziz Shah]]
*[[Politeknik Johor Bahru]]
*[[Politeknik Seberang Perai]]
*Politeknik Kota, Melaka ([http://ms.wikipedia.org/wiki/Politeknik_Kota%2C_Melaka|Malay Version])
*[[Politeknik Kota, Kuala Terengganu]]
*[[Politeknik Sultan Mizan Zainal Abidin]]
*[[Politeknik Merlimau]]
*[[Politeknik Sultan Azlan Shah]]
*[[Politeknik Kulim]]
*[[Politeknik Sultan Idris Shah]]
*[[Politeknik Tuanku Syed Sirajuddin]]
*[[Politeknik Muadzam Shah]]
*[[Politeknik Mukah]]

Universities produce almost 150,000 skilled graduates annually.

==Variants of schools==
{{see also|List of schools in Malaysia}}

These are the different types of schools in Malaysia and their naming conventions.

;National Schools (''Sekolah Kebangsaan'' (SK) for primary schools, ''Sekolah Menengah Kebangsaan'' (SMK) for secondary schools):
Malay-medium schools where mother tongues are usually not taught. ''Sekolah Rendah Kebangsaan'', acronym '''SRK''' is used for certain national type primary schools.

;National Type/Charter Secondary/High Schools/Residential Schools or Sekolah Berasrama Penuh (SBP):
Within the national public school system are a few magnet type/charter public high schools. Admissions are very selective, reserved for students who demonstrate outstanding academic achievement and potential at the elementary level, Grade/Standard 1 through 6. These schools are either full time day or boarding schools ('asrama penuh'). Examples of these schools is the [[Malacca High School]], [[Royal Military College (Malaysia)]] and [[Penang Free School]].

Residential schools or Sekolah Berasrama Penuh are also known as Science Schools. These schools used to cater mainly for Malays elites but has since expanded as schools for nurturing Malays who are outstanding academically or those displaying talents in sports & leadership.

;National Type Schools (''Sekolah Jenis Kebangsaan'' (SJK) for primary schools, ''Sekolah Menengah Jenis Kebangsaan'' (SMJK) for secondary schools):
SJK is used for vernacular Chinese and Tamil primary schools. SMJK is only used for vernacular Chinese secondary schools because there are no vernacular Tamil secondary schools. Examples of these school are [[Jit Sin High School]], [[Penang Chinese Girls' High School]] and [[Chung Ling High School]].

Chinese primary schools are usually run by a Board of Governors. They make decision for the school but not in all matters. One matter is the running of school canteens (cafeterias) where the operator is appointed by the Education department. In 2004 Education Minister Datuk Hishamuddin Tun Hussein Onn stated this function would be returned to the Board but it has yet to occur.

Between 1995 and 2000, the Seventh Malaysia Plan allocation for primary education development allocated 96.5% to national primary schools which had 75% of total enrolment. Chinese primary schools (21% enrolment) received 2.4% of the allocation while Tamil primary schools (3.6% enrolment) received 1% of the allocation.

Despite lack of government financial assistance, most students from Chinese schools excel in standardised tests. Some students from other ethnic backgrounds enrol in Chinese schools for the supposed better education. Penang Chief Minister [[Lim Guan Eng]] noted that the government refuses to fund Chinese primary schools despite the fact that 10% or 60,000 students are non-Chinese.<ref>[http://www.malaysiakini.com/news/30567 Guan Eng: National unity and racial threats don’t gel]</ref>

;Vision schools:
Recently, attempts have been made to establish (''Sekolah Wawasan'') or vision schools. Vision schools share facilities with one or more national schools, ostensibly to encourage closer interaction. However most Chinese and Indian ethnic groups object it as they believe this will restrict the use of their mother tongue in schools.

In 2004, the [[Prime Minister]] said "the national school, the main catalyst for the integration process in the young generation, has begun to lose its popularity as a school of choice, particularly among Chinese students". He went on to say that only about two per cent of Chinese students attended national schools. [http://www.bernama.com/bernama/v3/news.php?id=96671]

In response, Datuk Dr Maximus Ongkili, Minister in the Prime Minister's Department, said that the seating arrangements of students, especially in primary schools, would be planned to allow for maximum interaction among the races. He also stated "The Education Department is looking at introducing National Integration as a subject in the school syllabus," and that "The composition of teachers too should also reflect the various races".<ref>[http://www.nst.com.my/Current_News/NST/Wednesday/National/20041006081806/Article/indexb_html]{{Dead link|date=March 2008}}</ref>

;Islamic Religious Schools (''Sekolah Rendah Agama'' (SRA) is used for primary schools, ''Sekolah Menengah Agama'' (SMA) is used for secondary schools.):
Sekolah Pondok (literally, Hut school), [[Madrasah]] and other [[Islamic]] schools were the original schools in Malaysia. Early works of Malay literature such as Hikayat Abdullah mention these schools indicating they pre-date the current secular model of education. The earlier Hindu culture pre-dating the Islamic period of Malay history did not appear to spawn any formalised educational structure.

Another type of schools available in Malaysia is the Islamic religious schools or ''sekolah agama rakyat'' (SAR). The schools teach Muslim students subjects related to Islam such as early Islamic history, [[Arabic language]] and [[Fiqh]]. It is not compulsory though some states such as [[Johor]] make it mandatory for all Muslim children aged six to twelve to attend the schools as a complement to the mandatory primary education. In the final year, students will sit an examination for graduation. Most SAR are funded by respective states and managed by states' religious authority.

Previously, former Prime Minister Tun [[Mahathir Mohammad]] suggested to the government that the SARs should be closed down and integrated into the national schools. However, his proposal was met with resistance and later, the matter was left to die quietly.

Such schools still exist in Malaysia, but are generally no longer the only part of a child's education in urban areas. Students in rural parts of the country do still attend these schools. Since the academic results published by these schools are not accepted by mainline universities, many of these students have to continue their education in locations such as Pakistan or Egypt. Some of their alumni include Nik Adli (Son of PAS leader Nik Aziz).

Some parents also opt to send their children for religious classes after secular classes. Dharma classes, Sunday schools and after school classes at the mosque are various options available.

===International Schools===
* International schools in Malaysia include International schools funded by other nationalities such as the [[International School of Kuala Lumpur]] by the [[United States]] and [[International School Indonesia]].

===Chinese Independent High School and Dong Jiao Zong's policy===
[[Chinese Independent High School]]s are independent secondary schools funded mostly by the [[Chinese Malaysian|Chinese]] public, led by Dong Jiao Zong.

'''A "Rooted" Chinese '''

According to UCSCAM (United Chinese School Committees Association of Malaysia), known as DJZ ([[Dong Jiao Zong]] - the stronghold/fortress of Chinese), it was the British colonial policy (1786-1957) allowing the vernacular language schools to exist and develop, at the same time enabling the Malays while placing restrictions on the Chinese. Students of British school gained better opportunities in employment than any other schools. Nevertheless, under such policy, the development of Chinese language education is thriving. Before Malaysia gained independency, the Chinese has had 1300 primary schools, nearly 100 high schools, and even a Nanyang University, built without the financial support of the government. The report of UCSCAM claimed that the main reason so many Chinese parents sending their children to Chinese school is that Chinese parents generally hope their next generation can become "A person that is like a Chinese people", with love and awareness of nation, love their own culture and traditions, ethnic pride, and most importantly to have ethnic "root".

Mr. [[Lim Lian Geok]] (Chinese:林连玉), known as the "Soul of ethnic Chinese" (Chinese:"族魂"), he is the former president of Chinese education, said: "One’s culture is the soul of one’s ethnic, its value as important as our lives." And if any of you (Chinese) want to inherit Chinese cultural heritage, and if any of you (Chinese) want to live a "root" Chinese, your children must be sent to Chinese school.

'''"Final goal"'''

The UCSCAM believed that the government of Malaysia is having a "final goal" (referring to [[Razak Report]]) to eradicate the Chinese schools and Tamil schools. The report claimed that the Government of Malaysia's culture and language education policy, over the past 50 years was, to not give up implementation of the "final goal", that is, only a final national origins of the school - "national school" with the Malay language (National language) as the main medium of instruction. The language of other ethnic groups, namely Chinese and Tamil, and so can only serve as a foreign language. The reason given by the government was that the Chinese and Tamil primary schools are the root cause of disunity of this country. In order to achieve "national unity", all other non-National Schools should be restricted on the development, and finally merge with the National School.

'''"Do not give up and do not compromise"'''

The standpoint of UCSCAM is, only the implementation of multilingualism origins of school policy is the answer to Malaysia's truly multi-ethnic, multi-cultural, multi-language, multi-religious multi-national situations. Dong Jiao Zong's distinctive position for this protest is unchanged over the last 50 years. Therefore, Dong Jiao Zong will continue to neither haughty nor humble in attitude, standing firm in maintaining the mother-tongue education, do not give up, do not compromise, ready to fight again for another 50 years. [http://www.djz.edu.my/hjdaobao/hj.php?id=79&period=54]

=== Mission schools ===

[[Roman Catholic]] [[missionary|missionaries]] of the Josephian order also started a series of "mission schools" and many of these schools still stand and carry the names of various Roman Catholic saints. Due to government intolerance of non-Muslim views in the public space, none of these schools have brothers any more only [[Catholic High School PJ, Malaysia| SMJK Katholik, Petaling Jaya (Catholic High School, Petaling Jaya]] has a residance for a few Marist Brothers outside the school. There are also a series of convents which originally housed nuns but had a school attached to provide education to young girls. The [[education of young ladies]] at that time was considered very revolutionary. Similar to the brother schools, many of these convents no longer house nuns and so are convents in name only. The Lasallian Brothers also started a series of schools in Malaysia and Singapore. Some of these schools include St Xavier's in Penang, [[St. Francis Institution]] in Malacca, [[St Michael's Institution|St Michael's]] in Ipoh, [[St. Paul's Institution, Seremban|St Paul's]] in Seremban, [[St. George's Institution]] in Taiping and [[St. John's Institution, Kuala Lumpur|St John's Institution]] in Kuala Lumpur. Most of these schools still have at least one Lasallian Brother as a Chairman of the Board of Governors.

The [[Seventh-day Adventist Church]] has maintained several [[Adventist schools]] in [[East Malaysia]] since 1939. The schools are officially known as Sekolah Rendah Advent for primary schools and Sekolah Menengah Advent for secondary schools, abbreviated to SR Advent and SM Advent. The secondary schools were established as [[boarding schools]], but now admit day students, who account for about half of the total enrollment.

The [[Methodist]] Church in Malaysia also established a set of mission schools and these schools carry the name ACS (Anglo-Chinese School) and MGS (Methodist Girls School). The Methodist schools still maintain a single private school called Methodist College.

The [[Anglican]] Church in Malaysia established a number of schools such as St Mary’s in Kuala Lumpur and St Mary's in Kuching which is the Oldest School in Sarawak.

Very few mission schools are [[co-educational]], with the bulk being [[single-sex schools]]. Many schools in the [[Roman Catholic]] school system that have since become national (public) schools are now co-educational. The [[Seventh-day Adventist]] school system has been co-educational since its establishment.

==School uniforms==

{{see also|School uniform#Malaysia}}

Malaysia introduced [[Western world|Western]] style [[school uniforms]] (''pakaian seragam sekolah'') in the late 19th century during the [[United Kingdom|British]] colonial era. Today, school uniforms are almost universal in the public and private school systems. Public school uniforms are compulsory for all students and standardised nationwide.

A common version of Malaysian school uniform is of public schools. The dress code for males is the most standardised while female uniforms are more varied based on the ethnicity of students and the type of schools. Male students are required to wear a collared shirt with a pair of shorts or long pants. Female students, however, may wear a knee-length [[pinafore]] and a collared shirt, a knee-length skirt and a collared shirt, or a ''baju kurung'' consisting of a top and a long skirt with an optional [[hijab]] (tudung) for Malay students. White socks and shoes of black or white are almost universally required for all students, while ties are included in certain dress codes. [[Prefect]]s and students with other additional school duties may wear uniforms of different colours; colours may also differ between primary and secondary schools.

== Education and politics ==
Education is largely politicised in Malaysia to the extent that every Prime Minister, excluding the first Prime Minister ([[Tunku Abdul Rahman|Tunku Abdul Rahman Putra al-Haj]]), has at one time or another been the education minister.

The ruling political alliance is composed of ethnically based parties and one of the concessions allowed by the controlling Malay party is to allow the Chinese and Indian parties to start colleges.

In July 2006, Higher Education Deputy Minister Datuk Ong Tee Keat stated that a review of the controversial [[Universities and University Colleges Act]] (UUCA) will be held among Malaysian MPs.<ref>[http://www.sun2surf.com/article.cfm?id=14677 theSun]</ref>

===National Education Blueprint===
In 2006, the National Education Blueprint 2006–10 was released. The Blueprint set a number of goals, such as establishing a National Pre-School Curriculum, setting up 100 new classes for students with special needs, increasing the percentage of single-session schools to 90% for primary schools and 70% for secondary schools, and decreasing class sizes from 31 to 30 students in primary schools and from 32 to 30 in secondary schools by the year 2010. The Blueprint also provided a number of statistics concerning weaknesses in education. According to the Blueprint, 10% of primary schools and 1.4% of secondary schools do not have a 24-hour electricity supply, 20% and 3.4% respectively do not have a public water supply, and 78% and 42% are over 30 years old and require refurbishing. It was also stated that 4.4% of primary students and 0.8% of secondary students had not mastered the [[3Rs]] (reading, writing and arithmetic). The drop-out rate for secondary schools was given as 9.3% in urban areas and 16.7% in rural areas.<ref>Koh, Lay Chin (Jan. 17, 2007). "Free hand for 'clusters' to excel", p. 12. ''New Straits Times''.</ref>

The Blueprint also aimed to address the problem of [[racial polarisation]] in schools. Under the Blueprint, schools will hold seminars on the [[Constitution of Malaysia]], motivational camps to increase cultural awareness, food festivals to highlight different ethnic cooking styles, and essay competitions on different cultural traditions. [[Standard Mandarin|Mandarin]] and [[Tamil language]] classes will be held in national schools, beginning with a pilot project in 220 schools in 2007.<ref>"Enhancing racial unity in national schools", p. 13. (Jan. 17, 2007). ''New Straits Times''.</ref>

The Blueprint has been subject to some criticism. Academic [[Khoo Kay Kim]] has criticised the plan, saying:

{{cquote2|We do not need this blueprint to produce excellent students. What we need is a revival of the old education system... meaning the education system we had before 1957. That was when we saw dedication from the teachers. The Malaysian education system then was second to none in Asia. We did not have sports schools but we produced citizens who were Asian class, if not world class.<ref>"Review of curricula soon", p. 13. (Jan. 17, 2006). ''New Straits Times''.</ref>}}

== Issues in Malaysian Education ==
{{details|Issues in Malaysian Education}}

The history of Issues in Malaysian Education started from the British government, the [[Barnes Report]] back in 1951, that is to unite all races with the colonial language. The later [[Razak Report]] was made to replace the unsuccessful Barnes Report, and the system remain until today.

=== Language issues ===
The issue of language and schools is a key issue for many political groups in Malaysia. UMNO championed the cause of Malay usage in schools but private schools using the Chinese and Tamil language are allowed. Up until 1981 in Peninsular Malaysia (and some years later in Sarawak), there were also English-medium schools, set up by Christian missions. However, following the severe race riots in Kuala Lumpur in May 1969, English-medium schools were phased out from January 1970, so that by 1982 these became Malay-medium schools (‘national schools’).

The existence of vernacular schools is used by non-Malays components of the ruling Barisan Nasional to indicate that their culture and identity have not been infringed upon by the Malay people. This is often a key issue as it is considered important by many. Dong Jiao Zhong (the association of Chinese vernacular school boards and teachers) and other such organizations still shape much of the views of the Chinese educated community, which is a key electoral constituency.

In [[2002]], the government announced that from [[2003]] onwards, the teaching of [[Science]] and [[Mathematics]] would be done in English, in order to ensure that Malaysia will not be left behind in a world that was rapidly becoming [[globalization|globalized]]. This paved the way for the establishment of mixed-medium education.

Due to the lack of Chinese students attending government schools, coupled with the number of non-Chinese students attending Chinese vernacular schools, the government announced in April 2005 that all national schools will begin teaching Chinese and Tamil, not as a mother tongue course but as an elective course.

==== Poor Command of English ====

Veteran English teacher Ibrahim Zakaria put forward, even intelligent young graduates too have trouble getting ideas across in English languages, and even local lawyers are of poor quality English. Some of these students with poor command of English could even score A or a strong credit in the SPM Examination. Also pointed out that there is quality in the English Question Papers but the passing mark has been manipulated in such a way that even the undeserving students manage to score an A for English, and this speaks volumes for our education system. Until today, various reasons have been given for the decline in the English standard but nobody has honestly pointed out that the root cause is the short-sightedness of the leaders and education ministers. [http://thestar.com.my/news/story.asp?file=/2008/6/3/focus/21429146&sec=focus]

[[Universiti Malaya]] vice-chancellor Datuk Rafiah Salim claimed many students did not have a strong command of English and struggling in the Malaysian court. She also said Malaysian law is based on Common Law and local lawyers still look up English law and read up on English cases, therefore if the students have a better grasp of English, they would be able to practise advocacy better. [http://www.nst.com.my/Current_News/NST/Monday/National/2250363/Article/index_html]

=== Gender issues and education ===
In 2004 the UNDP ([[United Nations Development Programme]]) representative Dr. Richard Leete stated that Malaysia's ranking in the UNDP gender index was not "as high as it should be". Former Higher Education Minister Datuk Dr Shafie Salleh replied that it was not unique to Malaysia. His quoted statistics revealed that there was a 2:1 ratio of boys to girls in polytechnics and at public higher learning institutions. However it should be noted that in virtually all developed countries that both females and males enter university in approximately equal ratios, thus the 2:1 ratio in Malaysia is seen as rather peculiar when placed in a global context.

Malaysian polytechnics and community colleges are not degree producing institutions and none have post-graduate programmes. Most are vocational or technical institutions. This imbalance is corrected once the respective genders leave the educational system.

=== Racial polarisation in schools ===
Due to the existence of vernacular schools, there exist worries that students are not interacting enough with those of other races. Racial polarisation is very prevalent in the Malaysian education system, with students grouping together according to their race. Although many measures have been taken to reduce this polarisation, the students of different races usually work together, but play with their own kind. The [[Culture, Arts and Heritage Minister of Malaysia|Culture, Arts and Heritage Minister]] [[Rais Yatim]] said in an interview that racial polarisation existed due to the existence of national-type schools, and that national schools had failed due to the prevalence of Muslim rites.

=== The tuition phenomenon ===
[[Image:JaminanA.jpg|thumb|300px|right|A typical tuition banner below a street sign in [[Kuala Lumpur]]. These banners are ubiquitous in most urban areas in Malaysia. The term "Jamin A" which is featured on the banner literally translates to "Guarantee A", where A refers to the highest obtainable grade in public examinations.]]

The prevalence of tuition centres in urban areas of Malaysia is also an issue of growing concern. Students in urban areas generally go to tuition centres, due to pressure by parents to do well or unable to cope up with the standard of the current education. The tuition industry is in itself extremely large, and was reported to be worth about [[Ringgit|RM]] 4 billion.<ref name=autogenerated1>[[New Straits Times]], [[December 24]] [[2006]]</ref> There is also the problem where tuition centres offer 'crash courses' for most of the central exams where they offer 'leaked questions'. These leaked questions are usually obtained by unscrupulous means, but so far the control of leaked questions by the government has not been reasonable, with an average of one or two leak(s) every year.<ref name=autogenerated1 />

{{cquote|''Over the years many children from a variety of schools have told me that often teachers are not present in the classrooms. The general impressing I get, from many children, is that 30% of the time they do not have a class teacher present. When I ask why, the answer is invariably the same – “teacher away at kursus” (courses), “teacher at meeting”, “teacher resting in teacher’s common room”. When I ask why the teacher is “resting”, the common answer from children is “she/he has to conserve energy for the tuition classes after school”. ''}}[http://thestar.com.my/news/story.asp?file=/2007/4/23/focus/17519550&sec=focus]

=== String of A's ===
On July 2008, the Regent of Perak [[Raja Nazrin Shah]] said that getting a string of A's is meaningless if students fail to understand, appreciate and practice good values, and describing that excellent results as mere ''pakaian luaran'' (external appearance), there would be uneven development of human capital if students failed to inculcate good morals. "This will lead to society and the country to suffer". He also said that people with good moral values always hold firm to life principles especially in defending truth and justice. Students should be taught not to lie or rely on '''leaked''' examination papers just to obtain higher grades. He noted that while positions and posts could give one power, one would be judged by the people. "There are many people who obtained positions and posts but there are not many who die with a good name" [http://thestar.com.my/news/story.asp?file=/2008/7/13/nation/21813611&sec=nation]

===Chinese School Dropouts===
Educationist Goh Kean Seng pointed out that there are about 90 per cent of Chinese children in Malaysia go to Mandarin-medium primary schools, which are run by Malaysian government but less than 5 per cent go on to Mandarin-medium secondary schools (Chinese Independent High School) which are privately-run and fee-paying. Parents prefer to send their children to government schools, where education is free and it caused many drop out because they cannot cope with the change in the medium of instruction. Goh claimed that the situation is worsened by the switch from Mandarin to Malay as the medium of instruction when the pupils go on to secondary school. Malaysian Chinese Association (MCA) also pointed out, estimating 25 per cent of Chinese students quit studying before age 18, the estimate puts the annual dropout figure at over 100,000 and that the situation has deteriorated. Also claimed that among the dropouts, some become apprentices in workshops, picking up skills like plumbing or motor-repair. Some dropouts eager to make a quick buck finding themselves involved in illicit trades, such as peddling pirated DVDs or collecting debts for loan sharks. [http://www.asiaone.com/News/Education/Story/A1Story20080130-47357.html]

On February 2008, MCA Youth chief Datuk Liow Tiong Lai said "When we conveyed to the Prime Minister Datuk Seri [[Abdullah Ahmad Badawi]] that 35,000 Chinese students had dropped out of school this year, he was shocked. We told him that we did not have enough funds to run programmes for more dropouts, and he approved the allocation" [http://thestar.com.my/news/story.asp?file=/2008/2/15/nation/20319449&sec=nation]

===Malay School Dropouts===
Datuk Seri [[Hishammuddin Tun Hussein]] said the NEP spirit should not be confined to economic achievements alone, as its importance should be extended to education that is increasing access, equity and quality of education for [[Malays (ethnic group)|Malay]] students. "At the higher education level, the number of Malay students in critical courses must be balanced with those of the non-Malays to reflect the composition of the Malaysian populace" and "The safety net or opportunities for second education, must be expanded so that Malay school dropouts could fill up job opportunities and further their studies" [http://web5.bernama.com/events/umno2005/news.php?id=145973&lang=en]

==References==
{{refbegin}}
*[http://www.tradeport.org/countries/malaysia/01grw.html "Country Facts - Malaysia"]. Retrieved Oct. 16, 2005.
*[http://www.moe.gov.my/tayang.php?laman=imbasan_sejarah&bhs=en "A Glimpse of History"]. Retrieved Oct. 16, 2005.
*[http://www.bernama.com/bernama/v3/news_business.php?id=158185 "PM Unveils Caring Budget, More New Measures To Perk Up Economy"]. (Sept. 30, 2005). ''Bernama''.
*Yusop, Husna (Oct. 16, 2005). [http://www.sun2surf.com/article.cfm?id=11569 Speaking of culture]. ''The Sun''.
*Yusop, Husna (Mar. 9, 2006). [http://www.malaysia-today.net/Blog-e/2006/03/time-to-overhaul-education-system.htm Time to overhaul education system]. ''[[Malaysia Today]]''.
*Tan, Peter K. W. (2005), ‘The medium-of-instruction debate in Malaysia: English as a Malaysian language?’, ''Problems & Language Planning'' 29: 1, pp. 47-66 [http://www.benjamins.com/jbp/series/LPLP/29-1/art/0003a.pdf The medium-of-instruction debate in Malaysia]
{{refend}}

=== Notes ===
{{reflist}}

==See also==
*[[Issues in Malaysian Education]]

== External links ==
* [http://www.paked.com/rankings.htm Malaysia Universities - THES Rankings 2004 /2006]

{{Education in Asia}}

[[Category:Education in Malaysia| ]]

[[ms:Pendidikan Malaysia]]
[[zh:马来西亚教育]]