# data[].attributes.headline
PGW - Hong Jun Yi Individual task: Blockbook

# data[].attributes.subject
PGW - Hong Jun Yi Individual task: Blockbook

# data[].attributes.attachment_link.title
Z-MYS-Ho Wen Shin (Block Book Assignment)

# data[].attributes.body
Blockbook

# data[].attributes.body
Block book

# data[].attributes.body
Individual Task: Blockbook

# data[].attributes.body
Education 100 years ago in Malaysia

# data[].attributes.body
Tongxin Kui Yong

# data[].attributes.body
Block Book Eevonne Tan

# data[].attributes.body
Block Book

# data[].attributes.body
Education System 100 years ago

Prior to 1824 (pre-British period) education was informal where children were taught more on religious teaching, value and morality teaching, spiritual teaching, martial arts, crafts.
Survival skills is being passed down or taught back then like fishing, hunting and agriculture.
Sekolah pondok or small hut, was established in 1450 in Malacca by Islamic religious scholars. This expended to other states in 19th century like Kelantan, Terengganu and Kedah.
To think about it, schools today or education system needs to bring back on those various soft skills and survivor skills

# data[].attributes.body
What was the education like in Malaysia 100 years ago?

Education in Malaysia 100 years ago, approximately during the early 1920s, differed significantly from the modern education system in the country. During this period, formal education was limited, especially in rural areas where many children did not have the opportunity to attend schools. Formal schooling was not compulsory, and the emphasis was placed on informal and traditional education methods.

Islamic education played a prominent role, with the establishment of traditional Islamic schools known as "pondok" or "sekolah pondok." These schools, initiated by Islamic scholars, primarily focused on religious teachings, values, and morality. The concept of "sekolah pondok" dates back to the 15th century and continued to influence education in the early 20th century.

In addition to religious education, practical skills for daily life were emphasized, especially in rural settings. Education included vocational training, agricultural practices, fishing, and survival skills. The overarching goal was to equip individuals with the skills needed for their daily lives.

British colonial influence during this period introduced Western-style education policies. English-medium schools, influenced by the British system, were established in urban areas. However, these schools were accessible to a select few, primarily from wealthier families. The broader population, especially in rural regions, had limited access to formal education.

Educational infrastructure was underdeveloped, with a scarcity of formal schools. Gender disparities were present, with limited educational opportunities for girls. Girls' education often focused on domestic and vocational skills, reflecting societal norms of the time.

Post-independence, Malaysia underwent significant developments in its education system. The nation gained independence in 1957, leading to efforts to expand access to education, introduce a national curriculum, and promote the Malay language. Over the decades, Malaysia experienced rapid organization, and the education system evolved to meet the changing needs of society. Government-initiated reforms aimed to enhance education at all levels, marking a transformative period in the country's educational history. Understanding this historical context provides insights into the challenges and foundations upon which the education system in Malaysia has been built.

# data[].attributes.attachment_link.title
Mandy Lim Szu Mien - F2 Assignment  Week 4