“The whole educational system received a serious set-back as a result of the occupation by the Japanese. For almost four years of enemy occupation schooling declined to a very low level, both in quantity and quality, and institutions of higher education ceased to function. A formidable task of rehabilitation has faced the educational authorities since the territory was liberated in September, 1945, and we wish to record our admiration both of the achievements of the authorities and of the zeal of the pupils and students in renewing their studies.
Damage to school buildings was not on a large scale, but many
of them were requisitioned by the services and there were long delays before
they were available for school use. There have been very serious losses of
furniture, equipment and books, but, in spite of all these difficulties, the
schools have been brought into operation with commendable speed; within a few
months of liberation schools in the Malayan Union had exceeded their 1941
enrolment figures, and in Singapore enrolment was doubled in the course of
1946. The problem of accommodation, already pressing in 1941, has thus become
acute, for it has been necessary to provide for an accumulation of over-age
pupils, whose schooling was interrupted by the Japanese occupation, and there
is therefore an abnormal increase in enrolment. The pressure of pupils is so
great that many English schools are compelled to work in two shifts daily. The
difficulties have been greatly increased by the depletion of staff, as a result
of death, retirement and change of employment; the wastage is particularly
severe in European officers. Of other problems mention may be made of the
shortage of transport, which affects everyone alike, whether inspectors,
teachers or pupils. Nevertheless, education in the schools has made a fine
recovery and it is noteworthy that it was possible to hold the School
Certificate Examination in December, 1946. For some little time to come,
rehabilitation will remain the foremost task of the education authorities, and
this must govern the speed with which developments can move.”
From the REPORT OF THE COMMISSION ON UNIVERSITY EDUCATION
IN MALAYA (1948)
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