In 1959, after the first general elections, moves were made to form a national identity. Malay was chosen as the National Language. The Malay language was seen as important as it would create a link between Malaya and Singapore. This would improve the chances of Malaya and Singapore’s merger.
A special policy for Malay education was implemented. Malays were entitled to free education, received special bursaries, scholarships, free textbooks and transport.
The Standard VII classes were discontinued and the first Malay secondary school was opened.
In an effort to break down walls of cultural and linguistic separation, the government proposed a uniform curriculum for all streams. A common Primary School Leaving Examination (PSLE) with common syllabuses for all streams was introduced.
Increased aid was provided to the vernacular schools. Secondary education in vernacular languages was also introduced. There were also provisions for Chinese pre-university classes.
In line with the Chinese schools system, a 6-day week was introduced in all schools. The 3-3 system (3 years lower secondary and 3 years upper secondary) of the Chinese secondary school was converted to the 4-2 system (4 years lower secondary and 2 years pre-university) following the English stream.
These, however, became controversial issues. The Chinese schools objected to the 4-2 system, as having an elimination exam after four years would deprive many students of two more years of education. The English stream schools were also not satisfied with the introduction of Saturday classes.
Although measures were taken to ensure equality in treatment, moves which should make Chinese-medium education more attractive, there was a decrease of enrolment in Chinese-stream schools. As English still enjoyed a high status in politics, commerce, society and institutes of higher learning, Chinese stream students had less opportunities for jobs and further education.
Elimination and external exams were in English. As such, Chinese stream students often had trouble excelling in these exams.
Another reason which contributed to the decline in enrolment was the political activities that were rampant in Chinese schools then. Parents became reluctant to send their children to Chinese schools for fear that they would be involved in these activities.
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