Chapter 3 reviews the nature of Malaya’s highly segmented education system, where few children—almost all of them from privileged families— had opportunities beyond the basic primary level. During late colonialism, and especially after independence, the fundamentals of the education system began to change, with progressively expanded opportunities that eventually provided much greater access to all levels of education. A more integrated school system gradually emerged to help support nation building and to meet the country’s changing human resource needs. Yet six decades after independence—and despite hugely positive trends in education indicators— the quality (rather than the quantity) of education has not reached the originally expected standards, an issue experienced by many developing countries. The education system is not responding well enough to the needs of the labour market, nor is it ensuring a successful transition for all from school to decent work.
Chapter 4 examines how Malaya’s health policy evolved to support colonial economic development. As infectious diseases took a heavy toll on migrant workers and threatened to decimate the labour force, improved sanitation and health services became imperative. But most measures were implemented in urban areas, and so had little impact on the bulk of the rural population. Only after World War II, with heavy investment in expanding the health infrastructure, improving nutrition, controlling infectious diseases, and adopting disease-prevention and health-promotion measures, was there real progress in health care for the rural population. Health outcomes improved spectacularly, with dramatic gains in life expectancy at birth, consolidating the conditions for a fertility transition and subsequently a demographic dividend which would go on to support economic growth.