GUIDELINES FOR SCHOOL ADMINISTRATORS OF GOVERNMENT ASSISTED CATHOLIC SCHOOLS (GACS) MALAYSIA

Compiled by Malaysian Catholic Education Council 2000

• FOREWORD
• Chapter 1: Origin of the GOVERNMENT ASSISTED Catholic School
• Chapter 2: Special Character & Identity of the Government Assisted Catholic School
• Chapter 3: Profile of the School Leaver
• Chapter 4: Responsibilities of the School Administrators of a Government Assisted Catholic School

1. These GUIDELINES are intended for Principals, Headmasters, Headmistresses and Senior Assistants of Catholic Schools which are approved and financially aided by the Malaysian Ministry of Education.
2. These schools have played an important role in the growth of Malaysian nation through their openness to and respect for its many cultural and religious traditions.
3. The large numbers seeking admission confirm the faith of the public in the continuing relevance of these schools today.
4. Our first aim therefore is to preserve the traditional character and special identity of these schools in the context of our Malaysian culture.
5. We need also to discern how this traditional character can best be adapted and further developed to meet new realities and challenges facing our nation today.
6. Therefore all our Principals and Senior Assistants need to be well informed as to what identifies such schools in today's context.
7. Most of these schools were founded by a variety of TEACHING ORDERS.
8. These ORDERS of TEACHING BROTHERS AND SISTERS, while sharing a common vision and commitment in the field of education, have each their own particular spirit and tradition and their own separate Superior and internal administration.
9. Teaching Orders are usually international in character and the members a I1fe-long commitment to education, and for this purpose live a simple life in separate communities of Brothers and Sisters. Diocesan Orders modeled on the pattern of the International Orders also run GACS in Sabah and Sarawak.
10. These GUIDELINES represent a common vision and policy shared by the diocesan schools and the Teaching Orders at present serving within Malaysia's national education system.

1. The history of the Government Assisted Catholic Schools in modern Malaysia dates to the middle decades of the last century.
2. The first important landmark was the arrival in 1852 of the first teaching Orders: the De La Salle Brothers (FSC) and the Infant Jesus Sisters (IJ).
3. By the close of the century most large towns had Brothers school and a Convent School, and these school rapidly became an accepted feature of the Malaysian culture scene.
4. Other Teaching Orders arrived I the course of the present century, notably the Gabrielite Brothers, the Marist Brothers, the Canossian Sisters, the Franciscan Sisters, the Disciples of the Lord, while in some areas diocesan schools were set up and administered by the Local Church authorities.
5. And so today we have a plurality of traditions among the Catholic schools which in turn contributes to the already rich diversity existing within the Malaysian national education system.
6. From the very beginning these schools won the respect and confidence of the general public.
7. It was seen that, while emphasis was paced on providing a sound moral training, the religion of the pupils was respected.
8. The magnificent architecture of so many of these schools was funded largely by the Teaching Orders, assisted by parents and well-wishers.
9. They are tribute to the generosity of these parents and well-wishers as well as to the dedication and vision of generations of Teaching brothers and Sisters.
10. From the beginning lay teachers worked side by side with the Brothers and Sisters, sharing their values and their sense of personal dedication.

1. The special character and unique identity of the Government Assisted Catholic school derive traditionally from the total personal commitment of the Brother and Sister to the education of youth.
2. The Government Assisted Catholic school gives first place to God at all times and shows reverence for the person of the student as a child of God.
3. The Government Assisted Catholic school readily identified itself with the RUKUNEGARA which proclaims a Malaysian consensus on the primacy of the spiritual in the life of the nation, with the National Philosophy of Education and with the Malaysian Constitution which guarantees freedom of worship to all religions and to all citizens.
4. The individual student is helped to be more personally aware of God in his/her life and gradually to integrate thisawarenesswithpersonal attitudes and conduct and the development of healthy moral values.
5. A maturing personal spirituality becomes the basis for the fullest development of the total person: moral, emotional, academic, physical, social and aesthetic.
6. The students are helped to open their minds and hearts:
   • To the possibilities of life
   • To the possibilities of knowledge
   • To the possibilities of love
7. The Government Assisted Catholic school seeks to awaken the students:
   • To a serious attitude towards life
   • To a sense of the sacredness of the living moment
   • To a sense of the greatness of their destiny.
8. The Government Assisted Catholic school helps the students to take a stand:
   • Against popular prejudices
   • Against preconceived ideas
   • Against social pressures
   • Against their own selfish tendencies
9. The Government Assisted Catholic school fosters in the students:
   • A sense of personal worth
   • A sense of trustworthiness
   • A sense of community
10. Further basic characteristics of the Government Assisted Catholic school may be mentioned:
    • Attention to persons
    • Special concern for the economically poor
    • Commitment to excellence
    • Creative and adaptive education
    • Promotion of justice and peace
    • A spirit of muhlbbah/goodwill and of service.

1. The Government Assisted Catholic school attaches importance to the qualities of mind and character expected from its school-leavers. Among these qualities will be the following:
2. The student is expected TO BE OPEN TO GROWTH, to reach out and seek opportunities to extend the mind, imagination, feelings, as well as moral and religious consciousness.
3. The student is expected to seek the level of INTELLECTUAL COMPETENCE of which he/ she is capable.
4. The student is trained to identify and cherish BASIC MORAL VALUES common to all religions and cultures.
5. The student, assured of his / her own identity, has begun to reach beyond self in UNDERSTANDING, LOVE AND SERVICE to others, irrespective of race, religion or social background.
6. The Christian student will have been helped to study the gospels, encounter the person of Christ and learn about His redeeming mission. He / she will have been trained to share in the life of the Christian community of the area and to develop a habit of personal prayer.
7. The Muslim school-leaver will have been helped through official religion classes during school hours to have a through knowledge of basic Islamic teachings, the history of Islamic civilisation as well as to have acquired fidelity to the required Islamic religious practices.
8. Students of other religions will have been encouraged and given opportunities to study the values and deepen the practices of their religions through various school societies, e.g. Buddhist Society, Hindu Society, etc.

The School Administrators, will:

1. Promote the character and identity of the school through an example of personal dedication
   and of commitment.
2. Attend education meetings called by the Managing Authority and encourage staff members to do so when requested.
3. Maintain and secure all lands, properties and buildings, cited in the Schedule of the Instrument of Government.
4. Obtain priorwritten authorisation from the relevant managing. Authority for major modifications to existing lands, properties or buildings, or for new constructions or extensions.
5. Attend to payment of quit rents, assesment rates etc.
6. Take full personal responsibility for all aspects of fund raising and expenditure monies in various projects under the direction of the Board of Governors / managers in co-operation with the Parent-Teacher Association.
7. Obtain written permission from the relevant managing. Authority for any form of use of lands, properties and buildings other than those specified in the schedule of the instrument of Management/ Government.
8. See that the Board of Governors / Managers functions in accordance with the Instrument, especially in whatever pertains to the character and identify of the school.
9. Seek ways and means to brief the PTA as to the special character of the school and how this can be further enhanced.
10. Maintain contact with school leavers through the School's Alumi Association lif there is onel and with other Association to continue their interest in and loyalty for the school and their support for its Special identity.
11. Foster a spirit of dedication, creativity and openness to change among the teachers such that they can edify and, inspire their students through their personal concern for justice, fair-play and the welfare of all, especially the poor and the most neglected.
12. Encourage close rapport between parents and teachers.
13. Seek ways and means to promote the ongoing development of the teachers in terms of personal growth and a deepening of a family spirit, e.g. improvement programmes, seminars, and community welfare services.
14. Insist on a balance for the students between academic excellence and their physical human and spiritual development.
15. Involve teachers and students in ongoing reassessment of the aims and function of various school clubs, societies and projects, and see if they are authentically in line with the philosophy of the school.
16. Establish, maintain and improve interpersonal relationships between School Administrators of other Schools.

GUIDELINES ISSUED BY The Catholic Bishops And
The Heads of The Teaching Orders of Brothers and Sisters.
Malaysia.

MISSION SCHOOLS established over the last 150 years by the various churches:

• Anglican
• Brethren
• Catholic
• Methodist
• Presbyterian

We are all ONE.
When One is harmed,
all are harmed.
When One is helped,
all are healed.

"One of the enduring legacies of the colonial era, at least 800 mission schools and convents were established throughout Malaysia since the early 19th century." » Source

As at January 2008
Primary Schools: 289
Secondary Schools: 121
Total Mission Schools: 410
Student Population:
241, 272
Source: EPRD, MOE

» Guidelines for School Administrators of Government-Assisted Catholic Schools (GACS) Malaysia

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