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The text outlines how Malaysia’s expanding overseas tertiary demand emerged from education policy shaped by historical, demographic, and political factors, including the New Economic Policy and differential university access. It contrasts Malaysia’s large privately funded overseas student flow, largely Chinese, with Australia’s evolving overseas student charges, category system, and the shift toward full-fee marketing tied to education as an export 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did Malaysia’s demand for overseas tertiary education expand rapidly?","Question",{"text":112,"@type":113},"Malaysian education policies and racial-economic restructuring, together with limited local capacity and quotas, contributed to a large share of students seeking overseas places.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role did financing and funding sources play in overseas study from Malaysia?",{"text":117,"@type":113},"A substantial portion of Malaysian students overseas, especially Chinese students, were privately funded, leading to a large independent outflow rather than solely aid-based demand.",{"name":119,"@type":110,"acceptedAnswer":120},"How did Australia’s overseas student policy change in the late 1970s and early 1980s?",{"text":121,"@type":113},"Australia introduced an Overseas Student Charge, then later used Commonwealth reports to shape a policy that divided overseas students into sponsored, subsidised, and a new full-fee private 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Demand forOverseas Study\n\nout as the language of instruction in  \nfavour of Bahasa Malaya.This policy wascompleted in 1983.  \nThese two policies have largely beenresponsible for the generation of themassive demand for overseas tertiaryeducation by Malaysian Chinese and In-dian students.Although the local univer-sity system has expanded rapidly in thepast two decades,from one university in1969 to seven in 1987,the demand forplaces has continued to outstrip supply byan enormous margin.Dhanarajanestimates that only 15-20 per cent of de-mand is currently being met.5 In 1987there were 27,658 applicants for 9.598first-year places in Malaysian universities.Only 35 per cent of applicants could beaccommodated locally and the Bumi-putera policy guaranteed that only aminority quota of such places would go tothe strongly education-oriented Chinese.It is this situation which largely explainswhy the majority of Malaysia’s  \nDespite its relatively small populationof 16 million,Malaysia has in excess of  \n60,000 students overseas —perhaps thelargest single national overseas studentpopulation in the world.This is the out-come of Malaysian history—for Malay-sian society,politics and hence educationpolicy are the complex products of its col-onial and multi-racial heritage.  \nTo oversimplify,the 13-State Malaysianfederation came to independence in 1963with a population mix¹not greatly dif-ferent from what it is today —roughly 60per cent indigenous Malay or Bumiputera(literally,sons of the soil),31 per centChinese and 9 per cent Indian².Sig-nificantly,the bulk of the Chinese and In-dian population is the product of compar-atively recent immigration,during the late19th and early 20th century.  \nThe New Economic Policy  \n60,000-plus overseas students areChinese,most of whom are privatelyfunded.The US alone had some 24,000Malaysian tertiary students in its institu-tions in 1986—up from a mere 4,000 asrecently as 1979.6  \nAlthough the Malay population hasdominated in politics since Independenceit has had a disproportionately small stakein the ownership of capital and businessand in the professional and wealth-generating occupations in society.Con-sequently,following serious racial riots in1969,the Malay leaders embarked on adeliberate New Economic Policy(NEP)designed to ‘socially engineer'a moreunified and equal society through theelimination of poverty and of identifica-tion of race with economic function’.3Education has played a critical role in theNEP.A deliberate process of positive dis-crimination in favour of the Bumiputerahas seen the proportion of Chinese placesin Malaysian universities decrease from  \nThe numbers in Australia have also in-creased rapidly in the 1980s and we nowhave approximately 11,000 Malaysianstudents in our secondary and tertiary in-stitutions.This constitutes just over halfthe total overseas student population inAustralia and the vast majority(over 90per cent)are subsidised Chinese-Malaysian students.  \n# Background to Australia'sOverseas Student Policy\n\nOverseas students in Australia con-stitute roughly the same proportion(4%)of the total higher education populationas in the US and UK.From 1950 the Col-ombo Plan provided aid-related scholar-ships to selected('sponsored')studentswhilst private overseas ('subsidised')students paid fees on the same basis asAustralian students.When the Whitlam  \n48.9 per cent in 1970 to 29.7 per cent in1985 while that of Bumiputera increasedcorrespondingly from 40.2 per cent to 63per cent.4 By 1985 Bumiputera studentsthus occupied the vast majority of studentplaces in all Malaysian tertiary institu-tions.As part of this process of'Malaysianisation³,English was phased  \nPage 26 Australian Universities'Review,No.2,1988  \nDon Smart,  \nMurdoch University  \nGovernment abolished tertiary tuitionfees in 1974(we still have free tertiaryeducation for Aus","cbCaic4ZbhRnEFo8","https://ap.wps.com/l/cbCaic4ZbhRnEFo8","pdf",2584445,"English","# Background to Malaysia's Expanding Demand for Overseas Study\n## The New Economic Policy\n# Background to Australia's Overseas Student Policy\n## The Dramatic Shift to Full-Fee Marketing","[{\"question\":\"Why did Malaysia’s demand for overseas tertiary education expand rapidly?\",\"answer\":\"Malaysian education policies and racial-economic restructuring, together with limited local capacity and quotas, contributed to a large share of students seeking overseas places.\"},{\"question\":\"What role did financing and funding sources play in overseas study from Malaysia?\",\"answer\":\"A substantial portion of Malaysian students overseas, especially Chinese students, were privately funded, leading to a large independent outflow rather than solely aid-based demand.\"},{\"question\":\"How did Australia’s overseas student policy change in the late 1970s and early 1980s?\",\"answer\":\"Australia introduced an Overseas Student Charge, then later used Commonwealth reports to shape a policy that divided overseas students into sponsored, subsidised, and a new full-fee private category.\"}]","Recruitment and financing of candidates to study overseas - the case of Malaysia and its implications for Australia | PDF",13]