Sultan Idris Training College Initially, education in the Malay Peninsula was rooted in Islamic religious instruction, focusing on
fardu ain and
fardu kifayah, and was conducted informally by religious teachers. With the advent of British colonial rule in the 19th century, a secular education system was introduced, aiming to equip the population with basic literacy and practical skills in line with social and economic needs. Recognising this issue, the Woolley Report in 1870 recommended the implementation of a professional teacher training system, including a "pupil-teacher" approach to develop local teaching capacity. Despite a cautious British approach towards advancing Malay education, concerns over teacher shortages and the growing need for structured learning eventually highlighted the importance of a formal institution. Recognising the urgent need for a formal institution to train Malay teachers, the British colonial administration established the Sultan Idris Training College (SITC). Named after
Sultan Idris Murshidul Azzam Shah, the 28th
Sultan of Perak who ruled from 1889 to 1916, SITC was officially established on 1 November 1922 by
Sir George Maxwell, Chief Secretary of the
Federated Malay States. The college was initially proposed by
Richard Olaf Winstedt, then Director of Education, who aimed to centralise two existing teacher training centres in
Malacca and
Matang. Winstedt's idea was influenced by his visits to
Java and the
Philippines, after which he recommended a central training college for
Malay teachers with a curriculum encompassing
agriculture and practical skills. The establishment of SITC reflected broader
British colonial strategies to develop Malay vernacular schools, a policy that gained traction following the
1874 Pangkor Treaty. These schools were designed to promote
Malay culture and values, with the goal of ensuring social and political stability under colonial rule. However, resistance from the local Malay population, who feared the erosion of
Islamic values, hindered early efforts. This resistance was partially mitigated by the introduction of
compulsory school attendance within certain radii in 1902, starting in Malacca, which gradually improved enrolment rates across
British Malaya. The first
teacher training centre in
Malaya was established in
Taiping in 1913 and known as the Matang Teacher Training College. It operated in the residence of Malay noble
Ngah Ibrahim until its closure in 1922. That year, the college was relocated to
Tanjong Malim and renamed the SITC. Tanjong Malim was chosen for its fertile land,
railway and
road access, proximity to a river, and a moderate local population. A 64-hectare area was acquired in 1917, and construction of the college, which featured
Gothic-style architecture, began in 1919 and was completed by 1922. SITC officially opened on 29 November 1922 with an initial intake of 120 male trainee teachers, many of whom came from the Matang and Malacca teacher training institutions. By March 1924, SITC graduated its first cohort of 58 trained teachers. The college admitted students from across Malaya, including the
Straits Settlements, the
Federated Malay States,
Kedah,
Johore,
British Borneo,
Brunei, and
Singapore. By 1931, SITC admitted approximately 130 students annually and retained around 120 of them through to graduation. By 1938, the student population had grown to nearly 400, including 92 Malay girls, a gradual shift towards a more inclusive
education policy. The three-year curriculum at SITC focused on equipping Malay teachers with foundational teaching skills as well as practical knowledge in
gardening,
elementary agriculture,
handicrafts,
arts, and
physical training. This emphasis aligned with the
colonial aim of cultivating a productive and loyal Malay working class and fostering the dissemination of
scientific agricultural methods even in rural villages. Under the leadership of its first principal, Oman Theodore Dussek, a British education officer and former headmaster of
Malacca College, SITC adopted policies that supported the cultural and intellectual development of the Malay community. Dussek promoted leadership and self-improvement among the Malays and insisted that instruction be conducted in
Bahasa Melayu, thereby nurturing a strong sense of pride in Malay language and identity. The academic programme also included subjects such as
history,
language, and
literature, which contributed to an emerging awareness of the
Malay world and helped to foster
national consciousness. In 1924, a significant development occurred when the Malay Translation Bureau was transferred from
Kuala Lumpur to SITC. Dussek played a key role in facilitating this move and appointed
Zainal Abidin Ahmad, known as Za'ba, a renowned Malay linguist and reformer, as head of the Bureau. The Bureau became the intellectual hub of the college, responsible for translating, editing, and publishing
educational materials,
novels, and government documents. It also trained probationary
translators and substantially expanded the college's literary resources. Importantly, the Bureau printed a variety of Malay texts, including some revolutionary literature from the
Middle East and
Indonesia that had been banned elsewhere. These publications introduced students to new ideas, encouraging discussions that contributed to a growing political awareness among the Malays. Although SITC was not overtly political, its role in intellectual and educational development during the colonial era was significant. The college became an important centre for learning, producing graduates who would go on to become
teachers,
writers, and thinkers involved in early discourse on
national identity and
independence. Individuals such as Abdul Hadi Hassan and
Buyong Adil were among those who, inspired by the college's environment, introduced progressive concepts such as the "Malay state" and the "
Malay world". SITC's emphasis on the
Malay language and
literature, combined with the influence of figures like Za'ba and Dussek, introducing new programmes including special teacher certification and collaborations with Universiti Pertanian Malaysia (now
Universiti Putra Malaysia).
Universiti Pendidikan Sultan Idris On 1 May 1997, the institution attained university status and was named Universiti Pendidikan Sultan Idris (UPSI), under the Sultan Idris Education University (Incorporation) Order 1997 and Campus Order 1997. At its tenth anniversary in 1997, UPSI had 350 students and six administrative staff, with 29 academic personnel primarily seconded from agencies under the Ministry of Education. The university developed its infrastructure, including the Chancellor's Building in 1999 and the Behrang Ulu Student Residence Complex. By 2001, further facilities such as a gymnasium, library, auditorium, and lecture halls were added or renovated. Initially, UPSI had four faculties offering ten programmes: the Faculty of Languages, Faculty of Social Sciences and Arts, Faculty of Science and Technology, and Faculty of Cognitive Sciences and Human Development. Two additional faculties were established by 2002: the Faculty of Business and Economics and the Faculty of Information Technology and Communication, increasing offerings to 19 undergraduate programmes. Currently, UPSI consists of ten faculties providing 62 academic programmes, including diploma, bachelor's, and graduate degrees. The Graduate Studies Institute (IPS) offers 87 programmes, including master's and doctoral degrees. The Sultan Azlan Shah Campus construction was initiated in 2002, with the main campus renamed Sultan Abdul Jalil Shah Campus. The Sultan Azlan Shah Campus began operations in 2012 and houses several faculties and facilities. Located about 8 km from the main campus, it is situated in Bandar Baru Proton City, near Bandar Proton and the Proton manufacturing plant. The campus was inaugurated in June 2012. In 2021, the Ministry of Higher Education appointed Md Amin Md Taff as Vice-Chancellor. He is the first UPSI alumnus to be appointed as Vice-Chancellor of his own alma mater. In 2022, UPSI celebrated its 100th anniversary, known as the "Centenary Celebration of Four Eras of UPSI". The launching ceremony of the celebration was held on 29 November 2021 and officiated by the
Sultan of Perak,
Sultan Nazrin Shah. Also present was the Chancellor of UPSI, who is also the queen consort of Perak,
Tuanku Zara Salim. The event featured an exhibition showcasing the history and achievements of UPSI, as well as the official launch of the celebration's opening ceremony. In the same year, UPSI emerged as Malaysia's leading education university with international recognition, ranking eighth best in the country and 801st globally by
Times Higher Education. The highlight of the centenary celebration took place in 2022 and was officiated by the
King of Malaysia,
Al-Sultan Abdullah Ri'ayatuddin Al-Mustafa Billah Shah. Throughout the year, a total of 100 programmes were organised covering various clusters, including educational history and technology, culture and spirituality, leadership, research and innovation, entrepreneurship, internationalisation, community, and alumni. Among the initiatives were the production of exclusive memorabilia such as the UG (
Universiti Guru; ) vehicle registration plates, commemorative stamps, and special edition coins. UPSI worked to preserve its historical and cultural heritage by maintaining 26 buildings that are over a hundred years old. One of the most notable is Bangunan Suluh Budiman which was built in 1922 and now houses the National Education Museum. The museum displays a range of items related to education in the pre-independence era, including typewriters, school uniforms, and books. Other heritage buildings include Tadahan Utara, Tadahan Selatan, Rumah Za'ba, the Principal's Residence, the Guest House, and the Dining Hall. In addition to its heritage efforts, UPSI has developed attractions that support cultural, historical, and educational tourism. Both of its campuses, located near the
Titiwangsa Mountains, are open to visitors. People can explore the campuses through guided tours or virtual experiences via the UPSI 360 Dynamic VR Tour. Facilities on-site also include a bowling centre, an adventure park, and a glamping area. ==Campus==