As Malaya moved to self-government, the British initiated the Member System, modelled on the cabinet system; like the CLC, it drew on members of different communities, and was later described as setting a precedent for the power-sharing multiracial Malayan and Malaysian cabinets post-independence. At the same time, the British also began laying the framework for a national education system that would create "a sense of common citizenship". The Barnes Report that they commissioned, however, was strongly objected to by the Chinese community for being "saturated with Malay nationalism" and bolstering "ketuanan Melayu". The Fenn-Wu Report, favoured by the Chinese, did not meet with Malay approval. In the end, the Barnes Report's recommendations for English-medium "national schools" were implemented by the 1952 Education Ordinance, over vocal Chinese protests, who were upset by the lack of provision for non-Malay vernacular schools. In 1956, a committee headed by Tun Abdul Razak re-evaluated the education system. The "Razak Report" recommended that vernacular primary schools be permitted to continue, but share a common syllabus with national schools. Vernacular secondary schools would not be sanctioned; only national secondary schools would be funded. The Chinese community strenuously objected to the Razak Report as well, launching an organised campaign against it; the MCA's refusal to oppose the Report cost it politically in some Chinese constituencies. Nevertheless, the Razak Report's recommendations were largely successful, and many of them remain in place as of 2006.