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INSTITUT PENDIDIKAN GURUKAMPUS TUN HUSSEIN ONN
BATU PAHAT, JOHOR
SHORT COURSEWORK
EDU 3093i
TEACHER AND CURRENT
CHALLENGES
PISMP JAN 2012 / SEMESTER 8 / TESL 3
NAME : MOHAMAD SHAHIRRAZ BIN RUSLI
IC NUMBER : 910610-01-6265
CLASS : TESL 3
LECTURER’S NAME : DR. BALAKRISHNAN GOVINTHASAMY
Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
1.0 Introduction
The months of August and September in our annual calendar are of great
significance to all Malaysians. On the 31st August every year we celebrate our Hari
Merdeka or Independence Day while on the 16th of September we commemorate
Malaysia Day and this year we will celebrating Malaysia’s 58th birthday. As we
commemorate these two very significant events we should take pride in the fact that
ever since our Nation secured Independence in August 1957, it has remained peaceful
without facing major security threats that could jeopardies its stability, peace and
harmony except for the May 13 1969 racial riots and the recent Lahad Datu terrorist
incursion.
Malaysia today stands out in the world as an example of how different ethnic
communities can live in peace and harmony and work together for the progress and
well-being of the nation. As a country of diverse races, cultures and religions, Malaysia
is indeed unique in proving how its diversity could be united and harnessed for nation
building. Despite the different political ideologies and contrasting view and opinions, we
have been able to respect and appreciate one another. We were able to conduct 13
General elections peacefully and without bloodshed.
We have been a harmonious society and it is necessary for us to further enhance
and strengthen our inter-racial understanding and trust for one another despite
whatever differences. We should continue with greater fervour and determination to
strive towards building our multi-racial nation into a united Malaysian nation with a
sense of common and shared destiny. National Unity is very vital and is the key to
Malaysia’s success. Whether Malaysia will become a fully developed nation by the year
2020 will depend on a number of important factors, the most important being national
unity.
Unity should therefore be the basis of all programmes and activities for nation
building. Malaysians should be more conscious of their role and contribution towards
national unity which is paramount to the nation’s growth and development. National
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
development would not be meaningful without understanding, harmony, goodwill and
trust among the multiracial people.
Racial and other forms of polarisation are the biggest hindrance to national unity and it
should be the responsibility of all Malaysians to reject racial polarisation in whatever
form that is detrimental to national unity. The process of establishing a united Malaysian
nation is fraught with challenges and what has been achieved so far must be nurtured.
In this regard policy makers, planners and implementers have to be committed to
the principle that their thoughts and deeds would always be guided and governed by the
objectives and standards of Rukunegara and the sacrosanctity of the Federal
Constitution. All plans for growth and development and all corrective measures for
social imbalances will be meaningful only if they are geared towards the attainment of
national unity.
Malaysians must continue to aim at nurturing and strengthening the spirit of love
and loyalty for the country and pride in being Malaysians. The spirit if patriotism must
always be cultivated and nurtured and we must continue to strengthen racial harmony
and religious tolerance at every level. All activities must be geared towards uniting the
people which is the best recipe for nation building and the achievement of Vision 2020.
The immediate task of all political leaders and all strata of society is to prevent any
further drift towards racial polarization.
2.0 Definition of concept of Unity.
2.1 Unity
Unity and integration are the same words that can be define in which both aims
at bringing different races, closer together. In Malaysia context, unity can be defined as
a process of forming and bringing national identity among various groups that have
differences in beliefs, cultures, customs, politics, social, economic functions and location
into a political entity to become one. In other words, national unity is a process to unite
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
various groups that have different social and cultural background into one physical
entity or identity. For example, the effort of uniting Sabah, Sarawak and the Peninsular
of Malaysia into a federation, is an effort at achieving national unity.
2.2 Education is the key to building unity
Education plays the most crucial role in sowing the seeds of unity among the
people particularly among the young generation. In order to unite the young people
through education, the following measures need to be sustained and reinforced. First
ensure that educational programmes and teachers’ training at all levels from school to
college and university are directed towards national unity. Second, enhance the
integration of students of various races in co-curricula activities and associations, in
class and at hostels. Enhance also the teaching of universal values and local traditions
of various races in all schools. Reject the formation of race-based clubs or associations
or disallow the conduct of race-based activities in schools as well as in public and
private universities. Our education also should eradicate inter-racial and intra-racial
polarisation among students in primary and secondary schools; colleges; and public and
private universities by implementing activities which encourage them to interact among
each other including the sharing of hostels at university and Establish unity clubs in
primary and secondary schools, colleges and public and private universities to foster
unity among students.
Social development through community activities such as sports, work camps,
formation of clubs and organisations, unity gatherings, festivals, “gotong-royong” and
others are needed to enhance integration and promote the spirit of neighbourliness.
National unity indeed is of utmost importance in achieving peace, stability and wellbeing
of the nation and in the creation of Bangsa Malaysia as enshrined in Vision 2020.
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
3.0 Literature Review
As spelt out in Vision 2020, it is envisaged that by the year 2020, Malaysia can
be a united nation, with a confident Malaysian society, infused by strong moral and
ethical values, living in a society that is democratic, liberal and tolerant, caring,
economically-just and equitable, progressive and prosperous and in full possession of
an economy that is competitive, dynamic, robust and resilient. Achieving national unity
and integration of the population of Malaysia as indicated in the second and third
dimensions of Vision 2020 is important to Malaysia. This is because to achieve a
developed nation status by 2020, the overriding objective is not merely rapid economic
growth but also this growth and development must also infuse with it the elements of
social cohesiveness and cooperation among the multiracial and pluralistic community
that Malaysia has in nation building. (Yin, 2006)
In Malaysia, the diversities in terms of ethnic compositions, linguistics, and
cultural and religious differences among others make unity and national integration the
core element in the country’s dynamic progress in the future. Thus national Unity should
be made the ultimate goal of socioeconomic development in the long run in Malaysia.
(Yin, 2006)
However, if educational attainment is viewed in the context of the diverse ethnic
communities, the conflicting perspective of education seems to emerge. The above
table shows that there is significant disparity in educational attainment between the
major ethnic communities at all level of educational attainments. Inherently, the major
ethnic groups of Malaysia have fundamentally different interests in education besides
from having unequal access to the benefits of the education system To assess the
future impact, a system dynamics model is constructed to simulate the educational
attainment growth path until 2050. The model considers the demographic dynamics of
each ethnic community. (Yin, 2006)
National integration, thus, covers a vast range of human relationships and
attitudes the integration of diverse and discrete cultural loyalties and the development of
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a sense of nationality; the integration of the rulers and the ruled and the integration of
the citizens into a common political process. As diverse as these definitions are, they
have a common link in that they all point to the fact that integration is what holds a
society and a political system together. (Bello, 2012)
School being the first place where a child formally placed in the society, outside
the protective zone of a family, is seen as a starting point to orientate young children of
the importance of national integration. It is a place where children are exposed to others
who they may not have the opportunity to mingle with, in other contexts. School is also
a platform to introduce the existence of other cultures, customs and religions and to
enable the children to see those differences as part of life. Eventually these young
minds could, with the right guidance, accept and celebrate differences, rather than
seeing differences as stumbling blocks. Hence, schools can harness intercultural
interaction. (Ruslan, 2006)
The Ministry of Education of Malaysia has introduced educational reforms in
various aspects of school system such as curriculum, governance, assessment and co-
curricular activities. The government also introduced different concepts of schools
namely ‘Smart School’, ‘Cluster School’, ‘Vision School’, ‘Boarding School’, ‘Mission
School’, and others. The aim of these initiatives is to transform and propel the standard
of education towards world-class educational system. (Ruslan, 2006)
The mission of the Ministry of Education in Malaysia is to produce world class
education and ensure the development of the individual’s potentials and to fulfill the
nation’s aspirations. Education is fundamental to the inculcation of values and ethics
which ultimately shape the nation's character, growth and social cohesion. The seeds of
national unity must be sown among the young, and they must be taught and convinced
of the benefits of peaceful co-existence. Schools are considered as next in importance
to the home for the inculcation of moral values in order to raise disciplined and well-
mannered citizens. Unity must be imbued at an early stage, as today’s younger
generation still have no prejudice against friends of different races, languages and
religions. The philosophy of education should call for a different perspective of what a
human being is and how to draw out the potentials in each and every one. This
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philosophy is translated into the school curriculum, which encourages the development
of balanced, well-rounded, trained and skilled individuals. Education should promote the
development of inner peace in the minds of students so that they can establish more
firmly the qualities of tolerance and compassion. It should, also, cultivate feelings of
solidarity and equality at the national level. Formal education in Malaysia is overseen by
two government ministries: the Ministry of Education (Kementerian Pelajaran) for
matters up to the secondary level, and the Ministry of Higher Education (Kementerian
Pengajian Tingg) for matters regarding tertiary education. Primary education is free and
compulsory for children from all ethnic and language groups. Although education is the
responsibility of the federal government, each state has an education department to
help coordinate educational matters in their respective states. The education system is
highly centralized, particularly for primary and secondary schools, with state and local
governments having little say in the curricula or other major aspects of education
(Khader, 2012)
When students left school, the surface ‘unity training’ received during school time
is set to evaporate into oblivion when they confronted head-on with concrete realities on
the ground. For example, as some news reports indicate, certain students may score
straight A’s in their examinations, yet, they are denied scholarships whereas others with
lesser qualifications are successful. Public always relates it with racial and ethnic
disparities in Malaysia. As a result, many Chinese youths felt alienated and are obliged
to look and study abroad, or to private institutions for their professional training. At
home, the parents may indulge in bitter banter with visitors about the inequalities in life
for them and their kids as a non-favoured ethnic group in the country. In the face of
these and other difficult realities, whatever values of unity minority students have
imbibed at school are often rapidly undone. Thus, national unity activities at the school
level could be greatly consolidated through a genuine revisiting of current policies, in
which not just students at the school level, but students at institutions of higher learning
should also been given the opportunity to better exposure and participate openly as
Malaysians of all backgrounds in the activities aimed to strive together to create a more
unified and a more equitable Malaysia. (Lee, 2013)
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4.0 The Five Aspirations of Malaysian Education System
The education system serves as the bedrock for nation development that
nourishes and develop the individual potential and internalize the ethics and integrity.
An appropriate curriculum design may be able to guide individual to achieve personal
well-being and the well-being of the others. A well-educated individual may become a
capable leader that lead the society towards a progress, economically viable society
that may retain the noble character being loving, caring and supportive of the other
fellow human beings. Under the leadership of Dato’ Sri Mohd Najib bin Tun Haji Abdul
Razak as the Prime Minister and Tan Sri Dato’ Haji Muhyiddin bin Haji Mohd Yassin as
the Deputy Prime Minister cum Minister of Education, the Education Blueprint 2013-
2025 had drawn a new guidelines and policies for the education system.
According to the Vice-Chancellor of the Al-bukhary International University
Professor Tan Sri Dr Dzulkifli Abdul Razak (2013), who is also chairman of the
independent review panel for the blueprint, the aspirations comprise two aspects: firstly,
those for the education system as a whole, and secondly, those for individual students.
This vision, and these aspirations, will set the stage for the transformation of the
Malaysian education system. He also said that the PPPM is part of the learning system
whereby the students will not only gain knowledge, but can also think, learn and master
at least two languages, develop a national identity and be sensitive towards the value of
ethics. By referring on the statement by him, we can expect that the education in
Malaysia is going to change and become better. The PPPM for sure will strengthening
and preparing students to enable them to compete internationally, thus uplift the status
of the country’s education in the eyes of the world
There are five outcomes that this Blueprint aspires to for the Malaysian education
system as a whole: access, quality, equity, unity, and efficiency. These outcomes are in
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line with the aspirations articulated by participants during the National Dialogue, and are
comparable to outcomes set by other high-performing education systems. Action across
all five areas is important, and no initiative in one area should detract from or undermine
progress in another. (Education, 2013)
All the aspirations stated in Malaysia Education blueprints act as tool in achieving
and realizing the importance of education in this world nowadays. Education is a
powerful tool for a country to achieve success in line with all develop country in the
world so that Malaysia can be look upon to lead an example as a peace and harmony
multiracial country in Southeast Asia and the world.
These five aspirations not only to fulfil the needs of country in education but also
to change the attitude, behaviour and thinking style so that the people of Malaysia can
achieve the human capital that had been dreaming by every country in the world to form
the highest standard of civilization. Teacher play a very important role to fulfil the needs
of this aspiration so that it can be achieve and become reality.
4.1 Access
“For access, we believe that every Malaysian child deserves equal access to an
education that will enable that child to achieve his or her potential” (Dr Dzulkifli Abdul
Razak, 2013). The Ministry thus aspires to ensure universal access and full enrolment
of all students from preschool through to upper secondary school level by 2020. Access
to schooling is a strong tool being used by the Ministry of education to ensure that all
student in Malaysia is given the chance to attend the school for the sake of education
Meanwhile, the students in Malaysia being left out of schooling is higher in
numbers in rural areas. Government has allocate a lot of budget to build numerous
amount of school in rural areas so that all this students can be treated fairly in receiving
education. The Ministry of Education has put a lot of effort so that access to school can
be a success by the given time stated in the Malaysia Education Blueprint which is in
2025.
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To fulfil access as one of the aspirations, Ministry of Education has launch a
program to increase the amount of teachers in Malaysia by recruiting the maximum
number of teacher trainee into IPGM (Institut Pendidikan Guru Malaysia) so that all this
teacher trainee can help to fill the teacher vacancy in Malaysia. All this teachers are
being prepared in a five and half years training program in all kind of training so that
they can help to face the challenges in mentally and physically and ready to be posted
anywhere in Malaysia. This is because teacher plays an important role to educate all
the students in Malaysia in all kind of aspects.
Teachers and trainers are reflective and enquiring practitioners who think
critically about their own educational assumptions, values and practice in the context of
a changing contemporary and educational world. They draw on relevant research as
part of evidence-based practice. They act with honesty and integrity to maintain high
standards of ethics and professional behaviour in support of learners and their
expectations
4.2 Quality
Quality is the second aspiration stated in the Malaysia Education Blueprint and
it states that all students will have the opportunity to attain an excellent education that is
uniquely Malaysian and comparable to the best international systems. The aspiration is
for Malaysia to be in the top third of countries in terms of performance in international
assessments, as measured by outcomes in TIMSS and PISA, within 15 years.
According to the Ministry of Education, “Malaysia is capable of improving its position in
the Programme for International Student Assessment (PISA) 2015 through the
implementation of the Malaysian Education Blueprint 2013-2025 (PPPM), hence be on
par with international standards” (Bernama, 2013). In order to improve the quality of
education system in Malaysia, the Education Ministry in a statement, said the PPPM
would help the country in facing existing challenges and transforming the national
education system to meet the demands of the more competitive global economy.
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TIMSS and PISA currently test for literacy, Mathematics, and Science only. Additional
assessments that address other dimensions of quality that are relevant to the Malaysian
context may be included as they are developed and become accepted international
standards.
Recently, the result of TIMMS and PISA that assess and measure the literacy
of Math and Science show that the literacy of students in Malaysia is far behind to be
compare to other countries in Southeast Asia and the world. The Ministry of Education
take action to strengthen this matter by put a higher standard to pass on both of this
subject. This is to ensure that the quality of Math and Science is in line as other develop
countries in the world
Other than the TIMMS and PISA issues, the government also had put a higher
standards to the requirement of the applicants to IPGM so that all the teacher in
Malaysia is standardized to the same quality as others. This is because, to increase our
student’s achievement, teachers with the best quality can teach and educate is needed
to guide them. The minimum requirement to enter IPGM is 7 A’s and they also had
some sort of mental and physical test to balance all the teachers not only in education
field but also all important aspects as a teacher such as sport and co-curriculum.
Government and Minister of Education also has plan and organized a lot of
program to increase the quality of existing teacher. For example, all English teachers
are required to seat on APTIS test by the British council and CPT test by the Cambridge
to increase the proficiency in English of the existing English teachers in Malaysia. Those
who do not pass the test are required to go the same course so that it can enhance their
level of proficiency as English Teachers.
4.3 Equity
“Equity, which is equal opportunity to enter schools regardless of whether the
students are from rich or poor families and from urban or rural areas”. (ARUNA, 2013).
Equity in the aspirations is made to close the gap of achievement gap between the
students in urban and rural areas so that the gap is close by half by the year of 2025.
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The Malaysia Education Blueprint state that the top-performing school systems deliver
the best possible education for every child, regardless of geography, gender, or
socioeconomic background. The Ministry aspires to halve the current urban-rural, socio-
economic, and gender achievement gaps by 2020.
The gap of education in rural and urban areas in Malaysia has become a major
problems nowadays. The gap between this two areas is too big and the government
hope that the gap can be close down so that all the students in Malaysia feel that they
are being treated fairly in the field of education. Ministry of Education has allocate a lot
of budget to improve the facilities in rural areas so that it is the same as in urban areas.
By constructing more buildings, prepare a better internet connection and improve some
other facilities such as computers, LCD and projector can help in closing the gap of
facilities and at the same time the education needs of the students in rural areas.
Most of the graduate from IPGM also being posted in most of rural areas
throughout Malaysia so that they can help to close down the gap of education between
these two areas. Three over four graduate of the year 2013 is being posted there and
with skill and training that they learn in IPGM can be used to help those students in rural
areas. For the January 2012 intake, IPGM has more teacher trainee from Sabah and
Sarawak with the purpose that all this teacher trainee can help their state after being
posted as Sabah and Sarawak has the highest amount of rural schools in Malaysia.
In my opinion, to those teacher trainee that graduate from IPGM with flying
colours should be posted here in Sabah and Sarawak and other rural areas in Malaysia.
This things can help to close down the gap between these two areas and also improving
the results of achievement in rural areas and urban areas as the best is sent to serve
over there. Finally, it also help in achieving the equity as the third aspiration in the
Malaysia Education Blueprint.
4.4 Unity
“Our concern here is with how the PPPM relates to national unity, which
since the Razak Report of 1956 has remained one of the cardinal goals of education”
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(Muzaffar, 2013). According to the statement, education is one of the bridge that can
unite all of the races in Malaysia. Based on the above also, we can conclude that the
government take the problem of unity among Malaysian seriously since before the
Independence Day. They know that one of the best method to unite the people are
through the education system. The PPPM regards "unity" as one of its five aspirations.
It states that the "education system should provide opportunities for pupils to share their
experiences and aspirations to build and strengthen the foundation for unity among the
people of Malaysia". It further emphasises that a strong sense of national identity is
important for the success of the nation.
The five aspirations also state that school is the bridge for unity as students
spend over a quarter of their time in school from the ages of 7 t0 17, schools are in a
key position to foster unity. Through interacting with individuals from a range of
socioeconomic, religious, and ethnic backgrounds, students learn to understand,
accept, and embrace differences. This creates a shared set of experiences and
aspirations to build Malaysia’s future on. The Ministry aspires to create a system where
students have opportunities to build these shared experiences and aspirations that form
the foundation for unity.
The government trust that the unity among different ethnic and races in Malaysia
can be achieve starting from the roots and it is believe that the root is education. The
government has put the responsibility on the shoulder of Ministry of Education to
educate and inculcate unity among pupils in Malaysia. There are a lot of program being
organize with a lot of allocation for it. For Example, the RIMUP (Rancangan Integrasi
Murid Untuk Perpaduan) and the National Integration Camp. This programme
encourages interaction among pupils and teachers from the national, Chinese and
Tamil primary schools through co-curricular activities. “An evaluation of RIMUP
conducted by the ministry's inspectorate showed that it had succeeded in its aim of
breaking down barriers and bringing pupils and teachers of different backgrounds
together” (Muzaffar, 2013) . It is a pity, therefore, that RIMUP's activities have been
curtailed of late because of budgetary constraint. It is in the interests of the nation to
increase RIMUP's allocation and to expand its programmes and activities. This should
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be done as a matter of urgent priority. We should not wait until 2016, which according to
the PPPM is the scheduled date for RIMUP's expansion.
Teacher hold a big responsible to make sure that unity in Malaysia become a
success so that the feelings of racism and discrimination can be erased. In the Malaysia
Education Blueprint also state in the 9 shift for education and most of them is to unite all
Malaysia people as Malaysian. In RIMUP, the teacher has a tangential role in fostering
unity. The PPPM, which is cognizant of the central role of the teacher in the
transformation of education, has not given enough attention to their role regarding unity.
Teacher training curriculum should be reviewed to determine whether it is helping to
eradicate prejudices and stereotypes, and to enhance understanding and empathy
among the communities. Does the curriculum equip the teachers with knowledge and
skills to address religious and ethnic issues that students in secondary school
sometimes raise in the classroom?
Even more important, can teacher training build attitudes that will make a future teacher
a genuine bridge-builder rather than an erector of ethnic walls? This is a redoubtable
task given that by the time a trainee teacher enters college, her dominant ethnic
attitudes are more or less set.
Since the Foundation of Education from Tanah Melayu to Malaya and lastly
Malaysia. Most of the reports being constructed had highlighted the importance of unity
in a multiracial country such as Malaysia. The importance of creating and maintaining
unity and integration cannot be compromised. Malaysia as a country with multiracial
population cannot stop from doing efforts to unite the people and integrate them.
National unity and integration is vital for Malaysian if they want to live in peace and
harmony. The government of Malaysia since independence and even before
independence has shown its seriousness in achieving the national unity in integration.
To ensure that the national integration is achieved, the teachers and all the person and
individual in education field must play their roles and parts also by supporting the efforts
of the government and Ministry of Education.
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4.5 Efficiency
Government had allocated RM32 billion as the budget for Ministry of Education,
the second highest ministry with the budget that receive 16 percent from the overall
Malaysia Budget 2013. The Malaysian education system has always been well-funded,
yet improvements in student outcomes have not always matched the resources
channelled into the system. While the Government will maintain current levels of
investment, the aspiration is to further maximise student outcomes within the current
budget levels. With the budget of RM32 billion, the government has put a very high
hopes for the education of Malaysia to expand and show enhancement in the field of
education.
Previously, the allocation given by the government still cannot give satisfactory to
them as Malaysia has decrease in achieving a better result in TIMMS and PISA.
Government realised that education is the most important part in a well develop country
such as Malaysia and allocate a very high budget to be used for the Ministry of
Education but the performance does not goes in line with it.
As the last aspiration in the Malaysia education Blueprint, efficiency is being
highlighted so that the performance in education can increase to a higher standard. A
lot of program being implemented with the current allocated budget to make sure the
enhancement in education field among the youth and child in Malaysia. Ministry of
education also upgrade all the facilities needed by the education system in order to lead
Malaysia to a higher standard in education in line with other develop country in the
world and lead as an example for Southeast Asia.
Teachers in Malaysia have to realise their important role in realising the hopes of
Malaysia Education about the efficiency in the five aspiration. Malaysia must enhance
the education system so that it can gives satisfactory in line with the budget allocated
and teacher must become the agent in making it happen. Teacher must improve
themselves in all values such as professionalism, ethics, credibility, accountability and
integrity to show the high standards of Malaysian teacher and lead Malaysia to a higher
standard in education and makes efficiency a success.
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
5.0 Strategies to Strengthen Unity among the Students in School
5.1 Provide an Integration School that consist of All Races and Ethnic
In my opinion, the Ministry of Education should abolished all the three types of
school consist of Sekolah Kebangsaan, Sekolah Jenis Kebangsaan Cina, and Sekolah
Jenis Kebangsaan Tamil and make a compulsory for all races and ethnics in Malaysia
to receive education in only one type of school call Integration school. If this basic
system can be implemented, the unity can exist all by itself as all the students in
Malaysia learn in one roof and receive the same education and challenges in learning
among each other.
By implement this kind of idea to become a system, there will be no gap in
education and all the ethnic and races in Malaysia will feel that they are being treated
fairly. This also can help in reducing the allocation for facilities in school as the number
of school can be reduce and the extra allocation can be used to upgrade the school
facilities to the highest standard.
Students that receive the same education from the same school will feel like
siblings and brothers and they will try to protect each other without the feeling of
prejudice among ethnic and races in school. They will be bonded together through the
learning process and treat all the people as the same as one. The elimination of
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negative feelings towards different races and ethnics can happen if this kind of system
can be implemented.
Unity and National integration is not about only living in the same country but
also share the same identity and form a national identity. By putting all the same ethnic
and races in one school can unite all of us as one. The implementation of this system
will help a lot in bringing all the ethnic and races in Malaysia together as one. Education
is the root of unity. It must start in the early age such as primary school. It is better if the
system can be start from the preschool and also the parents in Malaysia should support
this kind of system for the sake of unity in Malaysia. Unity will bring peace, harmony and
prosperity to a multiracial country.
5.2 Using Bahasa Melayu Language and English Language as the Language of
Instructions in School
Malay language and English language shall be used as the medium in all stages
of schooling in Malaysia. The language is a powerful tool to bring unity to different races
and ethnic in a multiracial country. Using both this language as the only medium in
school can bring closer relationship to the students even though they come from
different family background.
This system must be carried out as a compulsory and basic things in school. To
those who does not want to follow the rules or in other words still using other languages
in school shall be fine according to education law. As being discussed in the Main
Provisions of the Constitution, Malay language is made as the national language of the
country. It is used to promote unity among the people
This is because to unite a multiracial country a sacrifice is needed. It is about the
importance of unity and language will help a lot in making this dreams happening. By
using the only language in school, students can communicate freely and easily without
the feelings of prejudice and discrimination. Learning process will become easier and
students will become close to each other. Language will help in the process of uniting
groups with different backgrounds into one entity which is bound by common norms,
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
values and interests. When the integration takes place, there will be a sense of
belonging and ties of feelings between people themselves
Sense of belonging among students that always communicate with each other in
the same language is stronger to be compare to the adolescent years. Unity and
National Integration will be a success with the use of English and Malay language. I am
proposing this kind of idea to be implemented in the system so that it can help to bring
unity to a multiracial country like Malaysia. This does not mean that other races and
ethnics and races cannot practice their mother tongue at all. They still can use it at their
home. This idea only to be use in school so that the students can learn with ease and
bring unity together with national integration to become reality as stated in the Malaysia
Education Blueprint to bring unity to all races and ethnic in Malaysia.
5.3 Introduce New Subject in School to Promote Unity “Multiracial Education”
This idea of introducing new subject to be taught in our education system is a
step to up bring unity into the insight of every students in Malaysia. This subject will
allow students to go deeper into each other culture and religious belief so that they can
understand and respect other ethnic and races belief. If there is no challenges or
boundary, students also will be given chance to feel and live with their friends of other
races and ethnic culture. They will learn on how to respect each other’s and finally unity
can be achieve if this new subject being implemented from year to year until all of them
is mature enough to know what is good and bad element in this life.
It is an inevitable tool to encourage a multiracial country to share their culture and
encourage to share values among them. This new subject will bring to the process of
unity and there will be a sharing of heart and minds that goes beyond cultural and ethnic
differences. This also can promote the sense of belonging among them so that they can
live with each other in a peace and harmony country.
Multicultural Education had be implemented in United States of America and it is
a success when they had been able to erase the feelings of white and black people
towards each other and can live in harmony nowadays. I believe, if this subject is being
implemented in a multicultural country like Malaysia, it can help the government to
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
achieve the unity that had been dream a long time ago since the Independence of
Malaya.
There were a few things that will be highlighted in the Multicultural Education
such as the importance of unity, cultural and belief, importance of respects toward each
other’s religion and peace and harmony country. If all this thing being highlighted in the
subject, I believe that unity can be achieve in a short time period. This is because all of
us know that unity is a process of forming a national identity among various groups that
have differences in beliefs, cultures, customs, politics, social, economic functions and
location into a political entity. In other words, national unity is a process to unite various
groups that have different social and cultural background into one physical entity.
6.0 Conclusion
Ministry of Education of Malaysia has put a very big effort in bringing unity to be
inculcate since the early year of schooling start from primary school. The government
trust that the unity among different ethnic and races in Malaysia can be achieve start
from the roots and it is believe that the root is education. The government has put the
responsibility on the shoulder of Ministry of Education to educate and inculcate unity
among pupils in Malaysia. A lot of program being organized and implemented to make
sure that unity can be achieved start from the root which is from the education system.
Teacher hold a big responsible to make sure that unity in Malaysia become a success
so that the feelings of racism and discrimination can be erased.
In the Malaysia Education Blueprint also state in the 9 shift for education and
most of them is to unite all Malaysia people as Malaysian. These five aspirations not
only to fulfill the needs of country in education but also to change the attitude, behavior
and thinking style so that the people of Malaysia can achieve the human capital that had
been dreaming by every country in the world to form the highest standard of civilization.
Teacher play a very important role to fulfil the needs of this aspiration so that it can be
achieve and become reality.
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
Students will be bonded together through the learning process and treat all the
people as the same as one. The elimination of negative feelings towards different races
and ethnics can happen if this kind of system can be implemented. Unity and National
integration is not about only living in the same country but also share the same identity
and form a national identity.
Ministry of Education with the help of teachers throughout Malaysia is
responsible in forming a national identity among various groups that have differences in
beliefs, cultures, customs, politics, social, economic functions and location into a
political entity. In other words, national unity is a process to unite various groups that
have different social and cultural background into one physical entity. Unity is an
important part in a multiracial country that can bring to peace and harmony. Let us
people try to uphold and defend this unity and bring it to a better standard so that we
Malaysian can live in a multiracial country with peace and harmony.
Reflection
Teacher and current challenges is a compulsory subject for me in this final
semester. This subject had bring us to go deeper into the professionalism and current
challenges face by the teachers in Malaysia and throughout the world nowadays. A lot
of thanks to Dr. Balakrishnan Govinthasamy my EDU 3093i lecturer for guiding me to go
through this assignment within short period of time. A lot of knowledge and information
being gathered from Dr. Balakrishnan Govinthasamy class and it help me a lot in
completing this task.
This assignment require us to study about the five aspiration from the Malaysia
Education Blueprint. From there, I can see that there is a lot of effort being made by the
Ministry of Education to develop the system of education in Malaysia. The assignment
require us to go deeper into the importance of unity in a multiracial country such a
Malaysia. There are a lot of challenges in bringing unity into a multiracial country like
Malaysia.
The government has put the responsibility on the shoulder of Ministry of
Education to educate and inculcate unity among pupils in Malaysia. A lot of program
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
being organized and implemented to make sure that unity can be achieved start from
the root which is from the education system. Teacher hold a big responsible to make
sure that unity in Malaysia become a success so that the feelings of racism and
discrimination can be erased
During completing this assignment, a lot of challenges had occurred in the
process of completing it. For me, the time given for us in completing this assignment is
too short. However, I feel lucky that I was able to complete it within the time given. It
had taught me the importance of time management and patience while doing it. Thanks
to my lecturer for her encouragement to our class and she also said that it is possible to
complete it as long as we focus in doing the assignment. The time given is short
because of the change that have been made by the IPGM towards our January 2012
Intake program to settle all the works before 27 th September 2015. Even though this
event made us feel tired compared to the previous year, but we feel bless as we were
able to go through this kind of challenges with positive effort and inculcate a lot of
values in ourselves such as patience and importance of time management.
The second challenge while completing this task is the reading resource is too
limited for us to find and read. Luckily, the Malaysia Education Blueprint contain a lot of
information that help me to gather knowledge and ideas to write this academic writing. I
also manage to read a few resources consist of articles and journals and it helps me a
lot to fill the academic writing with useful information. With the extra reading, it also has
given me extra general knowledge about the real situation, event and incident that
happen in Malaysia. Knowledge about unity, national integration and the Malaysia
Education Blueprint 2013-2025 also had been gathered by me. After this, if other person
ask me about all this thing, I will be able to talk about it without hesitation.
The power of knowledge is very strong as it can change the rule of a country and
the world. I fell bless as this assignment have given me a lot of extra knowledge and
information for myself. Then, I find it is a bit confusing for me to understand the five
aspirations of the Malaysia education and I wonder whether it can be implemented with
success or not due to the political situation in Malaysia. For example, the Ministry of
education has allocate RM36 billion to improve all aspects in Malaysia Education
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
including the system and facilities. But, for me the period given that is only 12 years
start from 2013 to 2025 is the short and with the development now in 2015. I cannot see
the changes, development and improvement due to the political situation but I still hope
that the dream can be fulfil because as a teacher, I must put my trust to our leaders to
achieve this dream.
Next, as a final semester trainee teacher I find it hard for me to cope with all the
sudden changes made by the current leaders. For example, the time given is short
because of the changes made by the IPGM. There is a lot more to come and expect
from us if the time given for us in this IPG KTHO is longer. But, I always feel positive
with the changes as I think that the leaders see what is best for us the teacher trainee.
All the changes maybe for the development of education in Malaysia and with this event
I feel that I am ready to be posted to any area in Malaysia because it has given me
strength to face whatever challenges that possibly happen to me.
This assignment highlighted on the importance of unity in education for the sake
of peace and harmony in a multiracial country like Malaysia. Unity is a simple things to
be pronounce in words but very hard to implement it in a country that consist of various
races and ethnic groups. There are a lot of challenges in making this dream happen.
Teacher hold a big responsible to make sure that unity in Malaysia become a success
so that the feelings of racism and discrimination can be erased.
Lastly, I want to express a lot of thanks to all the person and individual that
involve in helping me completing this task. Thanks to my lecturer, Dr. Balakrishnan
Govinthasamy for guiding and help me to go through all the challenges in this semester
and during the making of this task. I would like to advise myself and my other trainee
teacher friends that we hold the responsibility and key to bring the education system to
a higher standard and the future of the children in Malaysia. The children will become
the leader in the upcoming years and we are responsible to educate and inculcate them
with good values for them to prepare and embrace the future world.
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Mohamad Shahirraz bin Rusli Tesl 3 Teacher and Current Challenges
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Bello, M. (2012). FEDERAL CHARACTER AS A RECIPE FOR NATIONAL. International Journal of Politics and Good Governance, 5.
Bernama. (2013, December 11 Wednesday). Retrieved from The MalayMail Online: http://www.themalaymailonline.com/malaysia/article/malaysia-capable-of-improving-position-in-pisa-2015-through-implementation
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Ruslan, D. N. (2006). NATIONAL INTEGRATION IN VISION SCHOOL: TOWARDS „1 MALAYSIA‟?
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