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NAME : KOGILAVANI D/O MUNIANDY I/C NO : 880216-02-5652 CLASS : MATEMATIK IPGM LECTURER NAME : DR. HASNAH PHILOSOPHY AND EDUCATION IN MALAYSIA ( EDU 3101)
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Page 1: FPK

NAME : KOGILAVANI D/O MUNIANDY

I/C NO : 880216-02-5652

CLASS : MATEMATIK IPGM

LECTURER NAME : DR. HASNAH

DATE OF SUBMISSION : 28 MAC 2008

PHILOSOPHY AND EDUCATION IN

MALAYSIA( EDU 3101)

Page 2: FPK

APPRECIATION

First of all I would like say thanks to my honorable lecturers because gave

this assignment for us. This assignment helped me to improve my understanding

in philosophy subject. From this assignment I had learned what is important of

National Philosophy of Education in teaching and learning process. Other than

that, I also would like to say thanks again to my lecturer for her guiding and

related notes.

For me this coursework is quite challenging to do. It’s because we have to

write answer for everything in English. This is a new experience for me doing

essay for philosophy subject. Furthermore, I also would like to take this

opportunity to say thanks to my beloved friends. They had helped me a lot when

doing this assignment. They also very generous in share their notes from internet

with me.

Lastly, I would like to thank to God for keep me safe from sick and

dangerous. I For the last words, I also hope that I can use this knowledge and

experience during do this assignment in the future and as a university student,

hopefully I will be more prepared to mix in true lifestyle especially as a

preparation to face in career field in the future. My expectation for this

assignment is everybody can accept it as it is.

By that sentence, I would like to stop with thank you.

Yours truly,

M.Kogilavani

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DECLARATION

“This work is entirely my own except for the cited parts which I have

declared the sources.”

Signature : ………………….....................................................................

Name : …………………………………………………………………….

Date : …………………………………………………………………….

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My personal details

Name : Kogilavani D/O Muniandy

Age : 20 years

Address : 292, lorong sepilai 5,Taman sepilai,

09700 karangan,Kedah.

Class : PPPSR 5

Favorite drink: coco -cola

Favorite food : masala tosai

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My personal details

Declaration

Contents

National Education Philosophy(FPN)

Concept and aims of FPN

Factors in the development of FPN

Essential elements in FPN

Roles of teacher / schools in the realization of

FPN

Implication of FPN towards the National Education

System

Conclusion / Recommendation

References

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Philosophy of education can be explained as guidance, course of

direction, or opinion on matters related to education. Similarly, the National

Education Philosophy (FPN) was designed from efforts based on rational and

critical thinking, with references to the national ideology which had been clearly

stated in the past Education Reports and Education Policy, including Five

National Principles. ( Mok Soon Sang,(2003), An Education Course For KPLI,

kumpulan Buidiman, subang Jaya, Selangor, page number 67)

Basing on the ideology and philosophy contained in the Education Reports

and Education Acts, the Five National Principle (Rukun Negara), as well as the

ideologies and cultures of Malaysian society, the following National Education

Philosophy was drawn up and announced officially in the year 1988 :

( Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor, page number 27)

“Education in Malaysia is an on-going effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to produce

individuals who are intellectually, spiritually, emotionally and physically balanced

and harmonious, based on a firm belief in and devotion to God. Such an effort is

designed to produce Malaysian citizens who are knowledgeable and competent,

who possess high moral standards, and who are responsible and capable of

achieving a high level of personal well being as well as being able to contribute to

the harmony and betterment of the family, society and nation at large.”

(http://www.moe.gov.my)

Introduction

National education philosophy (NPE)

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Based on the National Education Philosophy (FPN) stated above, the

objectives of National Education are to produce good and excellent students so

as to become useful citizens. In other words, the main objective of National

Education is to train Malaysians so as to acquire the following:

Believe and devotion to God ;

Equip with sound knowledge ;

Possess noble character;

Be responsible to self, society, religion and nation ;

Possess balanced and firm individuality;

To foster unity among people of various races.

. ( Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor, page number 71)

Other than developing overall and well balanced potentials, it is also hoped

that, through the process of education, Malaysia will be able to achieve the

education objectives such as:

1. To educate students who will be able to fulfill their duties as

responsible citizens;

2. To produce progressive, skilful and efficient citizens to carry out

their duties productively and satisfactorily so as to contribute

towards the advancement and development of the country;

(page number 72)

CONCEPT AND AIMS OF NATIONAL EDUCATION

PHILOSOPHY

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3. To produce citizens who will be able to understand, accept and

follow democratic principles and rules according to the

Constitutions;

4. To produce citizens who will be loyal to the King and nation;

5. To produce citizens who will understand and practice the Five

National Principles (Rukun Negara) and to be tolerant so as to unite

all races; and (page number 72)

6. To narrow the gap among the races in all field by providing basic

education facilities to the less fortunate groups.

. ( Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor, page number 72)

The underlying principles and goals of the National Education Philosophy

(NEP) are translated into the school curriculum, which encourages the

development of balanced, well-rounded, trained and skilled individuals who

cherish the national aspiration for unity. More specifically, educational

programmers and activities intend to achieve the following objectives:

http://www.seameoinnotech.org/resources/seameo_country/educ_data/

malaysia.asp

Provide pupils with the essential intellectual, affective and psychomotor skills in

a holistic and integrated manner to produce individuals who are intellectually,

physically, emotionally and spiritually balanced and functionally literate;

Inculcate and nurture national consciousness through fostering common ideas,

values, aspirations and loyalties in order to mould national unity and national

identity in a multi-ethnic society;

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Produce manpower with the requisite skills for economic and national

development;

Inculcate in pupils desired moral values and to promote personality and

aesthetic development as well as the sense of being responsible and disciplined,

and progressively enabling them to contribute effectively towards nation-building.

There is no discrimination against any citizen in terms of access to

education and financial support for the maintenance of pupils or students in any

educational institution. Equality and rights in education are fundamental liberties

enshrined in the Federal Constitution

http://www.seameoinnotech.org/resources/seameo_country/educ_data/malaysia.asp

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Philosophy

Europe was created by history. America was created by

philosophy. Margaret Thatcher

The philosophy of the school room in one generation will be

the philosophy of government in the next. Abraham

Lincoln

Love and pursuit of wisdom by intellectual means and moral self-

discipline. Investigation of the nature, causes, or principles of reality, knowledge,

or values, based on logical reasoning rather than empirical methods. A system of

thought based on or involving such inquiry: the philosophy of Hume. The critical

analysis of fundamental assumptions or beliefs. The disciplines presented in

university curriculums of science and the liberal arts, except medicine, law, and

theology. The discipline comprising logic, ethics, aesthetics, metaphysics, and

epistemology. A set of ideas or beliefs relating to a particular field or activity; an

underlying theory: an original philosophy of advertising. A system of values by

which one lives: has an unusual philosophy of life.

www.answer.com

Literally, the love of, including the search after, wisdom; in actual usage,

the knowledge of phenomena as explained by, and resolved into, causes and

reasons, powers and laws.A particular philosophical system or theory; the

hypothesis by which particular phenomena are explained. Practical wisdom;

calmness of temper and judgment; equanimity; fortitude; stoicism; as, to meet

Basic concept of philosophy and

education

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misfortune with philosophy. Reasoning; argumentation. The course of sciences

read in the schools. A treatise on philosophy.

http://www.brainyquote.com/

Metaphysics

Ontology or Metaphysics: the study of what is really real. Metaphysics deals

with the so-called first principles of the natural order and "the ultimate

generalizations available to the human intellect." Specifically, ontology seeks to

establish the relationships between the categories of the types of existent things.

What kinds of things exist? Do only particular things exist or do general

things also exist? How is existence possible? Questions as to identity and

change of objects—are you the same person you were yesterday?

How do ideas exist if they have no size, shape, or color. (My idea of the

Empire State Building is quite as "small" or as "large" as my idea of a

book. I.e., An idea is not extended in space.) What is space? What is

time?

E.g., the truths of mathematics: in what manner do geometric figures

exist? Are points, lines, or planes real or not? Of what are they made?

What is spirit? or soul? or matter? spac? Are they made up of the same

sort of "stuff"?

When, if ever, are events necessary? Under what conditions are they

possible?

http://philosophy.lander.edu/branches.of.philosophy/htm

Epistemology

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Epistemology: the study of knowledge. In particular, epistemology is the study of

the nature, scope, and limits of human knowledge. Epistemology investigates the

origin, structure, methods, and integrity of knowledge. Consider the degree of

http://philosophy.lander.edu/branches.of.philosophy/htm

truth of the statement, "The earth is round." Does its truth depend upon the

context in which the statement is uttered? For example, this statement can be

successively more accurately translated as …

"The earth is spherical"

"The earth is an oblate spheroid" (i.e., flattened at the poles).

But what about the Himalayas and the Marianias Trench? Even if we

surveyed exactly the shape of the earth, our process of surveying would

alter the surface by the footprints left, albeit marginally.

http://philosophy.lander.edu/branches.of.philosophy/htm

Axiology

Axiology focuses on questions about what “ought to be”. It deals with the

nature of values and relates to the teaching of moral values and character

development. The topics of morality, ethics and aesthetics fall into this

philosophical category. Some questions associated with axiology are :

How should life be lived?

What is the nature of existence?

Does life have any meaning?

What is moral and immoral?

What is beauty?

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Another important axiological question of a different kind concerns the

nature of ‘right’ conduct. How should a person behave? What is moral behavior?

How do individuals know when they are doing the right thing? Some argue that

there are universal principles or guidelines that can be followed. Some reject the

idea but contend that appropriateness of behavior is situation-specific.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 4)

Logic

Logic is the science of exact thought and it deals with the relationships

among ideas and with the procedures used to differentiate between valid and

fallacious thinking. Logic can help you to communicate more effectively by

encouraging a careful, systematic arrangement of the thoughts. It can assist you

as you work to evaluate the consistency of learners’ reasoning. It also contributes

to your ability to assess the reliability of the new information you encounter.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 5)

There are two basic types of logic- deductive and inductive logic.

Deductive logic begins with a a general conclusion and then elucidates this

conclusion by citing examples and particulars that logically flow from it. Inductive

logic begins with particulars then reasoning focuses on these particulars and

proceeds to a general conclusion that explains them.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 5)

Realism

Realism stresses on objective knowledge and values. The essential

doctrines of realism hold that (1) there is a world of real existence that human

beings have not made or constructed; (2) this real existence can be known by the

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human mind; and (3) such knowledge is the only reliable guide to human conduct

both individual and social.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 6)

Reality is objective and is composed of matter and form. It is fixed based

on natural law. Knowing consists of sensation and abstraction. Values are

absolute and eternal, based on nature’s laws. The realist stresses a curricular

consisting of organized, separate subject matter, content and knowledge that

classifies objects. The most general and abstract subjects are at the top of the

curricular hierarchy and gives particular and transitory subjects at a lower order

of priority. Logic and lessons that exercise the mind and that cultivate rational

thought are stressed. Concepts and systems that can be organized into subjects

such as ethical, political and economic thought are included in the curriculum.

The three R’s are also necessary in a person’s basic education.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 6)

Realist views subject matter experts as the source of authority and reality

and truth emanate from both science and art.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 6)

Idealism

Reality is spiritual or mental and unchanging. Knowing is the rethinking of

latent ideas and values are absolute, eternal and universal. Idealists stressed on

the importance of mind over matter. Ideas are the only true reality. They do not

reject matter, but hold that the material world is characterized by change,

instability and uncertainty while ideas are enduring. Idealists conceive of people

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as thinking beings, having minds capable of seeking truth through reasoning and

of obtaining truth by revelation.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 6)

It is concerned with the student as one who has enormous potential for

growth, both morally and cognitively. Curriculum is hierarchical and it constitutes

the cultural heritage of mankind; it is based on learned disciplines, illustrated by

the liberal arts curriculum. The most general subjects are philosophy and

theology; mathematics is important with history and literature being sources of

moral and cultural models. Natural and physical sciences are lower down the

hierarchy while language is an important subject for communication and

facilitates conception of thought.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 7)

Pragmatism

Reality is the interaction of an individual with the environment or

experience and it is also changing. Know any results from experience and the

use of scientific method. Values are situational or relative.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 7)

It is based on change, process and relativity. It construes knowledge as a

process in which reality is constantly changing. Learning occurs as the person

engages in problem solving. Pragmatists believe that nothing can be viewed

intelligently except in relation to a pattern. The whole affects the parts and the

parts and the whole are all relative. Teaching is more exploratory and what is

needed is a method for dealing with change and scientific investigation in a

intelligent manner.

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www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 7)

Dewey viewed education as a process for improving the human condition.

The curriculum is for based on the child’s experiences and interests and

prepares him or her life’s affairs and for the future. The subject is interdisplinary ;

the stress is on problem-solving. Pragmatists consider teaching and learning to

be a process of reconstructing experience according to the scientific method.

Learning takes place in an active way as learners solve problems.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 7)

Existentialism

Existentialism in the broader sense is a 20th century philosophy that is

centered upon the analysis of existence and of the way humans find themselves

existing in the world. The notion is that humans exist first and then each

individual spends a lifetime changing their essence or nature.

http://www.allaboutphilosophy.org/existentialism.htm

Existentialism is a philosophy concerned with finding self and the meaning

of life through free will, choice, and personal responsibility. The belief is that

people are searching to find out who and what they are throughout life as they

make choices based on their experiences, beliefs, and outlook. And personal

choices become unique without the necessity of an objective form of truth. An

existentialist believes that a person should be forced to choose and be

responsible without the help of laws, ethnic rules, or traditions.

http://www.allaboutphilosophy.org/existentialism.htm

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Perennialism

Perennialism is rooted in realism. It aims to educate the rational person

and to cultivate the intellect. Focus on past and permanent studies; mastery of

facts and timeless knowledge. Teacher helps students think rationally; based on

Socratic Method, oral exposition; explicit teaching of traditional values. The

curriculum is a common one and subject-centered. Emphasis on language,

literature and mathematics, arts and sciences. The teacher is viewed as an

authority in the field whose knowledge and expertise are unquestionable. The

teacher is the master of the subject and must be able to guide discussion.

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 8)

Essentialism

Essensialism is rooted in both realism and idealism. It aims promote the

intellectual growth of the individual and to educate the competent person. Focus

on essential skills and academic subjects; mastery of concepts and principles of

subject matter. Teacher is authority in his or her subject field; explicit teaching of

traditional values. Essential skills are 3 Rs and essential subjects (English,

Science, history, mathematics and foreign languages).

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 8)

It is concerned with facts and knowledge and also interested in conceptual

thought, principles and theories of subject matter. The teacher is considered a

master of a particular subject and a model worthy of emulation. The teacher is ,

in authority and controls the classroom, decides on the curriculum with minimal

student input.

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www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 8)

Progressivism

As applied to education, progressivism has its roots in the work of John

Dewey(1902,1910,1916,1938). Progressivism emphasizes change as the

essence of reality. It views knowledge as something tentative that may explain

present reality adequately but has no claim to being true forever. Reality is seen

as undergoing continuous change. Progressives consider an educated person to

be someone who has insights needed to adopt to change.

(Mr.Wee Kok Leng, Mdm Asiah Pariekutty, Datin Dr.Fowzia Osman,Dr.Rajagopal

Ponnusamy( coherent three 2006), B.ED.(TESL) year one overseas link degree

programme.)

Reconstructionism

Reconstructionism is based on pragmatism. It proposes to improve and

reconstruct society. They believe that schools serve as an important catalyst to

improve the human condition through educational and social reform. Skills and

subjects need to identify and ameliorate problems of society. Learning is active

and concerned with contemporary and future society. Teacher serves as an

agent of change and reform. He helps students become aware of problems

confronting mankind. Curriculum emphasizes on social sciences and social

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research methods; focus on present and future trends as well as on the national

and international issues

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf(page 8)

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Religious factor

Religious factor

International factor

International factor

Individual factor

Individual factor

Economic factor

Economic factor

Political factorPolitical factor

Social factorSocial factor

FACTORS IN THE DEVELOPMENT OF

NATIONAL PHILOSOPHY OF

EDUCATION

FACTORS IN THE DEVELOPMENT OF

NATIONAL PHILOSOPHY OF

EDUCATION

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There were various factors which had played important roles in the

determination of the contents, aims and aspirations of the National Philosophy of

Education. These include religions, political, economic, and individual and other

factors as well.

Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor.(page 68)

For religious factor, as we know, Islam is the official religion in Malaysia.

However, other religions such as Christianity, Buddhism, and Hinduism and so

on are free to embrace and worship. All these are clearly written in the National

Constitution. The religions stated above especially Islam, are important basic

factor to be a considered during the process of planning the National Philosophy

of Education. This religion factor could be clearly identified in the following

expression of the National Philosophy of Education:” …., as to produce

individuals who are intellectually, spiritually, emotionally and physically balanced

and harmonious, based on a firm belief in and devotion to God…”

(page 68)

Other factor in the development in the National Philosophy of Education is

social factor. Malaysia has a various races’ citizens. The harmony and prosperity

of the nation depend on the people’s attitude towards the practice of tolerance,

cooperation and mutual respect among the various races. The positive attitude is

the most important factor to achieve racial harmony which is also considered an

important criterion to attain peace and stability of multiracial society. The aim of

achieving racial unity has become one of the main objectives of National

FACTORS IN THE DEVELOPMENT OF NATIONAL

EDUCATION PHILOSOPHY

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Philosophy of Education as stated in the expression:”….to produces Malaysians

citizens who are capable of achieving a high level of personal well-being to

contribute to the betterment of the nation, family and society.”

(page 69)

Other than that, political factor is one of the factor that played important

roles in the development in the National Philosophy of Education. It is generally

known that FPN was drawn up, according to the spirit of the nation’s ideology

which was reflected in the official documents, like the former Education Reports,

Malaysia Plans and the Five National Principles (Rukun Negara). In this respect,

the objective to achieve racial unity was one of the basic considerations when

drawing up the FPN. This was, in fact, a very influential factor that related with

the social factor in the FPN, as already stated above.

(page 69)

Besides, economic is also roles as a factor in the development in the

National Philosophy of Education. Malaysians who are trained with specific skills

in a variety of fields can assist in the development of the national economy by

upgrading their productivity. The noble aim can be achieve by high efforts to

produce individuals who are knowledgeable and competent, responsible and

capable to contribute towards the betterment of the betterment of the nation,

family, and society. The great ambition to develop Malaysian economy obviously

becomes the main objective of the national education based on the National

Philosophy of Education.

(page 69)

Furthermore, potentials of individuals can be developed through the

process of education. These individual’s potential cover all intellectual, spiritual,

emotional, and physical aspects. Holistic development by integrating all potential

of individuals in such a manner will produce balanced and harmonious citizen.

Following this, they will always try to inculcate positive attitude, enjoy spiritual

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peacefulness and ever ready to face challenges in life. Thus, the aim to produce

balanced and harmonious individuals was also one of the aspirations of the

National Philosophy of Education. Therefore, individual factor roles as one the

factor in the development in the National Philosophy of Education.

(page 69)

Next factor in the development in the National Philosophy of Education is

international factor. During the process of planning of National Philosophy of

Education, another important factor which could not be ignored was the influence

of the development of international education system. In this connection, new

ideas acquired from international education seminars and forums would definitely

influence the design of the National Philosophy of Education. The national

education programmers, which covers aspect of international advancement, is to

produce educated, competent and high moral citizens, who will be able to serve

and contribute not only to the progress of the nation but also provide their service

to maintain international peace and stability.

(page 70)

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ESSENTIAL ELEMENTS IN THE NATIONAL EDUCATION PHILOSOPHY

To develop potentials of individualsTo develop potentials of individuals

Physical aspectPhysical aspect

Holistic and integrated potentialHolistic and integrated potential

Spiritual and emotional aspectSpiritual and emotional aspect

Balanced and harmonious individualBalanced and harmonious individual

Intellectual aspectIntellectual aspect

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Belief in and devotion to GodBelief in and devotion to God

Educated MalaysiansEducated Malaysians

Malaysians who are competentMalaysians who are competent

Malaysians with noble characterMalaysians with noble character

Malaysians who are responsibleMalaysians who are responsible

Malaysians who are capable to give contributionsMalaysians who are capable to give contributions

Harmony and prosperity o society and nationHarmony and prosperity o society and nation

Page 31: FPK

Referring to the analysis and interpretation of National Philosophy of

Education, it is clear that education in Malaysia is an on-going process to

develop and integrating human potentials in all aspects, in order to produce

harmonious and balanced individuals’ based on the belief in and devotion to

God. Hence, the main objective of education is to produce citizens, who are

knowledgeable, competent and responsible and possessed noble character. This

is to ensure that they are capable of achieving personal well-being and also to

contribute or the harmony and progress of the nation.

Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor.(page 72)

We may use ontology, epistemology, axiology and logic to analyze all the

essential elements contained in National Philosophy of Education. The National

Education Philosophy consists about fourteen of the elements. First element is to

develop potentials of in individuals. Potentials are inborn talent and ability

possessed by individuals. Every person got potential in themselves by their own.

The talent and ability are considered gift of God, which cover intellectual,

spiritual, emotional and physical aspects of any individual. The potentials ought

to be developed and improved constantly throughout the process of education.

(page 73)

The second element of National Philosophy of Education is holistic and

integrated potentials. The individuals’ potentials ought to be developed up to the

optimum level by way of integrating their talent and ability which are closely

related to each other.

(page 73)

Essential elements in the NATIONAL EDUCATION

PHILOSOPHY

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The third element of National Philosophy of Education is balanced and

harmonious individuals. This objective can be achieved when all potentials have

been developed in overall, consistent and harmonious manner. A well-balanced

and harmonious individual is one who possesses integrated individuality and able

to enjoy contentment and happiness spiritually. In the same way, the person will

always feel grateful and ready to accept challenges as well as willing to make

effort to overcome the problem encountered.

(page 73)

Next element in National Philosophy of Education is intellectual aspect.

This covers the element of cognitive knowledge, including critical and creative

thinking. Beside that, the intellectual aspect also focuses more to empower 3M’s

skills like reading, writing and counting.

(page 73)

For spiritual and emotional aspect as the fifth essential element, this

covers elements such as belief in God, embrace religious faith, spiritual stability,

and emotional intelligence, appreciation of moral values and norms of society,

good behavior, and loyalty, have a loving feeling, and willing to sacrifice for other

people and country.

(page 73)

Other essential element is physical aspect. This includes aspects such as

to maintain physical agility and good health for able to work independently and

contribute towards personal well-being as well as the betterment of family,

society and nation.

(page 73)

Belief in and devotion to God also is one of the National Philosophy of

Education, elements. Belief concerns with the human confidence that the

Page 33: FPK

surrounding environment does not exist by itself but created by God. The laws of

nature are actually laws of God. Thus, individuals should exemplify devotion,

trust and responsibility to God in respect of the efforts to administer and develop

the environment.

(page 73)

The National Philosophy of Education also consist educated Malaysians

as an element. People who possess positive attitude, such as love to read,

diligent to acquire and apply the knowledge, exited in new and latest research,

have high curious to explore information , will not only benefit themselves but

also others as well.

(page 74)

Next element in the National Philosophy of Education is Malaysians who

are competent. People who possess knowledge and various skills are able to

contribute for the progress of the nation. They are not only capable to carry out

and complete their duties in a short period time, but also perform their duties

competently and satisfactorily according to the condition and requirement.

(page 74)

Other element in the National Philosophy of Education is Malaysians with

noble character. This refers to people, who possess qualities such as politeness,

honesty, fair, responsible, committed, diligent, well-disciplined, harmoniously

integrated and practice noble values in daily activities. Furthermore, the people

also should know the right and wrong thing and realize the implication before do

something good or bad thing.

(page 74)

Malaysians who are responsible also is an element in the National

Philosophy of Education. People who are conscious of their responsibility

towards themselves, God, race and nation will perform their duties honestly and

Page 34: FPK

dedicatedly. Other characteristic of a responsible people are always obey the

country’s rules or laws, and always improve the standard life.

(page 74)

Beside that, Malaysians who are capable to achieve personal well-being

also is an element in the National Philosophy of Education. Through the overall

development of individuals’ potentials, people will able to achieve spiritual

contentment. This is important for them to realize the well-being of their own-self,

family, religion and the betterment of nation as a whole.

(page 74)

Furthermore, Malaysians who are capable to give contributions also is one

of National Philosophy of Education’s elements. Through proper training, people

can use their productive and innovative skills to upgrade their productivities to a

higher level of economic development.

(page 74)

The last element in the National Philosophy of Education is harmony and

prosperity of society and nation. Racial harmony can be achieved through the

practice of proper attitude such as religious tolerance, cooperate with others,

mutual respect and foster unity among various races. The harmonious

environment which is peaceful and stable will guarantee economic development

and advancement in all fields, and eventually, national prosperity and

advancement will be materialized in due course.

(page 74)

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All the essential elements in NPE can be summarized in figure 1 below.

Philosophy of education with respect to God is at its central axis.

INTELLECTUAL SPIRITUAL

PHYSICAL EMOTIONAL

Figure 1: Philosophy of education with respect to God at its central axis.

(page 75)

Belief in and obedienceto God

Knowledgeable responsibilitycompetent and and contributionnoble character to society

A balanced and

harmonious self

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Roles of school

Education is always an important catalyst in developing talented, relevant,

skillful and sufficient manpower to a nation. The future of a nation does depend

greatly on the education system of the country. It should begin with the strong

foundation at the primary education, to be followed by the systematic secondary

education and end up with competitive but flexible tertiary systems. Education

brings changes to the civilization of a nation, and thus it should be viewed in

more complete and holistic approach.

Basing on my observation and interaction during my school based

experience program, I need to complete my assignment about the extent to SK

Sungai Bakap. l has been successful in the realization of the National Philosophy

of Education expectation base on the following aspects which are roles of the

school management includes School Head, Senior Assistant, Panel Head, and

class teacher in developing the intellectual, physical, emotional, spiritual and

social aspects of student.

Beside that I also need to make a research about the infrastructure in the

school is it enough facilities at the school to produce and improve development of

students towards the aims of the National Philosophy of Education. This also

covers the school facilities in developing physical environment of the school and

beautification of school environment in inculcating aesthetics values, cleanliness

and love for the natural environment. For the last aspect is about program and

activities for student involving. It also consist curriculum activities in developing

cognitive development of students based on their individual abilities besides co-

Roles of schools/ teachers in the realization of NATIONAL EDUCATION

PHILOSOPHY

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curricular activities in developing the interest and potential of each individual

student.

As we know, one of the important elements that contained in the

National Philosophy of Education is intellectual aspect. From my research, I

found that Sek Keb Sungai Bakap not take easy to see this aspect. The School

Head struggles to overcome as many as possible obstacles to achieve the aims

of the School’s Philosophy and National Philosophy of Education. For example,

he prepared to organize many programmes for his students and teachers to

upgrade the standard achieving of student’s academic especially for Primary

School Assessment Test or Ujian Penilaian Sekolah Rendah (UPSR)

examination candidates’ student. He also emphasizes his students to master the

Malay language as the national language as well as the official language of the

country although we know that English language is more important today but the

background of the students at the school can make us understand what the

actually reason .

Beside that he also made sure his student will master the basic language

skills (listening, speaking, reading and writing) in the medium of instruction. For

the information, this school have KIA 2M classes for students do not master in

their study. For standard one student’s, the test to separate and clarify the

potential student to study in normal class is at the end of the first month

schooling. Under 25% of the score they need to learn in KIA 2M classes. For

other students in normal classes they are learning among themselves because

teachers give more attention to the weak students.

Furthermore, to achieve the aspirations of National Philosophy of

Education in intellectual aspect, the teachers also emphasize their students to

master arithmetical skills and use them in their daily lives, study skills, speak,

read, write and understand the English language as a second language, seek

and acquire knowledge. The facilities that this school has such as computer lab,

sciences lab, access lab, self independent learning (SAL), library, JQAF class,

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resources centre and useful hall also helps student in developing their potential

in intellectual aspect. As example, the resources center always be use as a place

for teaching and learning process because the environment at there very

conducive to study beside has several materials for ABM or BBM like LCD,

computer, radio, news paper, magazines, and a lots of book Students like to go

to their library during rest time. I also found that all the students of SKSB have

been involved in Program Nilam and it’s a compulsory program. There is one

student who had won a highest in reading books in state level and he won the

award for three times. The vision of the school library had been achieved towards

the education of the students. The students also did activities like story telling

and attend the course about examination’s subject at the library

Refer to the Sek Keb Sungai Bakap Senior Assistants of Co-curriculum’s

statement; he said that ”what we learned at college is so different with the reality

in the teacher world”. It is because sometimes we cannot do what we had plan

because of technical problem such as without enough and suitable equipment or

the weather not good for that day, so that the activity cannot be done. As a

physical and health education teacher for students standard two, he emphasize

to make sure his student involve each activity in his lesson accept the sick

student. He also focuses the basic movement and look after one’s health and

physical fitness for his students. However, through my observation, I found that

the students attract to involve the activities at fields and appreciate physical

activities as a basis for good health but they do not wear a suitable suit (refer to

the attachment). Therefore, the aims of National Philosophy of Education in

physical aspect is achieve but to produce the competent person and balance

person that can be responsible to themselves is fail. Besides, by sports, games

and co-curriculum activities, the aims of National Philosophy of Education in to

produce a competent citizen in other side like leadership, skill communication,

integrated in social activities is success. This school has a field, a takraw court,

volleyball court but has not a badminton court. Consequently, the students are

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forced to play volleyball at takraw court. Other than that, refer to

En.Jayapragasam, he said that “besides enough facilities to students, the other

teachers also give full commitment to train the students in their sports. Actually,

the students have their own potential in sports according their interests and

respectively”.

For spiritual and emotional aspect in National Philosophy of Education in

this school, the level of the student can achieve of the aims is in moderately

good. As I know, the school management organizes many programs to develop

potential of spiritual and emotional among students such as Bina Insan camps,

tazkirah every Friday morning at the assembly, celebrate the Islamic’s festival

like Maulidurrasul Day and many more. The ustaz and uztazah in this school

emphasize the student to acquire the skills of reading, reciting and understanding

the meaning of chosen verses from the Quran (Muslim pupils) and strengthen the

basic of Aqidah (belief in God), perform religiously the rites of devotion to Allah,

and constantly practice noble values during the Islamic Education. Furthermore,

for other non Muslim students, they also joined the activities that organized for

them in Moral Education. Uztaz and ustazah in this school also allow them to

learned Arabic Language but never get good responds from them before this.

From facilities side to build in development of spiritual and emotional aspect

among the students, this school has a surau that can be use for students during

their process learning and practicing by do amali period how to pray especially

for standard six students which take Penilaian Asas Fardu Ain (PAFA) for

Religious Education, which is carried out during the teaching process. Pupils’

achievement in PAFA is recorded in the UPSR slips. Furthermore, the surau also

use for solat hajat programme that be occurs monthly among teachers, staffs,

students and parents.

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Roles of teachers

"Experience is a hard teacher because she gives the test first, the

lesson afterwards"

 - Vernon Sanders Law

"There is no better teacher than adversity. Every defeat, every

heartbreak, every loss, contains its own seed, its own lesson on how to

improve your performance next time." "

 - Malcolm X

The instrument used in the study was developed based on five constructs

that cohere with the philosophical statements of the NPE. The instrument

comprised of items measuring teachers’ belief towards the following constructs:

i. belief and devotion towards God,

ii. belief towards the inculcation of noble values,

iii. belief towards the development of students’ potential,

iv. belief towards the teaching and learning process and

v. Belief towards their role and contribution to school and society.

http://l06.cgpublisher.com /proposals/593/manage_workspace

First of all, a teacher should belief and devotion to the God. So that he

/she can teach students about the responsibilities to be devotion toward God.

This had practicing in schools, where students have to pray to the god when

each time assembly go on.

A teacher is a leader who can inspire and influence students through

expert and referent power but never coercive power and I know that this is true

when I observe some of the teachers in the school. This teacher knows his

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students well and is kind and respectful towards his students. He has high

standards and expectations coexisting with encouragement, support and

flexibility. The teacher empowers students and gets them to do things of which

they did not think they were capable. Moreover I also find that the teachers are a

Coach/guide who helps students to improve on their skills and insights and a

disseminator of knowledge and skills. From this I know that teachers in SKSB

had followed the national philosophy of education by belief towards the

development of students’ potential.

The teachers are educating students to high standards of achievement.

The teacher had been using best professional practices and materials and the

teacher is knowledgeable of and delivers the standards-based curriculum.

Teacher had engage in practices and select materials that include all students

celebrate diversity and never exclude them from opportunities on the basis of

their race, gender, ethnicity, religion, national origin, language, ability or the

status, behavior or beliefs of their parents. The teacher is committed to

developing the skill sets needed to best accelerate the learning of the students

currently in their classrooms. This will shows that the teacher had followed the

national philosophy of education by belief towards the teaching and learning

process.

Teacher’s also belief towards the inculcation of noble values among

students. Where the accountability of teachers towards students is to

disseminate knowledge and skills to students by educate and inculcate moral

values, good behaviors by developing students’ potentials intellectually,

spiritually, emotionally and physically. Beside that teachers also become a role

model to the student; practices what he/she preaches. He/She upholds moral

values and humanitarian principles in all his actions. Teachers conduct their day

by day doing in such a way that their behavior can be cherished by the learners.

Teachers should be a human model for learners therefore; they must uphold all

codes of ethical conduct that are necessary and essential in human modeling

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and moral education. Teachers in SKSB had been done moral and religion class

to cultivate noble character among students.

Moreover, teachers accountability toward nation is knowledge practitioner

and educates citizens of Malaysia by inculcate moral values, develop and

preserve our culture on order to realization of the national philosophy of

education and vision of the country. Beside that they also want to instill national

integration and develop a progressive generation.

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National Philosophy of Education is considered an important document for

teachers and pupil to study, to understand, to heed and to follow wisely.

Furthermore, educators need to understand its profound implication, in order to

realize successfully the aims and aspirations of the National Philosophy of

Education. Since its official proclamation in 1988, National Philosophy of

Education had become the basic consideration for the reformation of the

education system in Malaysia. In fact, from the eighties, all educational planning

and activities were based on the aspirations of the National Philosophy of

Education. As such, the introduction of the FPN has brought along various

implications to the education system in Malaysia. These implications are briefly

discussed as follow:

Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor. (page 77)

The first implication of National Philosophy of Education towards the

National Education System is on school traditional or culture. Organization of

school was to be restructured to create conducive atmosphere, therefore, pupils

can follow the aim and aspirations of National Philosophy of Education closely.

These reforms include by upgrading the existing facilities or pupils to develop

their potentials in the aspects of intellectual, spiritual, emotional and physical,

harmonious and well-balanced. Besides, they also reorganize social activities to

foster the development of the school culture. These social activities will influence

pupils to acquire noble values according to the aspirations of National Philosophy

of Education. Moreover, changes in the school learning environment would

encourage pupils to develop intellectual potentials, so as to acquire knowledge,

especially the Information and Communication Technology (ICT), effectively.

This would eventually foster the love for knowledge, and finally establish firmly a

IMPLICATIONS OF THE NATIONAL

PHILOSOPHY OF EDUCATION TOWARDS THE

NATIONAL EDUCATION SYSTEM

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reading culture among them. Furthermore, co-curriculum activities will become

an important component in the school curriculum, with the aim to develop the

emotional and social aspects of the students, and to foster unity among the

variety of races trough social interaction.

Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor. (page 78)

The second implication of National Philosophy of Education towards the

National Education System is on education Reform. In Malaysia, schools have

gone through several stages of reformation on education system since

independence. For example: the introduction of the comprehensives education

system, implemented in 1965. The introduction of Integrated Science and

Modern Mathematics for primary and secondary schools were implemented in

1971. Moreover the KBSR programme for primary schools was implemented in

1983 and the KBSM programme for secondary schools was implemented in

1989. The introduction of Science and Local Studies as two new subjects is to

replace the subject Man and Environment in the primary schools in 1994. The

implementation of smart school concept was in 2000. Then the Malay was to be

replaced by English as the medium of instruction for Mathematics, Science and

Technical Subjects in 2003.

(Page 79)

These education reformations provide conductive atmosphere for schools

to develop and advance further according to the planned strategies. The schools

have to undergo changes so as to develop and progress according to the

contexts of dynamic schools. According to the former director, Dato Wan

Mohd.Zaid, during the presentation of his working paper Pengisian Wawasan

Pendidikan at an education seminar held in 8-11th April, 1993:

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“ Effective changes in the Malaysian education system are viewed from the

usual and routine type to a new system. These changes include the followings :

The style of administration and leadership in schools changes from

autocratic to democratic.

Routine, stereotype services changes to loving and emphatic type of

service.

Technical rationality which assumed that all are equal and homogenous,

routine and static changes to reflective rationality with different and

heterogonous, unique and dynamic individualities among pupils.

The strategy of teacher-centered in teaching-learning activities changes to

the application of pupils-centered strategy.

The education programme of knowledge-base changes to integrated

education programme which include spiritual, intellectual, emotional,

social and physical aspect.”

Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor. (Page 79 – 80)

Teachers who are dynamic will be always responsive and adaptable to

face changes from time to time. Only dynamic teachers are able to counter these

ever rising new challenges. Similarly, only dynamic schools are capable of

playing effective role to fulfill the aspiration and requirement of individuals,

society and nation. (Page 80)

The third implication of National Philosophy of Education towards the

National Education System is on the roles of teachers. With the declaration of

FPN and vision 2020 in the year 1988 and 1991 respectively, the main objective

and Malaysians to build a united society through education program became

clear and timely. Teachers as agents of change to educate and produce future

generation, are responsible to assist in realizing the aims and aspiration contains

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in the FPN and Vision 2020, particularly the National Objectives. In other words,

responsibilities and roles of teachers in the Malaysian schools are :

To educate pupils to become citizens of future generation, who should be

knowledgeable, possess noble character and able to achieve prosperity

for own-self, and contribute for the development and progress of society

and nation.

To educate pupils so that they will possess various living skills especially

in the technical and vocational fields, as well as to fulfill the aspirations

and requirements of individuals, society and nation according to aspiration

of the FPN, and

To act a agent of change to bring along new innovations to fulfill the

aspirations and requirements of pupils, society and nation, so as to realize

the objectives of the National Education based on FPN.

Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor. (page 80)

With these developments, changes in the school curriculum should be in

line with the course of direction set according to the aspiration of the FPN. These

include:

Changes in the syllabus which should be orientated towards an integrated

programme.

Changes in learning materials with emphasis on noble values which

should be integrated with every subject in the school curriculum.

(page 81)

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From this school based experience, I realized that this school has its own

strengthens and weakness

Other than that, after interviews and discussed with the teachers, I found

that the leadership and cooperation of headmaster is the main thing in

achievement of schools. They also claimed that education is always an important

catalyst in developing talented, relevant, skillful and sufficient manpower to a

nation. So that they tried has harder they could do in order to give the best to the

students and schools.

From my observation and disscussion i found that, the school had been

practicising some of the school values as thier habitual act or a process of

learning in order to encourage the students with good moral values. From the

culture school have been producing students with high moral values. The school

also practising idealistic personalization among students.

As a conclusion, I realized that, to achieve our national philosophy of

education, all citizens should take part and play their roles. Without one group of

these citizens, this FPK might not achieve at higher level. Other than that the

schools should play important roles as a teacher, parent, guider and educator. As

a recommendation, I would like to say this school had followed all the aspects in

our National Philosophy of Education. This school also had been chosen as a” A”

gred school based on school’s academic and non academic aspect. The

infrastructure is completely enough and well manned. The management of

school had followed the school’s Philosophy very well.

CONCLUSION

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As my first recommendation, I would like to say that teachers should

upgrade their knowledge time to time, individual appreciation and practice based

on the belief and the confirmation of the teachings of their religion. By this

teacher can become more knowledgeable and upgrade with latest and oldest

news. The second suggestion is teacher should encourage students to ask

questions and provide a suitable environment when teaching and learning

process in go on.

My third recommendation is a teacher should present materials and

teaching hand notes in a systematic and organized way so that students will

easily understand the subject or notes more clearly. Moreover a teacher also

should emphasis is focused on the development of teachers’ reasoning power,

inculcate patriotism, foster knowledge-culture, and to form respected

personalities and noble characters so that students will follow teachers as their

role model.

Other than that, teacher also should arrange the classroom furniture to

accommodate both group and individual student activity; clusters of desks or

large round tables facilitate large and small group interaction, while single desks

and secluded nooks provide places for individuals to work and learn

independently. Moreover teacher also should reserve at least one wall or bulletin

board area for displays related to the current unit of study.

Lastly, teacher also can be a leader who can inspire and influence

students through expert and referent power but never coercive power. This

teacher knows his students well and is kind and respectful towards his students.

He has high standards and expectations coexisting with encouragement, support

and flexibility. The teacher empowers students and gets them to do things of

which they did not think they were capable.

RECOMMENDATION

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School base experience

Assignment task

Based on your school based experience and observation of school, take notes

on the application of National Philosophy of Education, FPK in the following

aspect of:

1) leadership

2) school culture

3) co-curriculum

4) teachers

5) discipline

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Education

"Education makes people easy to lead, but difficult to drive; easy to

govern, but impossible to enslave"

 - Henry Brougham

"If you consider what are called the virtues in mankind, you will find

their growth is assisted by education and cultivation"

 - Xenophon

Education is always an important catalyst in developing talented, relevant,

skillful and sufficient manpower to a nation. The future of a nation does depend

greatly on the education system of the country. It should begin with the strong

foundation at the primary education, to be followed by the systematic primary

education and end up with competitive but flexible tertiary systems. Education

brings changes to the civilization of a nation, and thus it should be viewed in

more complete and holistic approach. Based on my observation in Sek. Keb

Sungai Bakap, this School‘s Philosophy state that want to educate its pupils to

mature with the aspects such as intellectual, spiritual, emotional and physical

base on credential behavior with the guidance of the teachers. In the school

vision state that would be National Competent School by the year 2010 based on

collective and professional spirits among its integration community. Basing on my

observation and interaction during my school based experience program, I need

to complete my assignment about the extent to SK Sungai Bakap has been

successful in the realization of the National Philosophy of Education expectation

base on the following aspects which are leadership, school culture, co-

curriculum, teachers and discipline.

INTRODUCTION

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"A good leader is not necessarily the most popular person in their

business, but the best ones are liked because they are respected for

their clarity and vision" - Alan Sugar

"Effective leadership is about earning respect, and it's also about

personality and charisma” - Alan Sugar

Leadership is defined as the energetic process of getting people fully and

willingly committed to a new and sustainable course of action, to meet commonly

agreed objectives whilst having commonly held values. There were some people

got the capability in school, especially the headmaster.

i. headmaster

The headmaster of the school is a good leader. Under Headmaster

Othman leadership; the School's accomplishments have been sweeping and

impressive, in areas ranging from academics and admission to facilities and

residential life. In addition to guiding new endeavors, the Headmaster ensures

the robustness of valued traditions such as dress code, chapel, seated meals,

and required athletics.

Headmaster takes an exceptionally active role in supporting the school's

faculty, the School's most treasured resource. He recruits proven master

teachers who are committed to touching students' lives not only in the classroom,

but also in the residence halls as dormitory parents and on the fields as coaches.

In addition, the Headmaster is responsible to full fill needs of the student.

The School and its students’ futures continue to be Mr.Othman’s greatest

concerns, evident by the goals outlined and implemented in the school current

LEADERSHIP

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2008-2010 Strategic Plan: enhancing core academic skills (such as public

speaking, writing, research, and etc) and also in improving UPSR scores.

Moreover, headmaster is a good curriculum, assessment and instruction

leader. Where, he assists teachers in unwrapping performance standards; leads

team’s in learning about performance standards; leads grade-level team’s in

prioritizing grade-level standards based on analyzed student achievement data;

insures alignment of prioritized curriculum with state and national assessments ;

assists teachers in mapping instructional delivery of prioritized curriculum; leads

team’s in the design of formative assessments to determine student learning and

to guide effective instruction; assists in the development of common, periodic

benchmark assessments to monitor instructional effectiveness and student

learning and also organizes meetings to allow teachers to collaboratively

examine student work .

The headmaster role is evolving from direct instructional leadership to a

broader role of orchestrating decision making, often through teams of teachers,

and interacting with a wider range of individuals, including community members

and other stakeholders. Mr. Othman plays a vital role in the school’s

development and revitalization. I respect him.

II. 1st Senior assistance

Senior assistance of management, Pn.Zainab bt Hamzah is responsible to

help headmaster to achieve the National Education Base. So that she is

responsible to manage the management school, increase teachers capability of

teaching, increase students learning process and also arrange the best service

by helping in order to achieve the National Education Base.

Her leadership show out when she manage the headmaster works when

headmaster is not around in school on Tuesday. She also manages to teach

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students by following headmaster instruction. Moreover she also responsible in

management of curriculum, school management and teachers and staffs works.

Other than that, Pn.Zainab is a good leader in curriculum,assement and

instruction, where she leads teams in learning about performance standards ;

assists teachers in unwrapping performance standards ;collaborates with teams

in teacher selection and assignment ; develops strategies for assisting the school

community with change such as new programs, attendance lines, instructional

practices, school calendar, etc. and also insures alignment of prioritized

curriculum with stated and national assessments.

III. 2nd Senior assistance

2nd senior assistance, Pn.Kalsoom is responsible to help headmaster to

achieve the National Education Base. As a 2nd senior assistance she is

responsible in increase discipline among students and cultivates moral values

between them.

Her leadership show out when she managed to do headmaster works

when headmaster and 1st senior assistance is not around on Wednesday.

Moreover she also becomes a well leader in producing disciplined students and

prefects.

IV. 3rd Senior assistance

3rd senior assistance, Mr.Jayapragasam is responsible to help headmaster

to achieve the National Education Base. As a 3rd assistance, he responsible to

increase students involvement in co-curriculum activity.

As a 3rd senior assistance, he has to become a leader in arranging co-

curriculum activities after headmaster. His leadership show out when the co-

curriculum activities had done regarding to the co-curriculum activity calendar.

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Meaningful school improvement begins with cultural change—and cultural

change begins with the school leader.

School Culture .It is defined as the historically transmitted patterns of

meaning that include the norms, values, beliefs, ceremonies, rituals, traditions

and myths understood, maybe in varying degrees, by members of the school

community.

The role of the school is to ensure the holistic development of the

individual’s potential, mentally, spiritually, emotionally and physically. The

curriculum is to bring faster the Malaysian citizen who is balanced and well-

rounded individual, trained, skillful and cherishes the national aspiration for unity.

From my observation and disscussion i found that, the school had been

practicising some of the school values as thier habitual act or a process of

learning in order to encourage the students with good moral values. From the

culture school have been producing students with high moral values. The school

also practising idealistic personalization among students. The school is a place

where students learn new knowledge and learn things based on physical, mental

spiritual and also intelectual. The school rules and regulation is had been done in

order to discipline the students, so that they will become a good and sucessfull

student. In the one week of my SBT program, i too found that there is a other

school culture had been carried out. The culture of the school is :

I. dressing

SCHOOL CULTURE

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every Monday on 7.30am the assembly will be held in school

assembly compound and attended by all the teachers and students.

On that day. On that assembly, some of the messages, information

and performences will be held. From my observation on 17 Mac 2008

when the first day i was in that school, there were a checking by

precfect student on students to identify the wrong of dressing unifor of

school. The often wrong that student always will do is did not wearing

the name tag and did not wearing stokins. Students those who are did

not follow the rules will be punished but so far in the schools i did not

any of the student make wrong. Everybody is looking so clean and tidy.

Other than that, on every Wednesday all students have to wear the

uniform based on thier uniform units such as Kadet Remaja sekolah

and others.

On each Monday when the official assembly held, teachers have to

wear formal dress. For the male teacher, have to wear long shirt with

necktie and the female teachers of muslims have to wear baju kurung

and for non muslims they have to wear thier own ethinic dress. Other

than that, on Friday all the male teachers have to wear thier complete

baju melayu. On Thursday, all the teachers have to wear batik dress.

This culture of dressing is different from other of school around Sungai

Bakap.

II. Politeness and respecting culture

Each time, the students meets with teachers, they will say wishes

to the teachers as the way they show thier respects on teachers. This

culture built generation that give respect to the teachers at the outside

of school. Other than that, i also feel happy on the way they say the

wishes. They were so polite when standing infront of teacher. They

wee usually wish good morning and say thank you teacher before they

went.

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III. Cleaness culture

This cleaness culture were practiscing in school canteen and in the

classroom.in canteen students have to put the the plate, cups and

bowls after eat in the place that prepared by the canteen owner. This

culture cultivate student to be more discipline after eat. Other than that,

thing is to make sure the cleaness of the canteen and cant avoid from

any sick.

The toilet also clean. Regarding to the cleaness worker, they wash

the toilet everyday and always make sure the toilet always clean.

The dustbin was placed in each corner of the school.

IV. Assembly

Everyday of the school day got assembly. The official assembly

will be held on Monday morning. On the day, students will sing three

song, which is national anthem, state song and school song. After the

agenda will followed by speech of headmaster, teacher on duty and

performence. Lastly, there will be prayers, ’bacaan doa’ which was

monitored by head of prefect.

After the prayers, the assembly will dismize. The prefect will let the

student go to the class one by one accompinied by the teachers.

V. Reading habits

This culture was practiced by Nilam Program. In this school, it’s a

compulsory for all the students. This program is launched on

28february 2008. Other than that, the library is open for school hour.

Most of the students having the reading habits. I also found that there

was a student who received won award in state level as highest reader

books.

VI. Students

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It has been found that healthy and sound school cultures correlate

strongly with increased student achievement and motivation and with

teacher productivity and satisfaction.

Recent studies found support that students are more motivated to

learn in schools with strong cultures. Implementation of a clear mission

statement, shared vision and school wide goals promote increased

student achievement.

VII. teachers

School culture also correlates with teachers’ attitudes towards their

work. It was found that strong school cultures had better motivated

teachers. In an environment with strong organizational ideology,

shared participation, charismatic leadership and intimacy. Teachers

experienced higher job satisfaction and increased productivity.

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At the school level in Malaysia, co-curricular programs are designed to

mould students with the necessary attributes in facing the challenges of the new

millennium. The co-curricular activities in school are divided into societies and

clubs, uniform groups, and sports and games. Social issues such as individual

human rights and race tolerance are featured prominently in these programs.

The government at the same time continues to instill the values of freedom and

international understanding, respecting culture diversities, sharing and

cooperating with others among students in primary school students. Moreover

co-curriculum also gives more important on the developing of intellectual, social,

emotional, physical and also spiritual. On the other hand, it also cultivates the

leadership value, toleration and ready to give services values between students.

The main objective of co-curriculum activities in Sek.Keb Sungai Bakap is

to balance the mental development (academic) with social, physical and spiritual

development in students. Examples of such activities are shown below:

i. Promotion of Language Learning

This activity is conducted by English society. The programs under this category

of activities include Essay Competition, English Carnival and Haiku Writing

Competition.

ii. Outdoor Education

This activity is conducted by school uniforms society. The programs under this

category of activities include Co-curriculum Centre Recreation Camp, Uniforms

CO - CURRICULUM

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Camp and Environment Club Camp. Uniform Group. The programs under this

category of activities include school cadet Camp, and School Band Competition.

iii. Society and Club

The programs under this category is carnival Bahasa Malaysia, carnival

Pendidikan Islam, cross road competition, planet quiz and also etc.

iv. The Cleanliness of Schools

The programs under this category of activities include School Cleanliness

Contest, Educate Program and Family Adoption Program for Hostilities.

v. Counseling and Guidance Service

The programs under this category of activities include Peer Guidance Seminar,

and Primary School Prefects Counseling Course.

vi. Character and Personality Development Program

This program is under school counselor. The programs under this category of

activities include High Risk Students Awareness Program, Excellent Primary

Student Camp and Patriotism Carnival.

vii. Games

This programme is under school sports society, the programs under this category

is school’s sports day, football, netball, ‘sepak takraw’, ‘bola tampar’ and also

badminton and also running games in school level.

viii. Science and mathematic

This programme is under science and mathematic society. The programs under

this category is space, eureka and robotic quiz competition.

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"Experience is a hard teacher because she gives the test first, the

lesson afterwards"

 - Vernon Sanders Law

"There is no better teacher than adversity. Every defeat, every

heartbreak, every loss, contains its own seed, its own lesson on how to

improve your performance next time." "

 - Malcolm X

The instrument used in the study was developed based on five constructs

that cohere with the philosophical statements of the NPE. The instrument

comprised of items measuring teachers’ belief towards the following constructs:

vi. belief and devotion towards God,

vii. belief towards the inculcation of noble values,

viii. belief towards the development of students’ potential,

ix. belief towards the teaching and learning process and

x. Belief towards their role and contribution to school and society.

First of all, a teacher should belief and devotion to the God. So that he

/she can teach students about the responsibilities to be devotion toward God.

This had practicing in schools, where students have to pray to the god when

assembly.

A teacher is a leader who can inspire and influence students through

expert and referent power but never coercive power and I know that this is true

when I observe some of the teachers in the school. This teacher knows his

students well and is kind and respectful towards his students. He has high

standards and expectations coexisting with encouragement, support and

TEACHERS

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flexibility. The teacher empowers students and gets them to do things of which

they did not think they were capable. Moreover I also find that the teachers are a

Coach/guide who helps students to improve on their skills and insights and a

disseminator of knowledge and skills. From this I know that teachers in SKSB

had followed the national philosophy of education by belief towards the

development of students’ potential.

The teachers in SKSB educate students to high standards of

achievement. The teacher had been using best professional practices and

materials and the teacher is knowledgeable of and delivers the standards-based

curriculum. Teacher had engage in practices and select materials that include all

students celebrate diversity and never exclude them from opportunities on the

basis of their race, gender, ethnicity, religion, national origin, language, ability or

the status, behavior or beliefs of their parents. The teacher is committed to

developing the skill sets needed to best accelerate the learning of the students

currently in their classrooms. This shows that the teacher had followed the

national philosophy of education by belief towards the teaching and learning

process.

Other than that teacher’s belief towards the inculcation of noble values

among students. Where the accountability of teachers towards students is to

disseminate knowledge and skills to students by educate and inculcate moral

values, good behaviors by developing students’ potentials intellectually,

spiritually, emotionally and physically. Beside that teachers also become a role

model to the student; practices what he/she preaches. He/She upholds moral

values and humanitarian principles in all his actions. Teachers conduct their day

by day doing in such a way that their behavior can be cherished by the learners.

Teachers should be a human model for learners therefore; they must uphold all

codes of ethical conduct that are necessary and essential in human modeling

and moral education. Where teachers in SKSB had been done moral and religion

class to cultivate noble character among students.

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Moreover, teachers accountability toward nation is knowledge practitioner

and educates citizens of Malaysia by inculcate moral values, develop and

preserve our culture on order to realization of the national philosophy of

education and vision of the country. Beside that they also want to instill national

integration and develop a progressive generation.

School discipline is a form of discipline appropriate to the regulation of

children and the maintenance of order in schools.

In Sek.Keb Sungai Bakap, the school management had prepared a

discipline book and it provided to all SKSB citizens. The term refers to students

complying with a code of behavior often known as the school rules. These rules

may covered by 16 main topics, for example, define the expected standards of

clothing, timekeeping, social behavior and work ethic. The term may also be

applied to the punishment that is the consequence of transgression of the code

of behavior. For this reason the usage of school discipline sometimes means the

administration of punishment, rather than behaving within the school rules. The

aim of school discipline is, ostensibly, to create a safe and happy learning

environment in the classroom. In a classroom where a teacher is unable to

maintain order and discipline, students may become unmotivated and distressed,

and the climate for learning is diminished, leading to underachievement.

The enforcement of discipline in schools can, however, is motivated by

other non-academic, often moral objectives. For example, a duties can include

compulsory chapel attendance, sport participation, meal attendance,

conformation to systems of authority within "houses", strongly controlled bed-

times and restricted permission to leave the school grounds. Such duties can be

stringently enforced, formerly by corporal punishment, and more recently by

curtailment of freedoms and privileges.

DISCIPLINE

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So far, in my observation of school, every citizen of school had followed

the school’s rules very well.

From this school based experience, I realized that this school has its own

strengthens and weakness

Other than that, after interviews and discussed with the teachers, I found

that the leadership and cooperation of headmaster is the main thing in

achievement of schools. They also claimed that education is always an important

catalyst in developing talented, relevant, skillful and sufficient manpower to a

nation. So that they tried has harder they could do in order to give the best to the

students and schools.

From my observation and disscussion i found that, the school had been

practicising some of the school values as thier habitual act or a process of

learning in order to encourage the students with good moral values. From the

culture school have been producing students with high moral values. The school

also practising idealistic personalization among students.

As a conclusion, I realized that, to achieve our national philosophy of

education, all citizens should take part and play their roles. Without one group of

these citizens, this FPK might not achieve at higher level. Other than that the

schools should play important roles as a teacher, parent, guider and educator.

CONCLUSION

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References

Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman,

subang Jaya, Selangor.

Mr.Wee Kok Leng, Mdm Asiah Pariekutty, Datin Dr.Fowzia Osman,Dr.Rajagopal

Ponnusamy( coherent three 2006), B.ED.(TESL) year one overseas link degree

programme.

Titus / Smith (1974 ) living issues in philosophy. Published by : D.Van Nostrand

Company, 450 33rd street, New York, N.Y.10001

http://www.moe.gov.my

www.answer.com

http://www.brainyquote.com/

http://www.seameoinnotech.org/resources/seameo_country/educ_data/

malaysia.asp

www. teachers rock.net/ TEACHER %20PROFESSIONALISM.pdf

http://philosophy.lander.edu/branches/of/philosophy/htm

http://www.allaboutphilosophy.org/existentialism.htm

http://l06.cgpublisher.com /proposals/593/manage_workspace

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Reflection

First of all, the assignment task for Mathematic Curriculum subject was

given by lecturer, Dr.Hasnah. When she given the task paper we found difficult to

understand the way we have to answer the question. Later on, in class Madam

had given the briefing of the question and tells us that the submission date is on

31 March 2008. Madam also asks us to get the information from various

resources such as books and websites. Madam also mentioned that there are

five questions in task and we have to answer all questions. Then she said that

the essay should be based on our school based experience.

The first thing that I had done is make a draft for the question. Then I had

hunt for the related books in the library. While I searching for the notes I found

that there are few things that I found is for me, its about the essential elements in

National Education Philosophy and the factors that influence aims of National

Education Philosophy main. Moreover I also found some related information from

the internet. Other than that I also had found about teachers roles of teachers

and schools in the realization of National Education Philosophy.

After that, I had done 1st draft and ask my friend to check it out. Then I

write it again. Then I also ask Madam to check my assignment and Madam had

given some comment and ask me to check it out. While I doing my assignment, I

found that to teach students based on the underlying principle in National

Education Philosophy is not a simple matter to go through, it’s very difficult and

need strategy plans to do it. Other than that the realization of aims in National

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Philosophy of Education will link to great society filled with every essential

element. From this I found that as mathematics teacher is an important to know

the National Philosophy of Education.

Thank you.


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