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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)
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
DECLARATION
“This work is entirely my own except for the cited parts which I have
declared the sources.”
Signature : ………………….....................................................................
Name : …………………………………………………………………….
Date : …………………………………………………………………….
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
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
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)
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
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;
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
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
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
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?
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
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
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.
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
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.
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
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)
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
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
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
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)
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
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
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
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
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
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)
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
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
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,
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
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.
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
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
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.
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
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:
“ 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
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)
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
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
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
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
"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
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
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.
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
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.
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
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.
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
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.
"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
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.
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
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
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
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
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.