PHILOSOPHY OF EDUCATION IN MALAYSIA:

HUMAN CAPITAL

Concept of Human Capital

Characteristics of Human Capital

Religious Perspective

-YAB Datuk Seri Abdullah Ahmad Badawi

Introduction

“ Human capital is a necessity, and no longer a luxury…Education and continuous skill training will ensure the sustained relevance of the nation’s human capital with industrial and market needs, besides being able to face increasing international challenges and competitiveness”.

To make Malaysia as a progressive nation in science and

technology based on our mould as well as to fulfill the aspiration of

Vision 2020.

To make the student to be more innovative and creative and also

have it own market in other countries.

To make the student to be more competitive in science and

technology

Focus on development of discipline, and moral values in

the student themselves.

Ministry of Education (MOE) had introduce evaluation and holistic system of evaluation to the

student:

To make the student to be more skill in ICT and multimedia.

The student will know how to act rationally.To make the student always strives to acquire

and develop true knowledge.

Teacher’s Role from the Religious

Perspectives

• Islam has paid considerable attention to teachers for their being the first brick in the structure of social development and perfection and the cause of guiding and developing behaviors and mentalities of individuals and communities.

• The Prophet cared for teachers and showed their elevated standings.

• Teachers must over discipline themselves and train on virtuous and noble morals and manners to be the best exemplars of their pupils.

• “The reformation you will provide to my son should be a part of your self-reformation. Flaws of pupils are totally related to yours. They will deem good only what you deem good and deem evil only what you deem evil.”

• Teachers should offer their disciplinary activities for God’s sake.

• Teachers should be of extraordinary faith in God the Exalted, and should perform the rituals for showing the Islamic norms and destroying the seditious.

• Ibn Masud -“Knowledge is not the abundance of narration. It is an illumination that God casts in minds.”

• Teachers should clean their bodies and practice the other ablutionary activities such as clipping the nails and avoiding malodours.

• Teachers should discipline the pupils with their accounts and deeds in addition to words and admonition

Christianity

• Children must be educated in the most godly manner possible.

-God has entrusted us with children and He will want an accounting of what we did with them.

• As people of God who are under His Lordship, we have been given the command to multiply and to subdue the earth.

• all education for the Christian is to be God-centered because it is disclosure of God's creative glory

• “... for reproof, for correction, for training in righteousness;that the man of God may be adequate, equipped for every good work."

• "Fathers, do not provoke your children to anger; but bring them up in the discipline and instruction of the Lord."

Buddhism

• There are five human relationships based on moral principals that be practiced by the educators

• Relationships include husband/wife, parents/child, siblings, friends, and political leaders and the public.

• Educate the young ones about the relationship between human – care and love for one another, compassion and forgiveness to the others, filial and respectful to parents and one another.

• Responsibilities to be fulfilled. - as a child - as a husband/wife -as a sibling -as a student …

• Student’s concentration and wisdom in order to achieve their goal.

• Teachers are encouraged to take students out on a field trip to broaden their knowledge and experience.

• Teachers are not supposed to judge things/students by their appearance but rather base on knowing and understanding how an events came about.

Hinduism

• Emphasizes on brotherhood, it views the world as one

• Beliefs based on Kitab Vedha

• guide the disciple on the spiritual path

• Dhanurvidya (archery), Arthashastra (economics) , Natyashastra (dramatics) and Kamashastra (sexology)