PHILSOPHY AND DEVELOPMENT OF EDUCATION IN MALAYSIA

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PHILOSOPHY AND DEVELOPMENT OF
EDUCATION IN MALAYSIA

PRODUCTTADSEK
VE2L: OPMENT

The Relationship Between The
Educational Development in

Malaysia and National
Philosophy of Education (NPE)

as well as Philosophy of
Teacher Education (PTE)

TEAM MEMBERS

FARIDATUL AKHMAH
BINTI HASAMUDIN

SITI AISHAH BINTI
AMIRWAN

SITI MAYSARAH
BINTI MULYADI

PISMP TESL SK 2 SEM 1 JUNE 2022

CONTENTS

INTRODUCTION TO 1
NATIONAL PHILOSOPHY
OF EDUCATION (NPE)

2 INTRODUCTION TO
PHILOSOPHY OF TEACHER
EDUCATION (PTE)

RELATIONSHIP BETWEEN
EDUCATION DEVELOPMENT

3IN MALAYSIA WITH NPE AND

PTE (PRE INDEPENDENCE)

4 RELATIONSHIP BETWEEN
EDUCATION DEVELOPMENT
IN MALAYSIA WITH NPE AND
PTE (POST INDEPENDENCE)

RELATIONSHIP BETWEEN
EDUCATION DEVELOPMENT

5IN MALAYSIA WITH NPE AND

PTE (CURRENT)

N INTRODUCTION
A
T “Education in Malaysia is an on-going
I effort towards further developing the
O potential of individuals in a holistic
N
A and integrated manner, so as to
L produce individuals who are


P intellectually, spiritually, emotionally,
H and physically balanced and
I
L harmonious, based on a firm belief in
O and devotion to God. Such an effort is
S
O designed to produce Malaysian
P citizens who are knowledgeable and
H competent, who possess high moral
Y standards, and who are responsible

and capable of achieving high levels
O
F of personal well-being as well as

being able to contribute to the
E
D harmony and betterment of the family,
U the society, and the nation at large.”
C
A 10 ELEMENTS IN NPE
T
I a f
O
N Education is an Knowledgeable

on-going effort Malaysian
(NPE) citizens
b


Development of g
individual
potentials Competent
Malaysian

citizen

c h

Holistic & Malaysian
integrated citizens of high
development of
the individual moral
standards
d
i
Balanced and
harmonic human Malaysians who
are capable to
being achieve self-

e prosperity

Belief in and j
obedience to
Harmony &
God prosperity of
society and

nation

INTRODUCTION P
H
PTE is a guideline to imply NPE. I
Teachers who have a good L
personality, progressive and O
S
scientifically-oriented, ready to O
uphold the nation’s aspirations P
and preserve the cultural heritage, H
promises individual development Y
and maintains united, democratic,

O
progressive and disciplined F
society.


T
E
1. A noble teacher. A
2. Teachers who are C
progressive and scientifically H
oriented. E
3. Teachers who are ready to R
uphold the nation’s

aspirations. E
4. Teachers who are able to D
preserve the cultural heritage. U
5. Teachers who can lead to C
individual development A
6. Teachers that maintain T
unity. I
7. Teachers who can maintain O
the democratic society. N
8. Teachers who can maintain

progressive society. (PTE)
9. Teachers who can maintain
a disciplined society.

RELATIONSHIP BETWEEN EDUCATION
DEVELOPMENT IN MALAYSIA AND NPE

PRE INDEPENDENCE

SEKOLAH PONDOK
(RELIGIOUS INSTITUTION)

Education was informal that focuses on
religious education and it was carried
out at the teachers’ home or mosque,
surau or madrasah.
Relation with NPE: Emphasizes on the
development of an individual in spiritual
aspect to fulfil the NPE element belief
and obedience to God and to achieve
self-prosperity.

THE CHEESEMAN PLAN
(1946)

Education system during that period was
improvised to ensure all types of schools
were able to fully-developed.
Relation with NPE: The reformation of the
education system in schools enables
students to develop their potential
holistically with skills that are helpful in
the future.

THE BARNES REPORT
(1950)

1. Abolish ALL vernacular schools using the
mother tongue language as the medium of
instruction.

Relationship with NPE: The country can be
harmonious as people from different races
are gathered in the same place for education
purposes.
2. Vocational schools were built.
Relation with NPE: To produce a
knowledgeable, well-developed and
competent citizen.

RAZAK REPORT
(1956)

1. Malay Language was used as national language
and lingua franca for all stages in schools.

Relation with NPE: By using the same language,
unity can be achieved despite the differences
in races and religions.
2. Only one type of secondary school was built and
all students have the access to enroll into
secondary schools with the same curriculum and
syllabus.
Relation to NPE: Education is an on-going
effort.

RELATIONSHIP BETWEEN EDUCATION
DEVELOPMENT IN MALAYSIA AND PTE

PRE INDEPENDENCE

Barnes Report (1950):
1. Teachers College were built.

Relation with PTE: With this
effort, the education
system can produce
teachers who possess all
the good personalities.

Razak Report (1956):
1. To create an efficient
management of the education
system.

Relation with PTE: Teachers who
are progressive.
2. Teachers are put in the same
professional services system.
Relation with PTE: Teachers act
as a role model.
3. Teachers use the Malay
language as medium of instruction.
Relation with PTE: Teachers are
the platform to achieve unity
and create a harmonious
environment in schools between
multi-racial students.

RELATIONSHIP BETWEEN EDUCATION
DEVELOPMENT IN MALAYSIA AND NPE

POST INDEPENDENCE

Rahman Talib Report 1960

Focuses on vocational education to fulfil the
needs of skilled labor.

Relation with NPE: To develop an individual’s
potential.

The Education Act 1961

Emphasizes the importance of acquiring the
ability to read, write and count.

Relation to NPE: To develop an individual’s
potential.

Aminuddin Baki Report 1964

Various types of courses have been introduced
to produce skilled workers.

Relation with NPE: Holistic and integrated
development of the individual.

Cabinet Committee Report 1979

Ensuring the education system aligns with the
national goals of producing a society who is
integrated and disciplined.

Relation with NPE: To produce a citizen who
is knowledgeable, competent and possesses
good moral values

Education Act 1996

The national education system has been
improvised as a whole including the pre-schools
to tertiary educational institutions, be it
government schools or private schools.

Relation with NPE: Education is an on-going
effort.

RELATIONSHIP BETWEEN EDUCATION
DEVELOPMENT IN MALAYSIA AND PTE

POST INDEPENDENCE

Rahman Talib Report 1960:
Teachers or educators help their students to
recognize their ability and potential physically,
spiritually, emotionally and intellectually.

Relation with PTE: Teachers help and lead
to individual development.
The Education Act 1961:
Teachers must ensure that students comply with
ethics and rules to create a disciplined society.
Relation to PTE: Teachers carry a
responsibility to create a disciplined
society.
Teachers carry the responsibility to improvise
the education system in Malaysia.
Relation to PTE: Teachers who are ready to
uphold the nation’s aspirations.
Aminuddin Baki Report 1964:
The effort to introduce vocational education is
to help teachers to produce an individual who is
skillful in various fields.
Relation with PTE: Teachers can lead to
individual development.
Cabinet Committee Report 1979:
Forming a teacher who can cultivate
knowledge in society.
Relation with PTE: Teachers who are ready
to uphold the nation’s aspirations.
Education Act 1996:
Teachers must be professional to maintain the
quality of teaching.
Relation with PTE: Teachers who are
progressive and scientifically oriented.
Educators should work together with Ministry of
Education in order for Malaysia to become an
international education hub.
Relation with PTE: Teachers who are ready
to uphold the nation’s aspirations.



RELATIONSHIP BETWEEN
EDUCATION DEVELOPMENT IN

MALAYSIA AND PTE
CURRENT

Malaysian Education Development
Master-Plan 2006-2010

Teacher assured in individual development
Teacher trains an individual to become a student
who is capable of creating new opportunities,
has endurance and ability towards the
environment.

Malaysian Education Blueprint
2013-2025

Teachers are ready to relay on national aspirations
Practice teaching and learning that is aligned
with Philosophy of Teacher Education’s goals.

Creative and innovative teacher
Teachers use a way of learning that is mainly
focused on students and sources by using
teaching aids and also technology information.

MOE Digital Education Plan

Teacher with progressive and scientific views
Uses various ways in learning by using
technology information skills during teaching and
learning process.

REFERENCES

Abdul Wahid, N. A., Abdul Hamid, H., Low, S., & Mohd Asshari, Z. (2011)
Malaysian education system reform: Educationists’
perspectives. Proceeding of the International Conference on
Social Science, Economics and Art 2011 (pp. 14-15).

Ismail, H., Hamzah, R., Yunus, A. S. M., Nawawi, H., Abu, R., & Ali, W. Z.
(2007). Teachers' belief towards the principles underlying the
National Philosophy of Education in Malaysia. International
Journal of Learning, 13(9).

Munan, S. (2022, June 5). Rukun Negara: The National Philosophy of
the federation of Malaysia. The Borneo Post.
https://www.theborneopost.com/2022/06/05/rukun-negara-
the-national-philosophy-of-the-federation-of-malaysia/

Ratnavadivel, N., Hoon, C. L., Salih, M., Karuppiah, N., Omar, A., Yassin
(S. M., ... & Hashim, A. T. M. (2014). Curriculum framework for
preparing quality teachers for the future: Developing guiding
principles. Journal of Research, Policy & Practice of Teachers
and Teacher Education, 4(2), 32-44.

Sivalingam, A. D. (2020). History of Malaysian education system: Year
1824 to 2025. Electronic Journal, 4(7).
http://dx.doi.org/10.2139/ssrn.373572