Chapter

ISSUES AND CURRENT EDUCATIONAL CHALLENGES

1.0

Introduction

Education is a key pillar for economic growth and development of a

country. This goal can be realized if the country has a skilled,
knowledgeable and competent community or human capital. Only
the knowledgeable society is able to face the challenges of the
present global economy. In addition, country that has the diversity
of races, cultures and beliefs, education is the guarantee for the
construction of nation, race and racial unity.
Thus, in the construction of the Malaysian Education Development
Plan-Malaysia

Education

Blueprint

(PPPM

(2013-2025)),

the

component of understanding the performance and the current

challenges in the Malaysian education system is part of the three
main components that serve as a guide or reference. This
component emphasizes access to education, increased standard
(quality), reduce the achievement gap (equity), strengthening
solidarity among students as well as optimizing the efficiency of the
system (Ministry of Education (MOE), 2011). The question is
whether the educators society is able to face the current challenges
of the education system or to achieve the 11 shift Education
Development Plan (2013-2025), without neglecting the elements
FPN (FPK) and Philosophy of Teacher Education (FPG)?

1.1

What are the Challenges Presently Faced

by the Educator Society?

The challenges are:

National Integration
The democratization of education
UNESCO education Milestones
Globalization in education
Family support
Cultural Diversity
Influence
of
the
development
of
Information
Communication Technology (ICT)
Social issues
Report and analysis related to educational attainment:
In the country
International

and

1.1.1 National Integration

National integration is defined by the National Integration
Committee
(June 1991) as a dynamic process of bringing people among the
states together in Malaysia especially among the states in the
peninsula and Sabah and Sarawak, aiming to create a nation that
has its own identity that is based on the Federal Constitution and
Pillars. Whereas unity is the situation when the people of various
ethnic groups, religions and regions live in peace as one with a full
commitment to a national identity based on the Federal Constitution
and National Principles (National Unity Advisory Panel Meeting,
February 1992). Therefore, national integration and unity is the
voice of the continuation of peace and prosperity. Tun Dr. Mahathir
Mohamad (2003) has emphasized this importance.

Satu bangsa yang bersatu padu, mempunyai satu

masa depan yang sama dan diperkongsikan. Sejahtera

dan bersatu padu di antara wilayah atau kumpulan etnik.

Hidup dalam keadaan harmoni dan berkongsi dengan
cara yang sebenar dan adil. Satu bangsa Malaysia yang
kesetiaannya, politik dan kebaktiannya tertumpu kepada
bangsa tersebut...

However, to realize the goal of national integration is a challenge

faced by the country. Tun Dr. Mahathir Mohamad (1991) has
outlined these issues as the major challenges to 2020:
Mewujudkan bangsa Malaysia yang bersatu padu
yang mempunyai matlamat yang serupa dan boleh
dikongsi bersama, berintegrasi di peringkat Wilayah dan
antara kaum, berasaskan persamaan hak dan
keadilan
In reality, the hindrance to the strengthening of national integration
has existed since the British colonial era. The British administration
policy Divide and Rule has created a huge gap among the races in
the economic, educational, political and social sectors. This gap has
led to the outbreak of racial tensions events on May 13 1969 that
have paralyzed the economy and disrupted the harmony and
prosperity of the country. Following the incident, the government
has taken various initiatives to create national integration. Among
them, the National
Operations Council (NOC) was established in 1969 to find the cause
and solution to the tragedy so that it does not happen again. Next,
the action taken is to establish our National Principles (Rukun
Negara) to enhance the peoples understanding about the countrys
constitution. In addition, the New Economic Policy (NEP) was also
launched to eliminate a certain introduction of a race according to
the economic activity, to eradicate extreme poverty and formed
Barisan Nasional, that acted as a unity government
(The May 13 Tragedy: A Report, 1969).
Although

Malaysia

is

independent

for

over

57

years,

the

government had to face with a host of sensitive issues either racial,

religious or political. In relation to that, in the management of social

cohesion people of various ethnicity, religion and culture become

more complex and complicated. Demands of the people against the
government are getting higher and higher and more challenging
because some are influenced by what is happening abroad as the
matter of human rights, freedom of religion and extremism
activities especially the influence brought by new media. Thus the
role of the Department of National Unity and Integration is also
going to be more challenging and requires mechanisms or ways of
acting that uses a new approach to the needs, and aspirations of
the people present (Director General of the Department of National
Unity and Integration, 2014).
The first challenge is diversity and mixing among ethnic groups
across all types of schools. According to the Preliminary Report Executive Summary, PPPM (2013-2025) (MOE, 2012), variety of
schooling options will create a homogeneous ethnic environment.
This phenomenon will concern the lack of opportunity to interact
and gain exposure early on cultural diversity in the community
among students. This situation will cause difficulties for teachers to
build respect for diversity and reduce the ability of the school to
foster unity effectively through interaction among ethnicity.
For example, the data obtained showed that more Chinese and
Indian students are enrolled in National Type Schools (SJK) in 2011,
compared to ten years ago. The number of Chinese students who
register with the Chinese National Type Schools (SJKC) has increased
92 % in 2000 to 96 % in 2011. The increase for Indian students
residing in Tamil schools (SMK) is more significant at the 47 % to 56
%. The same situation exists to National School, Sekolah
Kebangsaan (SK), enrolment shows that 90 % are indigenous (PPPM,
2013-2025). Although there is only one option for secondary school,
National Secondary School (SMK), but separate and homogeneous
conditions still exist. Observations show that there are still some
students that are limited to the diversity, for example students are
more likely to go to SJKCs Chinese Independent Secondary Schools
(SMPC), while SK students were more likely to continue their studies
to SMK Agama (SMKA).

The next challenge is the variety of teachers from different ethnic

groups, and this is very important in a school so that it will become

an example to the students. This situation can really reflect the
diversity of the population and to bridge the gap among ethnic
groups. However, the diversity of the population of teachers in the
National School is dwindling. This phenomenon did not really
represent the national population. In 2001, 78 % of teachers in all
national schools are Bumiputera, and it increased to 81 % in 2011.
Although the population of Indian teachers remained at 5 %, the
number of Chinese teachers in national schools declined from 17 %
to 14 %. Number of teachers in the category of other remained
almost at zero percent (PPPM, 2013-2025).
Malaysia, as a country with a pluralistic society, the existence of
different schools in accordance with the Razak Report 1956 goal of
creating a national education system that is compatible with the
aspiration to unite people of different races, Malay language as the
national language, taking care of the development of language and
culture of other races (KPM, 2014).
However, the government through the Department of National Unity
platform and Integration (JPNIN) and the Ministry of Education has
undertaken various efforts to foster national integration and unity.
Are you aware of the steps that have been taken by JPNIN? Among
the steps taken by JPNIN:
Cross-Cultural Integration
Cross-cultural integration aims to establish the National Cultural
Policy (1971) that can be accepted by all races in Malaysia. The
purpose of this policy is shown in Figure 1.1.

Fostering and preserving

national identity that grows out
of the national culture

National
cultural
policy (1971)

To strengthen unity
and nation through
Culture

To enrich and enhance the

quality of life, humanity and
spirituality in balance with socioeconomic development
FIGURE 1.1 The National Cultural Policy
Source: Department of Information,( 2012)

(a) Integration of Knowledge

Integration of knowledge is to integrate the activities of students in
institutions of higher learning throughout the country. Through this
program of cultural exchange, knowledge and cooperation can be
built between university students in the states of the peninsula and
Sabah and Sarawak university students. Among the programs that
have been planned are:

Integration of Knowledge among IPT Students in Sabah

Integration of Knowledge among IPT Students in Sarawak

Integration of Knowledge among IPT Students in Peninsula

(b) Regional Integration
As a federal country containing fourteen states, the socio-economic
development of every state is not balanced. Hence, there exist the
term

developed

states

and

less

developed

states.

Regional

integration is expected to reduce the disparities between the

economy and structure of the regions in the country. This structure
is implemented based on each region or state, and especially the
less developed states have the ability to push the development of
agricultural and small industrial enterprises. Regional integration is
also important to dissipate hatred, jealousy and creates feelings of
affection, and respect.

(c) Program 1 Malaysia

The governments intention to build the Nation State is in line with
the concept of One Malaysia; People First and Performance Now
(YAB Dato Sri Mohd Najib bin Tun Abdul Razak , 2012). 1 Malaysia
concept aims to strengthen relations and cooperation between the
various races in the country as the main weapon to deal with
various threats and challenges, which aims to undermine their wellbeing. Eight values were adopted in the 1 Malaysia concept which
are culture of excellence, humility, acceptance, loyalty, meritocracy,
education and integrity. These ideas should be fully internalized by
all parties, then it is able to make Malaysia more secure and
advanced in all areas and be respected by the whole world
(Department of Information, 2012).
In line with the aspirations of MOE to make the school as an
organized socialization agent and focuses on forming admirable
personality, high self tolerant and able to mingle with each other in
a quality plural society of locals, various programs have been
designed (Director General of Education, 2011). Here are the
programs that have been designed to be implemented:
Pupil Integration Plan for Unity (RIMUP)
RIMUP program that was introduced in 1986 at the school seeks to
produce human capital among the younger generation to cultivate
unity and contributes to the development and prosperity of the
country (MOE, 2012). Now RIMUP program is expanded throughout
primary and secondary schools so that every school can take part in
at least two activities between schools every year. The school will
be divided into groups to allow interaction between different types
of schools, government schools and private schools. Now, the
program includes a variety of activities undertaken, including an
increase in academic, sports and games, community service and
extra-curricular activities. However, the MOE will narrow the scope
of activities under RIMUP to focus on activities such as sports, arts
and community service, which really proved effective in fostering
friendship among groups of students and strengthen ties with the
community.
Introducing

Components

of

Community

Service

in

All

Primary School Curriculums

MOE will introduce community service component in the curriculum
of all primary schools (Years 4 to 6) and secondary schools in Wave
2 (2013-2025). Completion of community service component will be
a prerequisite for graduation at the secondary level. An option being
considered at this time is a weekly activity for four months every
year, which combines students from all ethnic groups.
Implementation of goal-oriented group activities and accompanied
by students of various races will further strengthen unity among
students. Through community service, students can also strengthen
ties with the local community. Parents and the public will be directly
involved with homework assignments, learning in the classroom and
community service projects. Community involvement will
strengthen learning in the classroom.
(D) Strengthening the Provision of Language Education
MOE will also improve pupil access to learning additional languages
depending on availability of resources. By 2020, an additional
selection of the most popular languages such as Chinese, Tamil and
Arabic will be offered at more schools. Moreover, these additional
languages will be integrated within lessons at primary and
secondary school levels. Large-scale school will offer more
additional language compared to small-scale school. Small -scale
school can also make use of technology to explore options on
increasing the number of additional languages offered.

(E) Establishment Vision School

Vision School is a school that was introduced in 1986 and the
concept of learning together in a same region, regardless of race
or religion (Department of Information, 2012). This concept
involves two or three different schools and administrative flow
constructed in the same area and share basic amenities such as
playgrounds, halls, resource centre, computer room, and cafeteria
and so on. Through the sharing of areas and facilities, it will enable
the cultivation of a diverse society and foster understanding and
tolerance among races, especially among school children since
young.
(F) National Education Policy
National education policy enshrined in the Education Act 1961 is
an important instrument in the efforts to unite people of all races
in Malaysia. Through education, organized efforts can be carried
out to form united, dynamic and progressive citizens (MOE, 2012).
Among the measures that have been implemented to meet the
goals of the National Education Policy are:

Using the Malay Language (Bahasa Melayu) as the language of

instruction in schools and institutions of higher learning.

Requiring the education of the national language in

educational institutions where the language of instruction is
not the national language.

Improving the effectiveness of teaching and learning of History

through an approach that is more capable of attracting
students to understand the diversity of languages and history
of the country.

Apply the elements of unity through learning of literature

component (KOMSAS) in Malay language.
Apply the elements of patriotism through various educational

programs.
(G) Strengthening National School Foundation
Based

Malaysia

Education

Blueprint

(Pelan

Pembangunan

Pendidikan Malaysia, PPPM (2013-2025)), the focus will be given to

strengthening SK primary school because the school has an
important role as a site to nurture and cultivate solidarity among
people of the early stages of schooling. SK empowerment policies
are in place to ensure that all primary schools that use Malay as
the language of instruction and national secondary schools as the
communitys school of choice. The goal of this policy is to improve
and strengthen solidarity among students of different races. Thus,
students can be trained to live and work together with patriotism
and a high tolerance in line with national aspirations.
(H) Civic Education
Implementing Civic Education as a subject across a range of
subjects such as Islamic Education, Moral Education, History and
Local Studies. Its goal is to inject relevant knowledge, values that
are commonly used and are unique to the national identity of the
people of Malaysia to the curriculum. This method is expected to
enhance pupils understanding and appreciation of the history of
Malaysias population, culture and noble values. In addition, pupils
can also understand and appreciate the similarities and differences
that make Malaysia a unique country. Civic education can serve as
an important platform for promoting values and beliefs outlined in
the National Principles, i.e. Belief in God, Loyalty to King and
Country, Upholding the Constitution, Rule of Law and Good
Behavior and Morality. However, the improvement of the education
system should be implemented so that pupils can interpret this
belief into action and apply it in everyday life.
In conclusion, the importance of school integration and national
unity has been emphasized in Wave 2 PPPM (2013-2025) to
improve interventions to foster unity. Therefore, the aim Wave 2
will be achieved if all parties such as government agencies, nongovernmental agencies, the private sector, communities and
parents alike come together to play a role in carrying out various
activities or policies that have been enacted by the government to
strengthen the integration and unity.
1.1.2 Democratization of Education
According to the Institute for Democratic Education in America
(IDEA,
2014), the democratization of education is not the type of school
or research-based practices. It is also not the kind of learning

program or philosophy. It actually is a framework that

encompasses a method of gathering together to get strong ideas
about the philosophy of learning, research, models of schooling,
teaching practices, policies, and vision of society that allows a
lesson delivered to the public. Education should be shared by all
communities and provide every human learning opportunities to
participate fully in the process of teaching and learning equally.
Kamus Dewan dictionary (2011) also defines the democratization
of education as an opportunity and rights possessed by every
individual in education and the facilities provided. Hence, the
concept of democratization of education will provide equal
opportunities to each individual to choose the type of school,
regardless of economic status, social, privilege, gender, race,
religion or background.
The importance of the democratization of education was stressed
since the formation of the Razak Report, (1956). This report
proposes a national education system that guarantees a place in
the school for all children, regardless of ethnicity or socioeconomic background, and provides a learning environment that
values unity in diversity. This interest has continued in PPPM (20132025) during the ninth Malaysia Plan. During the period, PPPM
approach is to ensure that people get educated in a fair and
equitable regardless of the location of people , groups with
disabilities, Aborigines and other minority ethnic ( MOE, 2005) .
Democratization of education agenda continue to be refined in the
first shift and PPPM (2013-2025) that sets out the children in
Malaysia, irrespective of their economic status, ethnicity or
background, has the right to have equal access to quality
education of international standard to enable them to achieve their
potential and based on the principle of Education for All .
Universal enrolment set by the MOE is from pre-school up to high
school level (Level 5), either through the academic route or routes
of technical and vocational equivalent.
This commitment includes assuring that all students have a place
in school and children who do not attend school now approached
proactively, and to assure that all students meet the minimum
standard acceptable, i.e. pass the core subjects of English,
Mathematics, Science, History and Education Islamic or Moral
Education at the end of Form 5 (PPPM, 2013-2025).

1.1.2.1 What
are
the
Gaps
in
Democratization Foundation?

the

Education

Gaps in democratization are shown in Figure 1.2.

Digital
divide
Socio-economic
divide

Urban-rural
divide
Educational
divide

The gap between

normal and special
needs students

The gap between the

levels of pupil
achievement

Figure 1.2: Education Gap

Source: PPPM (2006-2010), Initiating Reform, MOE
2010
MOE has planned and carried out several strategies to bridge the
education gap and further strengthen the democratization of
education. These strategies involve school organization, especially
for the teachers to participate. There following are the strategies
that have been designed:
(A) Develop the Infrastructure and Facilities in Rural Area
In line with the MOE in PPPM (2013-2025), narrowing the gap

among the communities and the various infrastructure

development projects have been implemented as follows:

Provide infrastructure and basic amenities such as electricity

and water supply, especially in rural schools and rural areas.
Improving (SKM) schools with the expansion of the
implementation of the Central School, establishing new norms
for teachers in SKM and study grants per capita.
Improving rural classrooms facilities (adequate and quality).
Provide dormitory in new school and improve existing
dormitory.
Improving rural remedial classes.
Improving and accomplishing schools in rural areas.

(b) Increasing Participation Rates and Reducing Dropout

Risk
Dropout problem among students is the hindrance to the
achievement of democratization of education. Dropout means by
not being able to continue their schooling because of failure in
examinations and dropout students in rural areas lagging far
behind in science subjects and facilities compared with pupils from
famous schools in big cities (Tan Sri Murad, 1988). According to the
Ministry of Education (2011) from 2006 to 2010, 10.83 percent
dropouts were students in elementary and secondary school
levels. High school dropouts recorded the highest number of 9:42
per cent compared to the primary school of around 1.41 per cent.
However, not all dropouts discontinue schooling; most of them do
continue their education in private schools, religious schools,
Independent Chinese Secondary School, international schools and
Madrasah. While in June 2010, 140,000 pupils in primary and
secondary education in private schools, while approximately
36,000 students in religious schools (Ministry of Education, 2011).
Although the number of dropouts is a small but MOE take steps to
overcome them. Among the measures that have been taken are:

Increase the 3M Mastery ( reading, writing and arithmetic ) by

extending KIA2M Program for Year 1 , improving the Special
Remedial Phase1, active the Program of Gerak Gempur and
organizing special programs for the Aboriginal and other
minority ethnic groups. The mastery of 3M is enhanced by
introducing the LINUS program. This program is to aspire that
all students have the ability to master basic literacy and
numeracy skills after three years of education by the end of

2012.

Reinforcing programs for students with disabilities by

amending Regulations 1997; to receive Special Education
students that have two defects. In addition, Inclusive Special
Education program has been consolidated as well as special
classes for students with autism and ADHD, having two
defects have been opened. Since childhood special education
is not like a normal child, the special assessment method that
has been formed. MOE also provides transportation for special
education students.

Providing education for students according to need is access to

the democratization of education. In accordance with the
diversity of intelligence possessed by the students, MOE has
established the School of Arts, pioneering special programs for
gifted and talented students. Then providing educational
facilities to the students who are now in Community Remedial
Centre.

Reducing the dropout rate by enforcing compulsory education

policy. Compulsory education is nine years from 6 years (years
1 to 6) to nine years (year 1 to form 3) (School Management
Division Ministry of Education, 2013). MOE expands Vocational
Subjects (MPV) in secondary schools and practicing consensus
schools, families and communities and introducing appropriate
assessment and evaluation.

(c) Increasing Number of Trained Teachers

MOE will increase the number of trained teachers in accordance
with the options in rural areas. The goal of increasing the number
of teachers will only be achieved by requiring new teachers to
serve in rural areas.
As an incentive for teachers, MOE will enhance the incentives for
teachers
serving
in
rural
areas;
providing
insurance,
accommodation and provide basic amenities.
(d) Improving

Educational

Aid

Distribution

System

Needy Students, Special Needs and Minority Groups

Strengthening the system of aid distribution

Strengthening the Pupil Information System (SSM)
Establishing a Regional Education Action Council (MTPD)

for

Promote cooperation among schools, public and private sector

(PPPM, 2006 - 2010)

(e) Supplementary Food Program

Students Trust Fund (KWAPM)

(RMT)

and

the

Poor

The ministry has allocated hundreds of millions dollars by having a

special program to assist students in low-income families. The
programs include providing nutritional needs for students as
Supplementary Food Program, and reducing the school financial
burden for parents, such as the Poor Students Trust Fund (KWAPM).
The Ministry also provides programs for students with special
needs and primary school for Aborigines (Orang Asli dan Penan).
(f) School in Hospital
The Deputy Prime Minister officially launched Establishment of
School in Hospital (SDH) in Malaysia on July 26, 2011. This
program is a joint initiative of the Ministry of Education (MOE), the
Ministry of Health (MOH) and Yayasan Nurul Yaqeen (YNY).
Establishment of SDH is consistent with the wishes supported by
UNESCO, namely Education for All and the democratization of
education. SDH services are accessible to all children and youth of
school age, regardless of circumstances and places, including
students who receive treatment in hospitals (Hospital Serdang,
2014). What are the challenges faced by the teachers to ensure
that teaching and learning takes place successfully? Appropriate
learning approach used is quite different from ordinary schools,
SDH is oriented to edutainment approach (fun learning) and
flexible in a conducive environment. This approach will help to
eliminate boredom when students need to get treatment for a long
time in hospital.
(g) School in Prison
Schools in the prison known as Integrity School started operating
since 2008 in collaboration with the Ministry of Education and the
Department of Prisons. To date there are 1,650 students ranging
from juvenile offenders who were attending lessons at six prisons,
namely at Kajang Prison, Kluang Prison, Prison Marang, Sungai
Petani Prison, Kuching Prison and Kota Kinabalu Prison. These
educational facilities is in line with the policy of democratization of
education, the right to an education open to all children, including

those sentenced by the courts. Despite being behind the iron bars,
the needs to acquire formal education among children must not be
ignored. This school is to not only providing basic literacy and
numeracy needs of the child but also provide their future needs.
These students are given the opportunity to follow the academic,
co-curricular and vocational aims to produce human capital in line
with the National Education Philosophy. In the field of academic,
students are given the opportunity to sit examinations such as
Lower Secondary Assessment (PMR), Certificate of Education (SPM)
and the Malaysian Higher School Certificate (HSC). Children are
also equipped with motivation, capacity building and skills like soft
skills. However, duties in prison are challenging tasks for
educators. Therefore, teachers should have the psychological skills
and intelligent to play the role of facilitators who can handle pupils
with challenging.
In conclusion, according to the MOE Interim Strategic Plan (20112020), every pupil has the potential to succeed. Measured from
the ratio of successful students have the knowledge and skills,
practice high moral values, creative and innovative, adopting
united in society and a healthy lifestyle. This noble goal will be
achieved through the democratization of education policy and MOE
has designed various programs or activities to make it a reality.
Thus teachers should strive to succeed the agenda is to fulfill
childrens rights.
1.1.3 The four pillars
Educational,

of

education

United

Nations

Scientific and Cultural Organization (UNESCO)

Paris-based UNESCO is an agency of the United Nations (UN) that
was established in 1945. At present, its membership consists of
191 countries. The purposes of the UNESCO are:

Contributing regional peace and security

Maintaining the rule of law, regardless of race, sex, language
or religion
Promoting regional cooperation through education, science
and culture
Maintain rights
Maintain full freedom

1.1.3.1 What are the Four Pillars of Education?

UNESCO also set programs that are related to education, natural
sciences, social and human sciences, culture, communication and
information. UNESCO has chosen four pillars of education that
needs to be passed in facing of 21st century education. The
milestone is shown in Figure 1.3: Learning to master knowledge

Learning to be harmony and

cooperation

4 Pillars of

Learning to master skills

UNESCO

Learning to be a useful human

Figure 1.3: The Four Pillars of Education UNESCO

Source: UNESCO World Heritage Centre 1992-2014 United Nations
(1996) - http://whc.unesco.org/en/disclaimer

(a) Learn to Master of Science

Learn to master the science is part of the lifelong learning element
that has been emphasized on the second core of the National
Mission of 9th Malaysia Plan is to improve the capacity for
knowledge and innovation and nurture first class mentality. The
success of our nation into a developed nation in its own mold as
envisage in Vision 2020 depends on human capital having a first
class mentality (Interim Strategic Plan, MOE 2011-2020). While
the success of human capital development and pupil excel is
dependent on the competent and knowledgeable teachers in the
teaching and learning process (P&P).
Therefore, teachers should always learn to master the science of
developing the potential for individuals in a holistic and produce a
balanced in terms of physical, emotional, spiritual, intellectual and
social (Jeris) as envisaged in the National Education Philosophy
(FPK). His knowledge among teachers can be applied through

research such as action research, professional discussions, and

readings periodically whether from printed sources or internet
resources and programs to improve professionalism. In addition,
methods of teaching and learning should lead to the acquisition of
knowledge among students, such as problem solving, project
method and the expository method. This method will generate a
feeling of curiosity, creating a fun learning environment and helps
students understand the world around them.
However, the challenges faced by teachers in applying learning to
master knowledge are the workload of teachers. Teachers at
present have been burdened by various composite tasks such as
managing extra-curricular activities, classroom, pupil affairs,
administrative and clerical as well as some other additional work
that needs to be made according to current needs (Tan Sri
Muhyiddin Yassin, 2010). Surplus task has affected their quality of
time to plan lessons and teaching as the main task. Typically, in
designing teaching and learning, teachers need to master the
content prior to making a profound reading that learning outcomes
are achieved.
There are international studies that show that teacher quality
factors are most significant in determining the success of students.
The quality system cannot exceed the quality of teachers. Despite
the excellent teachers in the education system in Malaysia, but the
study in 2011 showed that only 50% of instruction is delivered
effectively. Findings indicate passive delivery of teaching is
student-centered. The subjects taught do not emphasize the high
level thinking skills as teaching is more focused on understanding
(PPPM, 2013-2025). In this regard, several steps have been taken
by the MOE to assure that the teachers are able to apply milestone
to learn and to master knowledge:

Reduces the number of tests and Implementation Similar

School examination. Starting the year (2012), the MOE, the
State Education Department and District Education Office are
allowed to coordinate and implement a similar examination for
the Trial Examination or Final Examination. This Similar School
Examination will be abolished with effect on 1 January 2013.
The same go to the school schedule formative test. So
teachers can implement formative tests according to the own
timetable of teaching and learning.

MOE professional meeting No. 7 / 2OO7 dated 21 November

2007 approved the implementation concept of operation of InService Training (INSET/LDP) as School Based in schools
under the MOE. LDP must be implemented in a plan without
affected the effectiveness of the course, protect students
learning time and reduce the frequency of teachers leave the
classroom (Letter/ Ministry of Education Press, No. 20 in 2012).

A proposal will be submitted to the Department of Public

Service to expand Administrative Assistant N17 staff
placements in schools under the MOE. This is to reduce the
burden of clerical tasks for teachers (Tan Sri Muhyiddin Yassin,
2010).

Improving the operation of School Based Assessment (SBA)

has also been implemented to produce a more friendly
assessment system that reduces the workload of clerical jobs
for teachers.
(http://web.moe.gov.my/lp/files/pekeliling/2014/PekelilingPBSBil
1.2014.pdf )

Empowerment through continuous training for teachers is very

important to produce skilled workers and master knowledge.
This is achieved through the establishment of a passionate
master plan
Continuing Professional Development (CPD) and the new
database CPD detection to strengthen and reinforce science
teachers. CPD can also develop and strengthen the capacity
and improve the quality of their professional competence in
the teaching profession and in line with national aspirations.
Thus increasing the capacity and competence of teachers and
ensure the success in pupils achievement (Tan Sri Muhyiddin
Yassin, 2013).

Overall, the measures taken by the Ministry of Education seek to

increase the quality of teachers and improve the welfare of
teachers.
Workload reduction will give full space to the teachers learn to
acquire knowledge and enhance innovation to increase pupils
excellence.

(b) Learning to Mastering Skills

By PPPM (2013-2025), among the types of skills needed by
students to compete globally are:
Type of skill
Thinking Skills

Characteristics skills
creative and critical thinking,
higher order thinking

Various skills like "hard and soft

skills"

leadership skills, problem solving

skills

Normally, all of these skills can be generated in the school through

either extracurricular activities or co-curricular activities. However,
whether the teacher is able to realize those particularly thinking
skills, because according to the needs of assessment report by
Kestrel
Education Consultants (UK ) and 21 Century Schools (USA) on 2
November 2011, found that higher-order thinking among students
and teachers in Malaysia are very low. While MOE has begun to
introduce creative and critical thinking skills in program of Creative
and Critical (CCTS) in 1994 and has introduced a variety of
thinking tools. However, the findings still show less skilled teachers
in teaching of higher-order thinking and learning. Teachings in the
classroom are more to teacher centered and geared towards exam
preparation.
All of these findings have prompted MOE the drafting of reinforce
program in producing human capitals that are creative and
innovative. (i-THINK Program Development Division of the
curriculum, MOE, 2012). Among the approaches that have been
implemented are:

Introduce High-Order Thinking Skills Program, HOTS (Program

Kemahiran Berfikir Aras Tinggi, KBAT) in 2013. The approach
to teaching and learning that can be used to generate HOTS
elements among pupils as shown in figure 1.5.

Questioning
techniques
Using the
Problem

thinking tools solving

Project-based
learning

Teaching
methods

Higher order
thinking
activities in
textbooks

HOTS
(KBAT)
Figure 1.5: Teaching Methods, HOTS
Source: Ministry of Education, 2013

MOE also cooperates with Malaysia Innovation Agency (under

the Prime Minister) in implementing i-THINK program in 2013.
The program aims to enhance and develop thinking skills and
enhance creative and innovative thinking among students.
Teachers and students will use thinking tools in teaching and
learning in addition to higher-order thinking skills activities.

The approach used to apply hard and soft skill is through cocurricular activities and sports. Although co-curricular and
sports program is compulsory, but there are schools and
students who do not give priority and attention to the sports
program. Furthermore, attitude of parents and society that
emphasizes academic achievement resulting in extracurricular activities and sports in schools cannot run smoothly.
This would cause a variety of hard and soft skill cannot
applied. However, the MOE has taken some steps to address
them through strengthening co-curricular programs and sports
programs. Cabinet Committee Report 1979 recommends the
importance of co-curricular activities and sports to all levels of
schooling. The policy of 1 pupil for 1 Sport, and 1 Club
Uniformed Body seeks to develop students holistically and
give them the opportunity to develop a range of skills. The
ministry will also study the possibility of compulsory
involvement of this as a condition of graduation and giving of

scholarship in higher education (PPPM, 2013-2025).

In conclusion learning through skills are important components
that should be included among pupils and the teachers in facing
the challenges of the 21st century that require one who is able to
think on a high level and have a variety of skills.
(c) Learning to Be Valuable Human
Learning to be a valued human is in line with the third shift in PPPM
(2013-2025) which produce Malaysian citizens who appreciate
value. Passionate teachers is to develop students or human capital
which has superior appearance, such as trust, well mannered,
diligent, disciplined, honest, prudent, noble, integrity, compassion,
fairness and caring. However, the first challenge for teachers is to
inculcate values that will produce superior students character as
pupils are exposed to a more challenging environment in this
borderless world. The second challenge is to ensure that the
curriculum developed can build the character of students in order
to become a citizen of a disciplined, moral, adhering to values,
patriotic and responsible. The third challenge is to ensure that the
courtesy and values cultivated at school level is an ongoing basis
so that students can appreciate and practice the values and
culture in everyday life. This responsibility should be carried out
continuously with co-operative energy and commitment from all
parties. Among the measures that have been identified by MOE
are:

Strengthening of Islamic Education and Moral Education

MOE strives in nurturing moral values in students across
subjects and through specific subjects such as Islamic
Education and Moral Education. In 2005, the Islamic Studies
was reinforced through the introduction of j-QAF program in
stages in primary school. There are also enhanced curriculum
of Islamic education focuses on understanding the core values
and philosophy of Islam and other religions in Malaysia. While
the Moral Education for non-Muslim students focuses on the
understanding of the core of all major religions in Malaysia.
The Ministry will study the possibility of Muslim and nonMuslim students to share certain class of Islamic Education
and Moral Education as universal values (PPPM, 2013-2025).

Social and Reproductive Health Education (Sexuality)

Education is designed to enable students to acquire knowledge
about the physical, emotional and social development, foster
positive attitudes and values towards the development of
sexuality, as well as build the skills of maintaining personal
relationships, family life and membership in the society. MOE
together with the Ministry of
Women, Family and Community Development (KeKKWa) agree
not to make it a special subject, but will be studied through
some subjects such as languages, Health Education, Science,
Biology, Islamic Education and Moral Education (PPPM, 20062010).

Inculcate Culture of Manners and Courtesy

Various activities have been carried out by the MOE through
PPPM (2013-2025) in inculcating the values manners and
courtesy among students. Among them are:

Increase the activities of lectures, seminars, workshops

and motivational of human development
Increasing appreciation of spiritual activities
Expanding activities in Courtesy Campaign
Increase awareness of the importance of the activities of
courtesy and manners such as film screenings, and
documentation as well as writing essays
Make charitable work in the local community (such as oldfolks homes and orphanages)
Increase the publishing of reading materials on courtesy
and manners of society

In conclusion the milestone to be valued human is in line with

the vision 2020,the fourth challenges of creating a fully
moralize and ethical society, whose citizens are strong in
religious values, and mentality that driven by the highest
ethical standards. According to the PPPM (2013-2025) for each
pupil who has completed and left school is considered a global
citizen who has been nurtured with the universal core values
and has a strong national identity. Values learned should be
practiced in everyday life. These values are civic behavior such

as increase in voluntary activities, individual acceptance of

different race, religion and ethnicity, trust and integration. In
addition, any pupil who has completed his schooling must
have the ability to be a leader for themselves and their
families or leaders of some larger communities and countries.
(d) Learning to Harmony and Cooperation
Learning to harmony and cooperation is part of the five aspirations
of students and the Malaysian education system contained in the
PPPM (2013-2025). These aspirations are:
... The education system offers the sharing of
experiences and values to children by valuing
diversity ...
The reality of the school role is to strengthen unity among students
as they spend more of a quarter times in schools that began seven
to seventeen years. Among the activities that they do in school is
the interaction among the various socio-economic, religious and
ethnic groups, learn to understand, accept and appreciate
differences, sharing with experiences and aspirations can be
formed (PPPM, 2013-2025 ). The challenges faced by teachers are
how to create a strong cooperation during the process of teaching
and learning. According to UNESCO (1996) elements that need to
be developed in students through education are:

Fostering empathy in students to have a positive impact on

social behavior of their lifetime.
Establish understanding between each other.
Ability to resolve conflicts through dialogue and discussion.
Hate violence.
Co-operation and interdependence with each other.
The attitude of selflessness and accept human diversity.

The elements of harmony and cooperation proposed by UNESCO

are consistent with the management objectives of the curriculum
in primary schools and secondary schools, namely:

Strengthen communication and interaction among students in

schools and among schools.
Build and enhance cooperation and contribution of bilateral
relations between the school and the community (Co-

Curricular Activities Management Handbook Primary And

Secondary Schools, 1998).
Therefore, students are required to participate in the co-curriculum
and attendance of pupils in extra-curricular activities must be
recorded. Enforcement of students participation in the cocurriculum is based on the Circular 2/1986 Professional, KP (BS)
8591 / Vol. 11 / (41)
1.1.4 Globalization in Education
According to Western scholars perspectives, globalization is a
combination of free trade in goods and services combined with
free movement of capital (International Institute for Educational
Planning, 1998). Global Teacher Project (United Kingdom, 2014),
defines globalization in education as not a single subject, but one
dimension across the curriculum, it is also a form of restriction /
transformation that gives understanding to the children about the
information and opinions that are global. It combines various
methodologies that involve active discussion and based on
experience, the elements are concern; cooperation and open view
on experience in the classroom, one of our core concerns is finding
information about cultures all the countries in the world and other
groups, the cause of poverty and inequality and the environment.
Globalization in education is also teaching delivery methods and
how we teach. It also adds power and encourages the exploration
of all subjects from a global perspective. It contributes to the
overall curriculum and improves our understanding of the world.
Global education stimulates curiosity; motivate learning and
contributing to higher levels.
Kamus Dewan Bahasa dan Pustaka dictionary (2014) interpret
globalization as a process that allows an activity (economic,
cultural, educational, service) deployed or expanded to an
international level or to the entire world, especially with the ease
of communication systems and open policy.
In the global arena, Malaysia moves towards Vision 2020 is full of
challenges and uncertain market. Dimensions of the world
economy have changed and Malaysia can no longer rely on lowcost structure to remain competitive at the international level.
Globalization, liberalization and countries such as China, India,

Brazil, Russia, the Middle East and neighboring countries has

created fierce competition to attract more trade and investment
opportunities. As skilled human capital of the 21 st century is the
main stronghold in the face of global competition rapidly. National
interests have human capital assets have been emphasized in the
Fourth Strategic Thrust: the tenth Malaysia Plan (2010-2015):
Membangun dan mengekalkan modal insan bertaraf
dunia
(Dato Sri Mohd. Najparents Bin Tun Abdul Razak, 2010)

1.1.4.1 What are the characteristics of human capital of

the 21st century?
Features human capital of the -21st century in the local context is
shown in Figure 1.6.

Eager to know

Resilient

Have principles
Human capital

of the 21st
Communication skills
Century

Working as a team

Creative and critical

thinking skills

Figure 1.6: Characteristics of Human Capital 21st

Century
Source: Education Development Plan, 2013-2025
Human capital is a treasure that can be injected in value added,
there be the intellectual value and cultural capital (Standard Guru
Malaysia, 2010). Therefore, only quality teachers are able to
produce human capital of the 21st century. However, whether the
teacher is able to cover this responsibility? The education system
faces several challenges in producing human capital, namely:

The survey of public opinion conducted by the Merdeka Centre

in 2004 to 850 samples Malaysian ( aged 16 to 30 years )
found that the majority (i.e. 68 % India, 58 % Chinese, 50%
Malay) argued, education received does not provide them with
the knowledge or adequate skills to face the challenges in life
and working life of current society.

Technical education and vocational training in developed

countries are among the main options for students as they
provide good career prospects. But in our country, it is the last
option because the perception is limited career prospects. At
this time, there is a decline in the number of students enrolled
in vocational schools, from 62,200 in 2008 to 51,500 in 2011.
However, the industry demand for graduates of vocational
students is getting higher and rising. In 2008, the Ministry of
Human Resources reported that there was a shortage of
skilled labour resources, i.e. more than 700,000 people in
manufacturing, agriculture and construction. Demand for
skilled resources in the future will continue to increase by the
year 2020, the 3.3 million jobs created under the National Key
Economic Area (NKEA), at least 46 % require vocational
qualification certificate or diploma, compared with 22% that
require degree qualifications undergraduate university.

In 2011, the Higher Education Leadership Academy (AKEPT),

Ministry of Higher Education has conducted qualitative
research on teaching. Based on observations of 125 lessons in
41 schools throughout Malaysia, found that 12 % of the
teaching is delivered to a high standard, namely to implement
more pedagogical best practices proposed in KSSR, 38% are at
a satisfactory standard. Conversely, 50% of the teaching is

unsatisfactory. The teachings are not attracting students and

teachers rely more on passive lecture method in delivering
content subjects. Teachers are keen to ensure that students
understand the basic content of subjects for summative
assessment purposes rather than applying higher-order
thinking skills. This finding is also supported by the UNESCO
report shows that most teachers are still not able to know and
understand the basic concepts of philosophy and objectives of
the curriculum. By implication, there is no practice of good
teaching and learning in the classroom such as integrated
learning, holistic education, creative, and innovative.
(PPPM, 2013-2025)
MOE has undertaken various efforts to address these challenges.
Efforts have also been carried out to produce quality teachers and
ensure lasting quality teachers in the education system as well as
the duration of the service. Among the measures that have been
undertaken are:
(a) Transformation of Education System
Transforming education aims to equip each pupil with all the new
skills they need to seize the opportunities and address the
challenges of the 21st century (YAB Tan Sri Dato Muhyiddin Yassin,
2013). Transformations are divided into 3 waves. First Wave (20132015) will focus on short-term initiatives to improve the written
curriculum, curriculum taught and the curriculum to assessment.
Second and Third wave (2016-2025) relating to the introduction of
the standard curriculum of the new secondary school, KSSM and
KSSR revised, standards-based assessment and the establishment
of an alternative model that allows students to learn according to
their own abilities.
Among the improvements in the first wave are:

Refine and re-evaluate the curriculum content in line

with international standards
KSSR and KBSM will continue to be refined in line with the
national curriculum emphasizes basic need to incorporate best
practices internationally and processed in a standard form that
can be Malaysian citizens who are able to compete in the
global rankings. In the development stage, the MOE will

continue to outline the benchmark standard curriculum and

learning content based on high-performance education
system. MOE will also engage international independent
expert to verify the benchmark for subjects of English,
Mathematics and Science. These subjects will continue to be
analyzed in detail to ensure that the new curriculum standards
consistent with high-performing education system and that
the scope of the syllabus content is not too heavy and can be
implemented effectively (PPM, 2013-2025 ).

To strengthen the support system for teachers to

improve the delivery of the curriculum
Role of School Improvement Specialist Coaches (SISC +) will
be increased from part-time to full-time. They will be placed at
the District Education Office (DEO) and as a liaison officer
between the Curriculum Development Division (CDD) and
teachers. SISC+ is responsible for the implementation of the
new curriculum and assessment, strengthening teacher
training in pedagogical skills and monitor the effectiveness of
implementation. Teachers will focus more on teaching and
learning activities because they do not have to leave school to
attend courses. Training will be tailored according to the needs
of teachers as SISC + will be given the opportunity to observe
teachers in the classroom and provide immediate feedback.
The focus of this training session aims to form high level
thinking skills, teaching students of various abilities and make
effective assessments. In addition, MOE also allocate
additional teaching resources to ensure that teachers can
implement KSSR in the classroom. Such as teaching materials,
video library collection of some examples of good teaching.

Improvement in assessment framework to increase the

number of higher-order thinking skills questions
Teachers and head masters will receive training from SISC+ on
how to set up and run a school-based assessment, especially
about scoring according to the reference standard. MOE will
also increase the number of questions systematically high
level thinking skills in school-based assessment and public
examinations. These questions will be based on Blooms
Taxonomy and test the skills of application, analysis,
evaluation and creation. By the year 2016, questions of skills

testing are as much as 80 % of the UPSR questions, 80 % of

the Rating Form Three questions, and 75 % of the for SPM core
subjects questions and 50 % of the SPM elective subjects
questions (PPPM, 2013-2025).

Leading the International Baccalaureate (parents)

Middle Years Program (MYP) as an alternative approach
to learning
Pedagogical approach emphasizes the use of project-based
activities, questioning techniques to develop the ability of
students to higher-order thinking, and enable pupils to
integrate knowledge from different disciplines involved.

(b) Vocational Transformation Plan

Transformation aims to add skilled human capital base by
providing quality education to students who have a tendency and
ability and interest in the field of vocational education. Education is
managed begins at the lower secondary level, namely the Basic
Vocational Education program (Pendidikan Asas Vokasional, PAV )
and strengthened existing routes through the program at the
secondary level Vocational College (Kolej Vokasional, KV ) in the
field of vocational education.
(PPPM, 2013-2025)
In conclusion, globalization in education requires quality education
system as a foundation for generating the human capital that is
creative, innovative and highly skilled and in line with the
government aspiration to improve the countrys competitiveness
through improved quality of human capital that is produced by the
national education system.
1.1.5 Cultural Diversity
According to Andrew E. Schwartz (2013), cultural diversity is a
condition where there is a difference and diversity. This diversity
involves more human diversity such as the differences among
races or cultures within a group or organization. Dimensions of
diversity involving race, ethnicity, gender, sexual orientation,
socio-economic status, age, physical, religious beliefs, political
beliefs and ideology (Laura Mcdonnal, 2010).

Malaysia is a unique country, because there is a diversity of

dimension. This uniqueness is caused by colonization factors that
have paved the inclusion of cultural diversity to our country.
However, as Malaysians, we should be proud of this because of the
uniqueness of cultural diversity is part of the heritage of Malaysia
(Tan Sri Muhyiddin Yassin, 2012). The importance that all students
must be educated based on academic content standards that will
enable them to become more proficient is undeniable. However,
the reality of the diversity of the students has challenged the
system to provide a program that meets the needs of students and
accelerate their learning to minimize the achievement gap.
Teachers are not excluded from facing the challenges in the
education system. Among the first challenge is:
(a) The achievement gap between rural and urban schools
Based upon UPSR examination, the gap between rural and urban
students is almost 4 % with the lead to urban schools. In the SPM
examination, the gap is increased to 8 %.
(b) The performance gap between school boys and girls
Girl students remained ahead of boys. Significant differences in
performance began in UPSR and increase throughout the rest of
the school period students spend in. Thus, boys are more at risk
for dropping out. This genders performance gap has increased for
PMR and SPM during the last five years and if this phenomenon is
left unchecked could pose a risk of marginalization to the
achievement of boys. However, in 2011 the performance gap
decreased from 11% to 10 % for the UPSR. Results from interviews
with parents, teachers, and principals/ headmasters found that
most boys find it difficult to master major academic curriculum and
is likely to benefit from vocational training courses or application
job courses. However, the shortage of places in vocational and
technical schools prevent male students the opportunity to obtain
those skills. The situation became more complicated when boys
from poor families are more at risk of dropping out of school early
as they have to work to support their families. Involvement of boys
is decreasing in the education system have caused concern to the
MOE. Often youth that are left out are the source of social and
political instability. MOE should always seek alternatives to involve
men in education to ensure that they become a valuable source of

human capital and not the source of problems for the country.
(C) Socioeconomic status
Socioeconomic difference is a significant challenge in achieving
equality in educational success. The unbalanced is caused by the
income of the students parents and the school location. This
factors in with pupils achievement. In response, the study showed
that students from poor families have lower performance
compared to students from middle or high-income families.
Schools with many students from low-income families have more
chances to be in Band 6 or 7 on the NKRA scale. Consequently,
more than three-quarters of all high-performing schools have less
than one third of the students receiving financial assistance.
(d) High dropout problem among Aborigines
Only 30% of Aborigines students have completed secondary
school, which is less than half the national average of 72 %. As
compared to the national average, at 87%, only 61% of the
National School of Aborigines students pass the core subjects in
UPSR. Only 1 % of national schools in low -performing schools band
(Band 6 and 7) as compared to 35 % of the National School of
Aborigines. Dropouts are due to high poverty rates and the
tendency living in rural areas caused many Aborigines students do
not receive preschool education. This situation led Aborigine pupil
to start with low basic literacy and numeracy during Year 1. In
addition, Bahasa Malaysia is not the native language of many
Aborigines students. (PPPM, 2013-2025)
The government is committed to reducing inequalities through
various initiatives, including the provision of financial assistance to
needy students. Here are the steps taken to deal with:

Application of indigenous languages and other minority

languages in the curriculum. KSSR syllabus was introduced in
2011, the MOE has expanded its selection of elective courses
such as the Iban, Kadazan Dusun and Semai language.

Friendly culture pedagogy needs to be applied in the teaching

and learning process in which teachers should act as agents of
socialization, teaching without discrimination, without
grouping students according to certain race in one particular
group.

In conclusion, the progress of the country needs people to be

developed in advance and it starts with the attitude of acceptance
of racial diversity dimension that will lead to national unity. Thus,
the school institution is the most suitable situation to apply an
attitude of acceptance because of racial diversity in Malaysia. The
importance of unity has been affirmed by Dato Sri Najib bin Tun
Abdul Razak (2010) in the 1 Malaysia concept, namely:
1 Malaysia adalah satu Gagasan bagi memupuk
perpaduan dalam kalangan rakyat Malaysia yang
berbilang kaum, berteraskan beberapa nilai penting
yang seharusnya menjadi amalan setiap rakyat
Malaysia
(Bahagian Perpaduan Masyarakat JPNIN, 2010)

1.1.6 The Influence of Information and Communication

Technology Development
Information and Communication Technology or ICT is defined as
the use of computers, communication devices and software
applications to process, store, retrieve, protect, and deliver
information from any place at any time (Universiti Sultan Zainal
Abidin, 2010). At present students need to be equipped with the
digital era of the 21st century skills that demands mastery of
information skills, creative and innovative, and effective
communication to address 21st century living (Director General of
Education, 2010). Learning skills of the 21st century is defined as
the efficiency of using digital media is driven by new technologies
in educational institutions so that the process of teaching and
learning could be done more effective. Skills involved are
creativity, thinking skills, ability to make judgment and better
innovation using ICT as its driver. The importance of ICT in
education was emphasized in the 7th shift in the PPPM (20132025):
Advantage of ICT helps to improve the Quality of Education in
Malaysia.
The UNESCO review found that Malaysia is among the first

countries in the world to have a strategic plan for ICT education

system. The study also found that a great variety of policies and
plans that have been developed since 1990, such as the Strategic
Plan for Smart Schools and ICT in Education Policy 2010. The aim is
to exploit the potential of ICT in enhancing the high level thinking
as well as improving the overall quality of education. MOE also
seeks to improve the efficiency of the delivery of quality education
by using ICT media to rural schools and school with less pupils.
Thus a total capital investment of RM 6 billion has been invested
by the MOE for the provision of ICT infrastructure in schools from
1999 to 2010. Although MOE involves a large number of capital
investments, but there are some challenges in implementing ICT in
education policies, these include:

Review of the MOE 2010 found that the use of ICT in schools is
limited. About 80 % of teachers use ICT, less than an hour a
week and only one-third of the students claimed that their
teachers regularly use ICT.

The UNESCO study review found that although ICT was used in
teaching, but in most cases, the users have not made use of
application like PowerPoint presentation as a teaching tool.

UNESCO study also found no evidence that ICT has been used
to promote skills such as creativity, problem solving, critical
thinking and communication among students. These factors
are caused by the limitations use of ICT tools available and are
not included with the training and support services to schools,
such as technicians to maintain the equipment. Even the
provision of training and support is often not sustainable and
lasting. The implication is that teachers are not ready to make
the most use of computers in their daily work.

The findings of an international study showed that teachers

and students would only use ICT equipment when teachers
and students have the skills to use technology and facilities in
a meaningful way in the learning process.

International studies also found a lack of long-term strategies

to implement and maintain ICT infrastructure and teachers
competence. For example, computer renewal warranty period
is not specified explicitly, this causes schools received
equipments at approximately of year 2000 are still using

outdated computer equipments that need to be renewed. In

addition, the study also found that ICT investments are not
associated with the desired students outcomes. (PPPM, 20132025)
In line with the MOE to ensure that students not only learn to use
ICT but also can use it effectively to improve their learning, some
solutions have been designed, namely:

Provide students with the skills and knowledge to learn

effectively and live productively in a global and digital world.

To provide the 10,000 schools nationwide with 4G Internet

access and virtual learning platform that can be used by
teachers, students and parents through 1BestariNet program.

Provide training for all teachers in applying ICT in teaching and

learning to support pupil learning.

Increase the ratio of ICT equipment compared with students in

the ratio of 10: 1. This ratio may be further reduced depending
on the assessment impact and the ability of the fund.

Leading the way of delivering teaching using ICT innovations

such as distance learning and self- learning content (selfpaced) before spreading throughout the country.
(PPPM, 2013-2025)

ICT in education policy aims to produce human capital that are

capable, innovative and able to explore new areas for wealth
creation and national development can be achieved with the
involvement and cooperation of experts group, partnerships with
public and private sector and community involvement (Tan Sri
Muhyiddin Yassin, 2010).
1.1.7 Family support
Family support, especially parents for the excellence education of
their children must not be denied. This interest has been shown by
the findings of international studies PISA (Program for International
Student Assessment) 2009 showed that the main factors that lead
to pupil achievement is how parents spend time with their children

at home (PPPM, 2013-2025). Reviews of the MOE (2011) similarly,

on the time spent by students aged 7-16 years in 42 weeks in the
school and the average 5.5 hours per day in school (primary and
secondary schools), 2 hours per week curricular activities and
sleep 8 hours a day is shown in figure 1.7:

Students Usage Time

15%
Time spent in school
33%
Time spent for sleeping
Time spent at home and
52%
community

Figure 1.17: Sample timetables disciple 2011

Source: School Management Division, Ministry of
Education (2013)
Based on the above figure, students have spent long periods of
time (52%) at home than at school (15%), thus parents should take
this opportunity to guide their children. This interest is also
enshrined in the 9th shift in the PPPM (2013-2025), namely
working with parents, the community and the private sector more
widely.

1.1.7.1 Why parents should be involved in the childs

learning?

Children Benefits:

Parents Benefits:

Obtained better test scores

and grades.
Have higher self values and
motivation.
More satisfying attendance
to school
The
rate
of
school
disciplinary
offenses
decreased.

Able to learn how to help

children
with
their
homework.

Dropping out of school can

be avoided.

Parents can learn procedures

and methods to help children
in school.
Can
share
parenting
knowledge with other PTA
members.
Easier to provide a healthy
home environment.

Source: Recommendations for Parents, School

Management Division MOE, 2013

Provide space and opportunities to

learn

1.1.7.2
What is Trainer
extensively in schools and homes.
the role
of Parents towards pupil?

Advice, guide, teach, support, care,

Mentor
motivate and demonstrate.

Support, encourage and motivate their

child.

Supporter
The latest information on what is
happening at school.
Being informative
Manage childs life in order to be
secure, peaceful, happy and calm.

Provide a schedule

Source: Recommendations Parents, School Management

Division, MOE, 2013 (School web page:
www.smks4bk.edu.my / E-mail: pibg@smks4bk.edu.my)
1.1.7.3 What are the challenges faced by teachers?
Challenges faced by the teachers in getting support from parents are:

Involvement of parents in school programs too low. Generally because

parents are unable to spend time away from work to attend workshops or
meetings. Parents will only attend school if invited to attend special
occasions like Parents Day, sports day and so on.
Language or cultural barriers that restrict communication between
teacher and parents.
Parents only come to school if their child has discipline problems at
school.

1.1.7.4 What is the approach taken by the MOE in overcoming the

challenges?

Raising awareness among parents and the public about their role in their
childrens education. Awareness can be raised through campaigns. The
campaign uses a variety of delivery channels at the national, state,
district and school levels and various forms of media (traditional, online
and people) to ensure that the information can be presented in a
comprehensive and appropriate to the target group.

Accompanying their teenage child as

a

Provide

Being a friend
friend.
guidance to schools to implement the process of engagement with
parents and the community. MOE has produced a handbook Parents
Means in 2013 as a guide to the school on how to build close cooperation
with the parents. This utility will also be a guide to every school in the
school prospectus and plans to generate parental and community
involvement. MOE will require that each school produces its own
prospectus detailing information related to aspiration, regulations and
school activities. This prospectus will be distributed to parents of pupils in

Year 1 and Form 1 during the registration and on-line version will be
uploaded to the school website. The objective of the plan of parental and
community involvement is to encourage the Parent Teacher Association
(PTA), and community to expand their focus from fundraising as to
develop a learning program led by parents and the community. MOE will
provide an instrument to assess their current level of involvement and
clear steps taken and to determine priority areas for action to be taken.

Linking financial assistance to poor students, to increase parental

involvement.

Promoting the PTA to play a greater role in supporting parent involvement.

The PTAs role will be expanded to provide a support network known as
the Parents Support Group (PSG). This group consists of parents who are
keen to learn and share best practices in helping their children in the
learning process and growth.
PTA members can also help to improve the effectiveness of activities and
programs in schools in areas such as management, fundraising
(donations), labor and sharing of expertise. PTA will also be authorized to
provide input on aspects of school leadership makes the national
curriculum relevant to the local context as well as the quality of teaching
and learning in schools.

(School Management Division, MOE, 2013)

1.1.8 Social Issues
According to the Kamus Dewan (2010), social issues are signs, addresses or
indications about everything related to society, about the public, community
or matters related to friendship, socializing and leisure activities. While social
is the word that refers to things that are related to society and community.
Globalization that swept the country also impacted on the social ills among
students in our country. Based on the figures in the table below shows
students involvement in social phenomena is alarming.

Gangsterism Culture
STATE
NUMBER OF
SCHOOLS
Selangor

77

Perak
Penang
Wilayah Persekutuan Kuala Lumpur, Kelantan &
Sabah.

60
49
37

Pahang
Kedah
Negeri Sembilan
Melaka
Terengganu
Perlis & Sarawak

35
32
14
10
8
6

TOTAL

328
Source: Department of Planning and Research, Ministry of Education,
2005

The importance to curb social ills in producing human capital for the
development of the country had been emphasized by Datuk Seri
Abdullah Ahmad Badawi (2005):
I want every Malaysian to have the human capital which is
personalities with high values, high wisdom, educated, highly
successful in whatever field of endeavor, and even a person of
excellence. This is because the key to excellence is discipline and
self-esteem in individuals. This will encourage individual
excellence, family, community and country

1.1.8.1 What types of social ills?

No.
1

Social ills
Smoking

1.1.8.2

Stealing

Housebreaking

Robbery

Homosexuality

Lesbianism

Child Abandonment

Drug-Taking

Running Away From Home

10

Free sex

11

Porn Movie

12

Extortion

13

Hallucinogenic pills

14

Blackmail

What are the factors that cause social ills?

(a) Curiosity and Eager to try

Adolescents aged below 18 years often have high curiosity. Thus, anything
that happens around them will invite curiosity among them to try it without
thinking of the implications. This problem occurs because they do not get
guidance from parents, teachers, neighbors, friends and so on.
(b) Peers Influence
Peer is a person close to the teens. A good friend can guide them to goodness
instead if they mistakenly select the wrong peers, it will lead to them to
negative influences.
(c) Sought for Fun
Based on the development of adolescents, ages 12 to 19 years are the ages
where their mind leads more towards excitement that is growing rapidly. Thus,
things that seem fun will have higher attraction to them either as swayed by
friends or their own choice.

(d) Media influences

The mass media also contributed to social ills among teenagers. Abusing of
the mass media such as programs or dramas featuring immoral interaction or
relationship and immoral entertainment will influence and encourage the
youth to do the same things.
(e) Family attitudes
Family attitudes that are too restrictive or too much freedom will have a
negative impact on the youth. For example, a family that has enacted
legislation or rules to be followed by each member of the family without
compromise will lead to rebellious soul and lead to behavioral problems.
1.1.8.3 Methods to Solve Problem of Social Ills
(a) Role of Parents
Parents must extend love, spend time, and provide religious education or civic
education to children adequately. Parents also need to spend time with the
children, watching the whereabouts of children and provide the basic needs of
children.
(b) Role of Teachers in Schools
Teachers should play the role of academic counselors and become friends with
the teenagers. Teachers need to have effective communication skills so that
teachers are able to discuss and help to solve problems of adolescents.
(c) The role of the Authority
The authorities should play a role and enforce laws to prevent the causes of
social ills which take place at entertainment venues, massage tavern and so
on. Regular and consistent monitoring should be conducted to ensure that no
negative elements involving teens.
(d) Role of Mass Media
Media also plays a role in controlling the broadcasting of any form of media
that involves youth immoral decadence. Broadcasting involving teenagers
who have succeeded should often being highlighted in the media as a
motivation to emulate.

(e) Community role

Society must play a role in solving the problem among teenagers. The
religious committees need to plan activities to address this social ill.
In conclusion, parents play a key role in shaping the future of their children.
Parents responsibilities and compassion is a contributor to the production of
human capital.

1.1.9

1.1.9.1

National And International Report and Analysis Related

To Educational Attainment
International Educational Attainment

Malaysia has demonstrated a proud achievement at international level from

November 2009 to July 2012. Among the achievements are:

TYPE OF
ACHIEVEMENTS

YEAR

ACHIEVEMENT
Malaysia, represented by three
World Robot
schools, the overall high achievement Olympiad (WRO),
in South Korea - won second place
South Korea
for two consecutive years.

Nov
2009

68 Malaysia pupils gained 94 gold

medals and received praise at the
international level

International
Competitions and
Assessments for
Schools (ICAS) 1

Dec
2010

A Malaysian pupil obtained the gold

medal and special award from the
European Physical Society.

42nd International
Physics Olympiad,
Thailand

July
2011

A Form 4 pupil had distinction

achievements to get Malaysian first
gold medal. Four other students
obtain encouraging results

52nd International
Mathematical
Olympiad,
Netherlands

July
2011

A group of 36 students earned second ASEAN Primary

place overall ; won 6 gold medals , 2 School Sports
silver and 3 bronze
Olympiad ,
Indonesia

Oct
2011

A 17-year old pupil was the winner of English Speaking

the first Malaysian best speaker.
Union International
Public Speaking
Competition,
London

Mei
2012

Malaysia team of 200 athletes won a 4th ASEAN School

total of 100 medals ; finished third
Games, Indonesia

Jun
2012

Malaysia team won the gold medal in The Invention

the category of invention in education and New Product
Exposition, United
States

Jun
2012

Malaysia Team consists of 16 players 5th Asian Schools

won 3 gold medals , 4 silver and 9
Badminton
bronze
Championship
Hong Kong

July
2012

Malaysia team of 15 had won Gold

and Silver Diploma.

2nd International
Folk Song and
Dance Festival ,
Georgia

July
2012

Genius Olympiad
2012 International
High School
Fair Project on
Environment, New
York

July
2012

Two students aged 14 managed to

get
third place in the competition.

Malaysia team gold medal for their

invention.

8th International
Exhibition for
Young Inventors,
Thailand
Table 1.9 Educational Attainments at
International Level
Source: Education Development Plan,
2005

July
2012

1.1.9.2 Educational Attainment In The Country

A total of 66 schools were awarded a High Performance School in Malaysia,
HPS (Sekolah Berprestasi Tinggi, SBT). Schools were awarded the high
achievement for the recognition of excellence academic and non-academic
aspects. High Performance Schools is an initiative by the National Key Result
Areas (NKRA) which aims to improve the performance of all schools in the
education system. School awarded the SBT status are given level of autonomy
and accountability of higher order to maintain and enhance the school
performance. Among these schools are:

SCHOOL
SK Ulu Lubai,
Sarawak

SK Zainab (2),
Kelantan

SUCCESS
100 % pass rate in the UPSR since 2006
The first rural school in Malaysia achieved
the
status of SBT
Kept up among the best schools in the
UPSR
Excellent performance in
co-curricular
activities such as taekwondo and public
speaking

SJK(C) Foon Yew

(2), Johor

Kept up among the best schools in the

UPSR
Record outstanding
achievements
international academic competitions
Mathematics and
Chinese

in
in

SM Sultan Abdul
Hamid, Kedah

100 % pass rate in SPM

Excellent performance
in
co-curricular
activities such as orchestra and rugby

SMK Aminuddin
Baki, WP Kuala
Lumpur

100 % pass in SPM for five consecutive years

Excelled records in international sports
activities, especially swimming

Source: The Boarding School of Management and School of

Excellence, (PPPM, 2013-2025)

Exercises
1.

To what extent curricular activities can create national integration among

pupils in school?

2.

If the problem of social ills occurred in the place you live. As an educator,
how you can play a role to curb the social ills?

3.

The requirement of the 21st century education demands informative and

creative teachers. As novice teacher, how you can apply the UNESCO four
pillars of education in equipping you as a knowledgeable teacher?

4.

Human capital is an asset to the development of a country. In a group

discussion, plan some inputs needed by teachers, parents and the
community in producing human capital