Life Long Learning means to motivate oneself, to seek an upgrade knowledge voluntarily

depending on the personal needs and professional development. In the context of the
teaching profession and professionalism, lifelong learning process is seen as a very
important element in maintaining the sustainability of educational service it can be a catalyst
for educational career and development.

Analyse the relevance of Life Long Learning in the context of supporting and ensuring
the success of the National Education Philosophy (FPK) and at the same time
strengthening the educational career.

1.0 Action Research

2.0 In Service
3.0 C

Training program is also important in the education sector same as the other sectors or
organisations. The need for training in education particularly for teachers are important to
improve the quality of education in Malaysia. Teachers are crucial in implementing
educational reforms in accordance with the aspiration of the National Philosophy of
Education. The success of a school curriculum is closely related to its effective
implementation. Teachers have to be personally aware of the school curriculum, improve
and enhance the necessary skills to interpret the concept changes accurately and to
implement the modified curriculum according ti its requirements, aims and objectives.

1.0 Investigate

Research is as a systematic investigation into a study of materials and sources in order to

establish facts and sources in order to establish facts and reach new conclusions. It is one
effective activity in the Lifelong Learning view that required them to develop questions based
on their curiosity about the students learning and their teaching, investigate their questions
with their students systematically documenting what happens, collect and analyse data from
their classes including their own observations and reflections as well as examine their
assumptions and beliefs before articulate their theories. Research process lead to high
thinking and analysis level to train teachers to become more sensitive and critical thinking. In
addition, the research allows them to uncover many new things that and propose more
action to the latest and appropriate. For teachers, the most appropriate type of research is
Action Research (PT). Dr. Wan Zahid as cited in (Guan, 1997), has encouraged all teachers
to conduct action research due to the introduction of PIER project (Programme for
Innovation, Excellence, and Research) by Ministry Education of Malaysia. Under this on-
going project, many funds were allocated for action research to be carried out at the school
level each year (Boey, 2010). The Ministry of Education realizes the need to develop a core
group of teachers who are innovative, creative and always care for their professional
development. Hence, more effort in the inculcation of a research culture among teachers is
vital to sustain quality professional development. To put it simply, teachers engage in action
research to learn and improve their own teaching activities. As teachers, this is imperative
because teaching is dynamic and needs constant improvement. Education must be seen as
a lifelong process and if teachers inculcate these values of lifelong education then the
teaching profession can make a quantum leap towards improvement.

2.0 Collaboration

Collaboration is defined as working with others in a joint project with the same goal to be
achieved. Collaboration can increase success when groups collaborate together to share
knowledge and reach consensus to solve a problem. Nowadays there are facilities to
facilitate communication, relationships and human right even at great distances from one
another. Technologies play a huge role in forming collaboration among teachers. There are
many of websites provided with variety of materials and teaching aids for teachers to share
and this allow teachers to collaborate with one another to produce a great piece of work. In
addition techniques and strategies can be shared by teachers through ICT such as the
internet, e -mail, video conferences and so on. For instance, Malaysian government has
introduced a collaborative regional public Technology Enhance Learning Management
System (TELMS) as an innovative platform in helping school teachers in Malaysia in
upgrading their quality pedagogical knowledge and human capital (Luck, 2010). The local
public teacher training and educational providers could collaborate with existing schools
where the teachers contribute to organize and dissemination knowledge for life-long
learning process in this perspective. They could utilize the existing internet facilities from the
school ICT laboratory in upgrading the countrys knowledge economy. In addition, teachers
can also collaborate through lesson study. The Malaysian Ministry of Education had been
implementing Lesson Study at the school level gradually (Iksan, Mahmud, & Zakarria, 2014).
In addition, a new platform, Komuniti Pendidik Microsoft (MEC) was launched to assist
Malaysian educators in collaborating with foreign educators that provides them with plenty
interactive and attractive materials for todays learners (Sarabatin, 2016). Through this direct
exposure, teaching experience and learning process could help build an effective learning
atmosphere for the students. In addition, the students will work more closely with each other
that promote cooperation and tolerance in generating ideas.

3.0 In-Service Training

In-service training is an essential feature for the enhancement of teachers professionalism

related to the teachers vision to improve the quality of their work. Through in-service
training, teachers can recognize and evaluate critically the culture of the school which can
take changes to the working culture. Studies by (Ekpoh, Oswald, & Victoria, 2013) shows
that, teachers who join in-service training execute effectively in their work concerning
knowledge of the subject, classroom management, teaching method and evaluation of
students. Studies by Jahangir, Saheen & Kazmi (2011) also shows that in-service training
plays a major role to improve the teachers performance in school. In Malaysia, The ITEs
conduct 14 weeks professional development programmes in various fields (Jamil, Razak,
Raju, & Mohammed, 2014). One of these is the ICT in education programme. Its curriculum
covers a wide range of knowledge and skills on computer hardware, software, networking,
multimedia, basic programming, web development, the internet and integration of ICT in
teaching and learning. This programme enhances teachers ICT competency levels to
ensure that upon completion of the course, teachers are able to manage the computer labs
and ICT-equipped classrooms. In addition to the above training programmes, the ITEs also
conducted a one year full-time Specialist Training Certificate Course (Shaharuddin, 2011).
This is a long term in-service programme that emphasizes academic content in ICT. This
course, offered in the area of ICT in education, is designed for primary school teachers with
a minimum of three years of teaching experience.