1.0 Introduction: Concepts and Aims of National Education Philosophy

“The education in Malaysia is a continuous effort towards the direction of

developing the potentials of individual comprehensively and coherently, so as to

produce harmonious and balanced individuals in aspect of intellect, spiritual, emotional

and physical, basing on the believe and obedience to God. This effort is to produce

Malaysians with knowledge, adroitness, good character, responsibility and the ability to

acquire his own well-being, and also able to contribute positively in making Malaysia a

harmonious and prosperous society”

(The National Education Philosophy, 1988)

As clearly stated above, the National Education Philosophy (FPN) served as

enlightenment to provide guidance, course of direction to all effort on education and

opinion on matters related to education. Similarly, the National Education Philosophy

was designed from efforts based on rational and critical thinking, with reference to the

national ideology which had been clearly stated in the past Education Reports and

Education Policy, including the Five National Principles. It is thus important for teachers

and educators to study and interpret its contents in details so as to implement

successfully all education programs according to the aims and aspirations of the

National Education Philosophy.

The National Education Philosophy also stated all the terms, thinking and

principles related to Malaysia education system. In other words, it is a combination of

aims, acts, and educational activities as an overall entity (Malaysia Ministry of

Education, 1982). The National Education Philosophy will enlighten pupils and, at the

same time, provide guidance and course of direction, whether within our outside the

institutions of learning.

1

2.0 Factors in the Development of National Education Philosophy

They are various factors which had played important roles in the determinations

of the contents, aims, and aspirations of the National Education Philosophy. These

included religious, political, economic, individual, and others factors as well. Each of

these factors are briefly described as follows:

2.1 Religious Factor:

Islam is the official religion in Malaysia. Besides, other religions such as

Christianity, Buddhism, Hinduism and many more are free to embrace and worship, and

all these are clearly written in the National Constitution. The religions stated above,

especially Islam, are important basic factor to consider in the process of drawing up the

National Education Philosophy. This religious factor could be clearly seen in the

following expression of the National Education Philosophy: “to produce harmonious and

balanced individual in aspects of intellect, spiritual, emotion and physical basing on the

belief and obedient to God… “

2.2 Social Factors

There are various races residing in Malaysia. The harmony and prosperity of the

nation depend very much on the people’s attitude to practice tolerance, cooperation and

mutual respect among the various races. This positive attitude is the most important

factor to achieve racial unity which is considered important criteria to attain a peaceful

and stable social situation of a multiracial society. The aim of achieving racial unity has

become one of the main objectives of National Education Philosophy as stated in the

expression “to produce Malaysians so as … to contribute positively in making Malaysia

a harmonious and prosperous society.”

2

2.3 Political Factor

It is generally known that the National Education Philosophy was drawn up,

according to the spirit of the nation’s ideology which was reflected in the official

documents, like the former Education Reports, Malaysia Plans and the Five National

Principles. In this respect, the objective to achieve racial unity was one of the basic

considerations when drawing up the National Education Philosophy. This was, in fact, a

very influential factor related with the social factor in the National Education Philosophy,

as already stated above.

2.4 Economic Factor

Malaysians trained with the useful skills in various fields can help to develop the

national economy by improving their productivity. Such noble aim could be achieve with

efforts to produce individual who would become educated, skillful, responsible and

capable to contribute towards the prosperity and advancement of the nation. The great

ambition to develop the Malaysian economy obviously becomes an important objective

of the national education based on the National Education Philosophy.

2.5 Individual Factor

Potentials of individuals can be develop via the process of education. These

individual’s potential cover all intellectual, spiritual, emotional and physical aspects.

Overall development by integrating all individual’s potential in such a manner will

produce balanced and harmonious people. Following this, they will always practice

positive attitude, enjoy spiritual peacefulness and ever ready to face challenges in life.

The ambition to produced balanced and harmonious individuals was also one of the

important aspirations of the National Education Philosophy.

3

2.6 International Factor

During the planning of National Education Philosophy, an important factor which

could not be ignored was the influence of the development of international education

system. In this connection, new ideas resulted from international education seminars

and forums would definitely influence the design of the National Education Philosophy:

for example, the education programmed such as democratization of education,

internationalization of education and life long education which were discussed and

adopted by the UNESCO in the eighties. The influence of these international factor can

be interpreted at the beginning of the National Education Philosophy: Education in

Malaysia is a continuous effort…, which clearly reflected the concept of life long

education.

Development and advancement of Malaysia depend very much on the

cooperation of other countries in the world. Because of this, Malaysia, since its

formation has tried with great effort to play her role in the international arena, such as to

contributed and safeguards peace, fairness and prosperity of the nation and fostering

good relation with other countries. The effort to secure the international cooperation will

be continuously carried on by the future generations. The national education

programmed, which covers aspects of international advancement, is to produced

educated, adroit and good moral citizens, who will be able to serve and contributed not

only to the advancement of the nation but also provide their service to maintain

international peace and stability.

4

3.0 Elements in the National Education Philosophy

Referring to the analysis of National Education Philosophy, it is clear that

education in Malaysia is a continuous effort to develop and integrating human potentials

in all aspects so as to produce harmonious and balanced individuals based on the belief

in and obedient to God. Hence, the main objective of the education is to produce

citizens who are educated, adroit, responsible and possessed a noble character. This is

to ensure that they are capable of achieving self prosperity and able to contribute for the

harmony and progress of the nation.

Basing on the explanations above, we may use ontology, epistemology, axiology

and logic to analyze the development of the important elements contained in the

National Education Philosophy:

3.1 Develop potentials of individuals

Potentials are inborn talent and ability possessed by individuals. The talent and

ability here are considered gift of God, which is include intellectual, spiritual, emotional

and physical aspects of any individuals. These potentials ought to be developed and

improved constantly throughout the process of education.

3.2 Overall and integrated potentials

The individuals’ potentials ought to be developed up to the optimum level by way

of integrating their talent and ability which are closely related to each other.

3.3 Balanced and harmonious individuals

This objective can be achieved when the potentials of the individuals had been

develop in an overall, consistent and harmonious manner, this objective can be

achieved. A well-balanced and harmonious individuals is one who possesses integrated

5

individuality and able to enjoy contentment and happiness spiritually. In the same way,

he will always feel grateful and ready to accept challenges as well as to try his best to

overcome problems encountered.

3.4 Intellectual aspects

This covers the element of real knowledge, including critical and creative

thinking.

3.5 Spiritual and emotional aspects

This covers the element such as belief in God, embrace religion, spiritual ability,

and appreciate moral values in norm of society, good behaviors, loyalty and willing to

sacrifice for the race and county.

3.6 Physical aspects

This include the aspects such as physical agility and good health so as to be able

to stand on own feet without the need of others’ assistance.

3.7 Belief in and obedient to God

Belief is the human’s confidence that the surrounding environment does not exist

by itself but created by God. The laws of nature are actually laws of god. Thus people

should show obedience, trust and responsibility to god in respect of efforts to administer

and develop their environment.

3.8 Educated Malaysian

People who posses positive attitude of being like to read, love to acquire and

apply the knowledge learned, will not only benefit themselves but also other as well.

6

3.9 Malaysian who are adroit

People who possess knowledge and various skill will be willing to contribute for

the progress of the nation. They are not only capable to carry out and complete their

duties in a short period of time, but also perform their duties efficiently and satisfactorily.

3.10 Malaysian who are noble character

This refers to the people in general, who possess qualities like politeness, well-

disciplined, harmoniously integrated and practice them in their daily life.

3.11 Malaysian who are responsible

People who are conscious of their responsible towards God, race and nation will

carry out their duties with efficiency, honesty and trustworthy.

3.12 Malaysians who are capable to achieving self-prosperity

Through overall development of individuals’ potentials, people will be able to

achieve spiritual contentment. This is important for them to realize the needs of their

own-self, family, religion and the nation as a whole.

3.13 Malaysians who are capable to give their contributions

Through the proper training, people can make use of their productive and

innovative skills to upgrade their productivities to higher level for economic

development.

7

3.14 Harmony and prosperity of society and nation

Racial harmony can be achieved through the practice of proper attitude such as

religious tolerance, cooperate with others, mutual respect and foster unity among

various races. The harmonious environment which is peaceful and stable will guarantee

economic development and advancement in all fields, and eventually, national

prosperity and advancement will be materialized in due course.

The elements of the National Education Philosophy can be briefly summarized in

figure below.

8

Belief in and Obedience to

God

Figure 3.1: Philosophy of education with respect to God and its central axis

INTELLECTUAL

PHYSICAL

SPIRITUAL

EMOTIONAL

Responsibility and Contribution

to Society

Knowledgeable and Noble Character

A Balanced and Harmonious

Person

4.0 The Role of School in Realizing National Education Philosophy

In this era of globalization, schools play many roles in realizing the National

Education Philosophy. We acknowledge that schools are the beginning phase in order

to realizing the National Educational Philosophy. Schools is a place where teachers

teach the pupils in order to develop the potentials of them, so as to produce harmonious

and balanced in aspects of intellect, spiritual, emotional, and physical based on the

believing of God (The National Educational Education, 1988). There are various aspects

which have plays important roles in school in order to realizing the National Education

Philosophy. These included leadership, school culture, co-curriculum, teachers, and

discipline.

It has often been said that the school principal plays many role such as being a

manager, administrator, instructional leader and curriculum leader at different points in a

day. It is a balancing act of having to juggle between these various roles. The role of

'instructional leader' by school leaders is a relatively new concept that emerged in the

early 1980's which called for a shift of emphasis from principals being managers or

administrators to instructional or academic leaders. This shift was influenced largely by

research which found that effective schools usually had principals who stressed the

importance of instructional leadership (Brookover and Lezotte, 1982). Later, in the first

half of the 90s, “attention to instructional leadership seemed to waver, displaced by

discussions of school-based management and facilitative leadership” (Lashway, 2002,

p.1). Recently, instructional leadership has made a comeback with increasing

importance placed on academic standards and the need for schools to be accountable.

         

While most would agree that instructional leadership is critical in the realisation of

effective schools, it is seldom practiced. For example, among the many tasks performed

by principals, only one-tenth of time is devoted towards providing instructional

leadership (Stronge, 1988). Even today, school leaders continue to seek a balance in

their role as manager-administrator and instructional leader. Interestingly, among the

reasons cited for less emphasis given to instructional leadership is the lack of in depth

9

training for their role as an instructional leader, lack of time to execute instructional

activities, increased paper work and the community’s expectation that the principal’s

role is that of a manager (Flath, 1989; Fullan, 1991).

Davis and Thomas (1989) concluded that a headmaster needs to have a clear

vision about what will be achieved and the act that should be taken in order to enhance

the students academic. David and Thomas also stated that a headmaster can lead the

school’s community towards the vision made. A headmaster is also an instructional

leader in qualities schools from the point of view of authority. An instructional leader is a

leader that always acts towards to bring a productive and conducive working

environment, and also try to expand the students learning. One of the duties of a

headmaster is to make sure that teachers teach and students learn. For that, a

systematic observation for teachers teaching are construct in order to make sure the

teachers doing their job. This is a parallel with the concept “the purpose of evaluation is

not to prove, but to improve”.

Inherent in the concept of an instructional leader is the notion that learning

should be given top priority while everything else revolves around the enhancement of

learning which undeniably is characteristic of any educational endeavour. Hence to

have credibility as an instructional leader, the principal should also be a practicing

teacher. For example, in the United Kingdom, most principals spend an average of  20

percent of their time in a week on teaching (Weindling 1990). Instructional leaders need

to know what is going on in the classroom; an opportunity ‘to walk the factory floor’.

Many a time, principals are not in touch with what is going on at the classroom level and

are unable to appreciate some of the problems teachers and students encounter. The

tendency is to address instructional issues from the perspective when they were

teachers. Principals need to work closely with students, developing teaching techniques

and methods as a means for understanding teacher perspectives and for establishing a

base on which to make curricular decisions. Also, a teaching principal strengthens the

belief that "the sole purpose of the school is to serve the educational needs of students"

10

(Harden, 1988, p. 88). Whitaker (1997) identified four skills essential for instructional

leadership.

First, they need to be a resource provider. It is not enough for principals to know

the strengths and weaknesses of their faculty but also recognize that teachers

desire to be acknowledged and appreciated for a job well done.

Secondly, they need to be an instructional resource. Teachers count on their

principals as resources of information on current trends and effective instructional

practices. Instructional leaders are tuned-in to issues relating to curriculum,

effective pedagogical strategies and assessment. 

Thirdly, they need to be good communicators. Effective instructional leaders

need to communicate essential beliefs regarding learning such as the conviction

that all children can learn and no child should be left behind.

Finally, they need to create a visible presence. Leading the instructional program

of a school means a commitment to living and breathing a vision of success in

teaching and learning. This includes focusing on learning objectives, modeling

behaviors of learning, and designing programs and activities on instruction.

While it is generally held that the principal is both manager-administrator and

instructional leader in many countries, including Malaysia; principals tend to be more

manager-administrators oriented while that of instructional leader is most often

delegated to the assistant principal. Even then, the label ‘instructional leader’ is seldom

assigned to any one person but is assumed to be the responsibility of all teachers.

Nonetheless, it is interesting to note that the trend is towards insisting that the principal

assume the prominent role of an instructional leader. It will be a formidable task

convincing principals to relinquish their image as manager-administrator and take on the

role of instructional leader. Generally, principals do not see themselves as instructional

leaders and many are of the belief that anything that has to do with teaching and

11

learning is best assigned to teachers. In some cases, principals feel inadequate to

initiate and develop instructional programmes given the assortment of subject areas

taught with each having its own pedagogical uniqueness. For example, teaching

reading is different from teaching science and would it be fair to expect the principal to

be knowledgeable about instructional strategies for each of the subject areas. Despite

these apprehensions, proponents of the idea that the principal should be an

instructional leader, is gaining serious attention. If that be the case then the principal

needs to have up-to-date knowledge on three areas of education, namely; curriculum,

instruction and assessment.

With regards to curriculum, principals need to know about the changing

conceptions of curriculum, educational philosophies and beliefs, knowledge

specialization and fragmentation, curricular sources and conflict, curriculum

evaluation and improvement.

With regards to instruction, principals need to know about different models of

teaching, the theoretical reasons for adopting a particular teaching model, the

pedagogy of the internet, the theories underlying the technology-based learning

environment.

With regards to assessment, principals need to know about the principles of

student assessment, assessment procedures with emphasis on alternative

assessment methods and assessment that aim to improve rather than prove

student learning.

Underlying these three areas of knowledge, is a deep understanding of on how

humans learn. It may not be an overstatement to suggest that a principal is not fully

equipped if he or she does not have a deep understanding of human learning (Phillips,

1996). The core business of a school is learning and recent research in cognitive

science has produced a wealth of knowledge about human learning. It is crucial that

principals know and understand these theories so that they may serve as a resource in

12

enhancing instructional effectiveness. An impoverished understanding of human

learning will make it difficult for the principal to explain and justify the theoretical

underpinnings of instructional strategies practiced. Furthermore, with the growing

importance of technology in schools, principals also need to be equipped with the

knowledge of technology integration in teaching and learning. Increasingly, principals

are looked upon as leaders who will inspire teachers to adopt innovative pedagogies in

the classroom. For example, if some students are unable to read and write at secondary

level, the principal as instructional leader should take steps to alleviate the problem by

supporting teachers' instructional methods, allocating resources and materials, visiting

classrooms frequently, providing feedback on instructional methods and techniques and

using data to focus attention on improving the curriculum and instruction (Mendez-

Morse, 1991).

           

Besides having knowledge in the core areas of education, the principal must

possess certain to carry out the tasks of an instructional leader. These skills are;

interpersonal skills, planning skills, instructional observation skills, skills in research and

evaluation.

Interpersonal or people skills are essential for the success of being a principal.

These are skills that maintain trust, spur motivation, give empowerment and

enhance collegiality. Relationships are built on trust and tasks are accomplished

through motivation and empowerment wherein teachers are involved in planning,

designing and evaluating instructional programs. Empowerment leads to

ownership and commitment as teachers identify problems and design strategies

themselves. Collegiality promotes sharing, cooperation and collaboration, in

which both the principal and teachers talk about teaching and learning.

Planning begins with clear identification of goals or vision to work towards as well

as induce commitment and enthusiasm. Next is to assess what changes need to

occur and which may be accomplished by asking the people involved, reading

documents and observing what is going on.

13

Observing instruction (supervision) aims to provide teachers with feedback to

consider and reflect upon. But teachers should make their own judgement and

reach their own conclusions.

Research and evaluation skills are needed to critically question the success of

instructional programs initiated and one of the skills most useful would be action

research.

The task of being an instructional leader is both complex and multidimensional. If

principals believe that growth in student learning is the primary goal of schooling, then it

is a task worth learning. If a principal possesses these knowledge and skills he or she

are likely become an effective leaders - sharing, facilitating, and guiding decisions about

instructional improvement for the betterment of student's education.

Guidance is generally explained as a kind of assistance or advice given to a

student or certain individual who encounters academic or personal problems. According

to Crow and Crow (1983), in the context of education, guidance can be referred as

appropriate aid or assistance which is rendered to a student. While counseling,

according to Shertzer and Stone (1968), is an interacting process which allows

individual to understand himself/herself in a particular situation. According to Arbuckle

(1965), counseling is not only aimed at helping a client to adapt himself/herself to the

social environment, but also provides guidance for realizing his or her own strengths

and weaknesses, potential and ability. In the respect of that, the role of a teacher is to

be guidance for pupils. The aim is to provide proper guidance and suggestions so that

pupils, through effective discussions with their personal, academic or career problems

with their own effort. Teachers play two roles in school, a class teacher and a

counseling teacher, but the roles that a teacher plays always the same. A teacher

needs:

1. To help pupils to make suitable adjustment in personal, social, emotional,

academic. Mental development and moral aspects.

14

2. To guide pupils in their learning process, for example, explain learning

objectives, methods of learning, school rules, inculcate moral values, and

emphasize the importance of learning in various subjects.

3. To assist pupils to prepare appropriate learning plan according to their ability,

interest and intellectual development.

4. To instill awareness on the importance of learning to pupils in the early

development stage.

5. To assist pupils to make rational decisions.

6. To guide pupils to develop good writing habit, appreciate their own effort, and

formulate good characteristics in their personality.

7. To refer pupils who need professional assistance, and supply relevant

information to the guidance and counseling teacher.

In order to give proper guidance and counseling, teacher ought to master some

basic skills:

1. Introductory Participation

2. Exploration stage

3. Ascertain the source of problem

4. Look for alternative solution

5. Summary and closure

With the proclamation of the National Education Philosophy in 1988 and Vision

2020 in 1991, the aspiration of making Malaysia a centre of excellence in education has

become clear and direct. Teachers, as agent of change, who educate and nurture

students of the further generations, are responsible to realize the aims and aspirations

15

contained in the National Education Philosophy and Vision 2020. Thus, the teachers’

responsible roles for the Malaysian society are:

1. To educate students so that the future generations will be equipped with

knowledge, possess noble character and responsible to self, society, religion and

nation.

2. To educate students so that they develop strong will power to acquire various

skills, especially the IT skills, as well as to fulfill the aspirations and requirements

of individuals, society and nation.

3. To play their role as agent of change, so as to possess the ability to carry out

new changes according to the aspirations and requirements of the students,

society and nation, whereby they are expected to be more complex, advanced

and sophisticated.

4. To act as agent of change to bring along new innovations to fulfill the aspirations

and requirements of students, society and nation, so as to realize the objective of

the National Education based on the National Education Philosophy.

5. To equip themselves with general and specific knowledge in various subjects,

especially those subjects taught in KBSR and KBSM, and also those related to

the professional teacher trainee programmes.

6. To enhance and practice noble values and professional ethics themselves

according to the aspirations of the Teacher Education Philosophy.

The benefits of creating a conducive learning environment and culture of inquiry

will be a place of having the climate of passion because the students enjoy coming to

school everyday. It will be an institution that parents will be please and support it, and

also the source of pride for the community in general. Nonetheless, when it comes to

the culture and climate of a school, it is almost more important to focus on what can

16

happen when things go wrong than when things go right, more important to focus on the

obstacles than to focus on the results. Logically, schools will be safe, fun, intellectually

challenging places where students can explore with interest. Many schools think that

they possessed these traits but in reality they do not. Principals, parents, teachers

accuse one and another of being uninspiring in improving school’s culture.

17

Reflection

On the 6th March of the year 2008, our class received an assignment from the

Education Department. Our lecturer, Pn Usharani had handed us an assignment based

on the National Educational Philosophy. It requires us to do some research during the

School Based Experience (SBE) that held by the Unit Praktikum after the Mid Term

Holiday.

At my first thought this assignment was easy as it looks. After Pn Usharani

handed the assignment, I gather all the data wanted by the question and I also do some

collaboration with my friends in searching the data. During the holiday, I spend most of

my time surfing the internet searching for any related ideas on the National Educational

Philosophy. I also searched for the curriculum and co-curriculum activities that can be

held in school.

Then I found out that this assignment was a lot tougher that I thought before. At

my first day during the SBE, I had to do some collaboration with the teachers, panel

heads, the headmaster, and senior assistant. I had to make a lot of question in order to

answer the topic, “The Roles of School in Realizing the National Educational

Philosophy”.

At last, I finally completed this assignment with a lot of joyful moment of the

school. I had finished this assignment with the help of my friends and also the lecturer.

18

Bibliography

Mok Soon Sang (2003). An Educational Course for K.P.L.I. Theme 1. Selangor.

Kumpulan Budiman Sdn. Bhd.

Mok Soon Sang (2003). An Educational Course for K.P.L.I. Theme 3. Selangor.

Kumpulan Budiman Sdn. Bhd.

Blase, J. and Blase Jo. (2000). Effective instructional leadership: Teachers’

perspectives on how principals promote teaching and learning in schools. Journal

of Educational Administration 38(2). 130-41

Flath, B. (1989). The principal as instructional leader. ATA Magazines, 69(3),

19-22, 47-49.

Fullan, M. (1991). The new meaning of educational change. New York: Teachers

College Press.

Lashway, L. (2002). Developing instructional leaders. ERIC Digest 160 (July),

Clearinghouse on Educational Management, University of Oregon.

National Association of Elementary School Principals. (2001). Leading learning

communities: Standards for what principals should know and be able to do.

Alexandria, Virginia.

Stronge, J. H. (1988). A position in transition? Principal. 67(5), 32-33.

Mendez-Morse, S. (1991). The principal’s role in the instructional process: Implications

for at-risk students. Issues about Change. 1(2). 1-5.

19

Whitaker, B. (1997). Instructional leadership and principal visibility. The Clearinghouse,

70(3), 155-156.

Weindling, D. (1990). The secondary school head teacher: New principals in the United

Kingdom. National Association of Secondary School Principals Bulletin, 74(526),

40-45.

20

A

P

P

E

N

D

I

C

E

S

21