PREPARED BY :1. NOORUL FATIHAH BINTI A RAHMAN TANG   20128950882. NOOR FARAHANI BT MOHD LAZIM          20122967943. MASTUR...
 Educational history consists of   Political development  Social development   Economical development  Culture develo...
   Invert the education system to dualism    system of education   The arrival of Portuguese, Dutch, English &    Japane...
   E.G:    During the British invasion the Malay    education was unorganized with no sense of    nationalism.   Even th...
   As for Chinese and Indian, school were based    on their country’s education system.   Islamic education system have ...
 Malay school Pondok English school Missionaries school Chinese school Volunteers efforts Tamil School Intrinsic f...
The British came and made changes to the Malay EducationalSystem…1. (origin / earliest form of educational system)Pondok S...
During the British Colonial period, a large number ofChinese and Indian immigrates to Tanah MelayuHence, these vernacular ...
    ~Formation of national education system.    ~The chronology of national education :1)   Committee of Barnes and Fenn...
   BACKGROUND   Implemented through the Razak report.   Outcome on the Rahman Talib Report.   Established by the Cabin...
   RATIONALA new education system was needed to support theimage of Malaysia as an independent country as theMalay Archip...
   OBJECTIVE   To implement an education system that can fulfil    the country needs and encourage development   Razak ...
    Strategies to achieve the aim of Education Basis.1.    Malay as the medium2.   Same Curriculum System3.   Same Examin...
   7. Provide primary education   8. Broaden vocational and technical education   9. Verify and improve education facil...
 The Barnes and Fenn Wu committee were established  to handle to handle the unification of education  system by triangula...
 Affirmation of citizen’s unity through the usage  of Malay language as main language. Cabinet Report Amend certain sch...
 A committee was formed to investigate the  Education Ordinal 1960. It was directed by Encik Abdul Rahman Haji  Talib. ...
   To change the outlines of education in the    second level or better known as lower    secondary.   Set up more cours...
 Every students ought to receive normal  education at least 9 years. Course prepared should be suitable with the  partic...
   To investigate problems & obstacle in the    present education system   Objectives:     To value or rate the ability...
   The development of (KBSR).   Introducing the learning concept by applying    skills KBSM   The existed schooling sys...
   Become the foundation and guidelines to    national education system development for the    21st centuries to come.  ...
   Today’s National education foundation is forming a new    era with the existence and guidelines of national    educati...
     Publisher: Sasbadi    Title: Nexus SPM A+    ISBN: (978-983-59-5766-6)     Publisher: Anggota Persatuan Penerbit Bu...
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CTU082 National Educational Philosophy

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CTU082 National Educational Philosophy

  1. 1. PREPARED BY :1. NOORUL FATIHAH BINTI A RAHMAN TANG 20128950882. NOOR FARAHANI BT MOHD LAZIM 20122967943. MASTURINA HAZIQAH BT MURAD 20122550844. NUR FATEN SYAMIMI BT ZAMRI 2012265074 PREPARED FOR : USTAZ MOHD AIZUL BIN YAAKOB
  2. 2.  Educational history consists of  Political development Social development  Economical development Culture development and others
  3. 3.  Invert the education system to dualism system of education The arrival of Portuguese, Dutch, English & Japanese ; Each of them emphasize their educational system until it gave an impact to the Islamic education system that has existed before the Melaka Malay Kingdom
  4. 4.  E.G: During the British invasion the Malay education was unorganized with no sense of nationalism. Even the Malay schools were produced by the British based on their Gramar system with a little of alteration which is making Malay as the main language Malay school were sponsored to produce farmers and fishermen to make sure they are not illiterate
  5. 5.  As for Chinese and Indian, school were based on their country’s education system. Islamic education system have a lot of controversial and prejudice issues that causes “dualism” of education between religion and the world. In terms of objective and education philosophy were according to categories of education institutions & races and not for the whole country.
  6. 6.  Malay school Pondok English school Missionaries school Chinese school Volunteers efforts Tamil School Intrinsic factor
  7. 7. The British came and made changes to the Malay EducationalSystem…1. (origin / earliest form of educational system)Pondok School2. (when the British came)Malay SchoolEnglish School (prestigious)Missionaries (e.g. Roman Catholic) (mission schools which provided primary and secondary education in the English language)
  8. 8. During the British Colonial period, a large number ofChinese and Indian immigrates to Tanah MelayuHence, these vernacular schools were formed… Chinese Schools Tamil School Volunteers Effort Intrinsic Factor
  9. 9.  ~Formation of national education system.  ~The chronology of national education :1) Committee of Barnes and Fenn Wu2) 1956’s Razak’s report3) 1957’s Education ordinal4) 1960’s the Rahman Talib’s report5) 1961’s act of education6) 1979’s the Cabinet report7) 1982’s KBSR8) 1988’s KBSM
  10. 10.  BACKGROUND Implemented through the Razak report. Outcome on the Rahman Talib Report. Established by the Cabinet Committee
  11. 11.  RATIONALA new education system was needed to support theimage of Malaysia as an independent country as theMalay Archipelago Education System was nolonger suitable….
  12. 12.  OBJECTIVE To implement an education system that can fulfil the country needs and encourage development Razak Report 1956 and Rahman Talib Report 1960 ~ unite multiracial children *ACHIEVE A UNITED NATION
  13. 13.  Strategies to achieve the aim of Education Basis.1. Malay as the medium2. Same Curriculum System3. Same Examination System4. Improve quality5. 9 years6. Democratize education
  14. 14.  7. Provide primary education 8. Broaden vocational and technical education 9. Verify and improve education facilities 10.Improve spiritual, moral, and discipline 11.Set Nation and English language as compulsory 12.Encourage curriculum activities
  15. 15.  The Barnes and Fenn Wu committee were established to handle to handle the unification of education system by triangulation. The Razak’s committee was established to investigate the united national education system. The 1956’s razak’s report was the main system and foundation of education until to this day suggest that national education system must use same scheme of work & Malay language must remain. Next the Rahman Talib report support the Razak Report and became the basic to the formation of National Educational foundation like stated in Educational Act
  16. 16.  Affirmation of citizen’s unity through the usage of Malay language as main language. Cabinet Report Amend certain scheme of work Curriculum community To adapt the evolution of curriculum activities and responsible to plan and build curriculum. Next, year 1970 Rukun Negara Was established Cabinet committee was established to investigate the implementation of the Educational System
  17. 17.  A committee was formed to investigate the Education Ordinal 1960. It was directed by Encik Abdul Rahman Haji Talib. RESULTS:  Programme & courses were able to accomplish  Trials for making one education system that can be accepted Malaysian  Changes which have been made regarding language  Change in development according to socio-economy
  18. 18.  To change the outlines of education in the second level or better known as lower secondary. Set up more courses and vary them. Provide teachers for lower education as well as engineers or lower level. Make connections between education and development
  19. 19.  Every students ought to receive normal education at least 9 years. Course prepared should be suitable with the participation of students. Variations in cocuriculum must be chosen by students & should no be forced. Ensure the stream according to the students acceptance and it should be done at the end of the year.
  20. 20.  To investigate problems & obstacle in the present education system Objectives:  To value or rate the ability of national educational report that was established to form skillful human resource needed by the country.  To value or value the ability of the national education system report in forming a united, disciplined and skilled communities.
  21. 21.  The development of (KBSR). Introducing the learning concept by applying skills KBSM The existed schooling system is continued.
  22. 22.  Become the foundation and guidelines to national education system development for the 21st centuries to come. Purpose:  Continuous effort towards individual improvement in whole.  To create balanced communities in term of physical, emotional, spiritual & intellectual.  To create an individual who can contribute to society and country.  Based on faith and obligation towards Him.
  23. 23.  Today’s National education foundation is forming a new era with the existence and guidelines of national education philosophy. It was based on brilliant general view of Tauhid to form a perfect generation equipped with knowledge, skills & behavior. After all, should it be known whether the present changes will be preserved or shattered. Nowadays, the communities are aware towards their children’s future to become better self.
  24. 24.  Publisher: Sasbadi Title: Nexus SPM A+ ISBN: (978-983-59-5766-6) Publisher: Anggota Persatuan Penerbit Buku Malaysia Title: Malaysia Kita ISBN: (978-967-89-1744-5) Title : Mengenal Falsafah Pendidikan Author : Abdul Fatah Hasan Publisher : Utusan Publications & Distributors SDN BHD ISBN : 978-967-61-2018-9 Title : Pedagogi Pendidikan Islam Author : Ghazali Darulsalam Publisher : Utusan Publications & Distributors SDN BHD ISBN : 967-61-1204-6 Title : Malaysian Development Author : Martin Rudner Publisher : McGill Queens Press, 1994 ISBN : 088-629-2204 / 978-088-62-9220-1

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