The document discusses the latest initiatives in education development in Malaysia and their connection to the philosophy of education. It covers international performance standards (IPS), their implications for the Malaysian curriculum including the introduction of higher-order thinking skills (HOTS) and new teaching methods. It also discusses the impacts of globalization on education and the development of industrial revolutions in Malaysia, focusing on preparing students and institutions for Industry 4.0.

1. Philosophy and Development of Education in Malaysia (EDUP 3093)
Topic 8: The Latest Initiatives in The Development of Education and Its Connection with The Philosophy of Education
8.1 International Performance Standards (IPS)
- IPS is a measure that can evaluate the level of effectiveness of the curriculum and teaching methods in a country as well as being
able to compare the difference in the level of achievement of students from various countries. Malaysia has participated in an
international assessment with the aim of measuring the extent to which the education system in Malaysia is capable of producing
first-class and balanced human capital as required in the National Education Philosophy. Among the international evaluations that
Malaysia participated in were:
Programme of International Standard Achievement (PISA) Trends in International Mathematics and Science Study
(TIMSS)
PISA coordinated by the Organization for Economic Co-
operation and Development (OECD) aims to assess proficiency
in Reading, Mathematics and Science among 15-year-old
students. The focus of the assessment is not on the content of
the curriculum but on the student's ability to apply knowledge in
real life.
TIMSS is an international assessment based on the school
curriculum for Mathematics and Science subjects around the
world. The assessment is made to measure the performance of
students in Grade 4 (Year 4) and Grade 8 (equivalent to Form
2) which includes two aspects, namely content knowledge such
as Algebra and cognitive skills such as thought processes,
mastery of knowledge, applications in reasoning.
- PISA and TIMSS indeed show a decline in Malaysia's performance, but in 2015, Malaysia's performance improved for both
assessments compared to the previous year. This is in line with various efforts taken to improve the country's education system.
Therefore, IPS indeed gives the country an opportunity to measure the level of educational performance at a higher level by
comparing the success results of other countries. This comparison will then be the starting point for changes in the education system
that aim to further improve the quality of education in stages.

2. 8.2 Implications of IPS towards the Malaysian Curriculum
1. Standard Curriculum and Assessment
 The Primary School Standard Curriculum (KSSR) was enacted in 2011 to improve Malaysia's position in SPA and meet six
aspirations, namely knowledge, thinking skills, leadership skills, bilingual skills, ethics and spirituality as well as national
identity.
 The previous curriculum proved to be more exam-oriented, and it shows that teachers in Malaysia only teach to meet exam
requirements.
 KSSR has also undergone changes, namely with the implementation of School-Based Assessment (PBS). The
implementation of PBS can help teachers with summative and formative assessment.
 Summative and formative assessment can determine the actual level of student ability and based on the assessment
information, the school and parents can plan follow-up actions towards the development of student learning.
 The effect of improving this classroom can be produce people who are balanced physically, emotionally, spiritually, and
intellectually who think creatively, critically and innovatively. so, from the implementation aspect, the difficulty of entering PBS
data and evidence online puts a burden on teachers due to problems with the system itself.
 Furthermore, the lack of poor Internet access makes it difficult to enter data online.
2. Application of Higher-order Thinking Skills (KBAT)
 KBAT is the ability to apply knowledge, skills and values in reasoning and reflection to solve problems, make decisions,
innovate and be able to create something. teachers and students.
 The effect of this new improvement is when the mastery of KBAT can help students in controlling, determining the direction
and measuring the progress of their studies.
 They are also able to face challenges and dare to take risks to try new solutions and KBAT encourages students to make
logical conclusion, with evidence based on reading and research done.
 The application of KBAT elements in PdP is carried out widely so as to produce a generation capable of making decisions,
solving problems, innovating and creating can be produced to lead the country in the future.

3.  However so, by applying KBAT in PdP means that the workload of teachers will increase when the educators have to deal
with various changes so that they bear an excessive burden. .
 Teachers are faced with various current changes in education and have to finish the syllabus that has been set.
 Finally, the objectives of the implementation of KBAT that have been outlined have failed to be achieved.
3. Teaching and Learning Strategies
 Integrating 21st-century skills becomes crucial for students to stay competitive globally. Traditional teaching methods might
hinder students' ability to compete with nations already implementing 21st-century skills.
 The 21st-century skills involve a combination of critical thinking, communication, collaboration, and creativity, necessary for
success in the contemporary job market.
 KSSR promotes a variety of teaching methods to cater to diverse student backgrounds and abilities. It emphasizes student-
centered learning, enabling students to construct their knowledge and solve problems independently.
 Implementing 'edutainment' methods, which merge educational content with entertaining elements like games, music, and
drama, creates a more engaging learning environment.
 The SALAK DIDIK method is a structured approach integrating elements of HOTS into entertaining educational activities,
offering students a more creative and engaging learning experience.
 Challenges such as inadequate infrastructure, technological limitations, and resistance from teachers to adapt to new
teaching methods hinder the effective adoption of PAK21.
 Time constraints and the need to cover the curriculum can also impede the implementation of innovative teaching methods
due to the rigid structure of the existing syllabus.

4. 8.3 Impacts of Globalization towards Education.
 Computers and Individualized Learning:
o Computers are integral communication tools in the era of globalization.
o They can be designed to facilitate individual and group learning through program commands.
o Students can be taught at their own pace and level, preventing dropouts and despair.
 Distance Education and Educational Network:
o The existence of a complete educational network enables distance education.
o Current trends indicate a growing future for distance learning.
 Balancing Information Technology and Conventional Methods:
o Conventional education should not be entirely eliminated.
o Basic interaction skills should be provided alongside information technology.
o Students should have the option to use technology or conventional methods based on circumstances.
 National Unity and Empowering National Schools:
o Schools play a crucial role in fostering national unity and integration.
o Steps should be taken to empower national schools and improve the quality of teaching and learning.
 Higher Education Improvement and Global Benchmarking:
o Measures are needed to improve the quality of higher education.
o Local higher education institutions should be benchmarked against international standards.
o Collaboration with international and private institutions is essential for research capacity strengthening.
 Skill Development and Training for the Workforce:
o More opportunities for skill development and training are necessary.
o Public and private sectors should collaborate to enhance the effectiveness of training programs.
o Facilities for educational purposes should be continually added to adapt to a borderless world.
 Exposure to Diverse Knowledge:
o Students should be exposed to a variety of knowledge to keep up with the rapidly changing global landscape.

5. Curriculum Enrichment:
Diverse Perspectives: Globalization broadens educational content with diverse cultural and global perspectives.
International Standards: Efforts to align curricula with global standards enhance educational quality.
Language Diversity: Emphasis on learning multiple languages due to increased global interaction.
Educational Mobility:
Student Exchange Programs: Globalization fosters opportunities for students to study abroad, encouraging diverse experiences.
Faculty Exchange: Teachers benefit from international collaborations, bringing diverse teaching methods and knowledge.
Brain Drain Concerns: Challenges arise as talented individuals may seek opportunities abroad, leading to a loss of local talent.
Challenges in Traditional Systems:
Technological Integration: Schools adopt technology for teaching, changing traditional educational methods.
Socioeconomic Gaps: Globalization widens disparities between those with access to global opportunities and those without.
Cultural Erosion: Traditional cultural values might be overshadowed by global trends, impacting local identities.
8.4 Development of the Industrial Revolution in Malaysia
- The provided text explores the historical evolution of industrial revolutions, highlighting the transition from Industry 1.0 to the
present-day Industry 4.0, characterized by automation, analysis, and technologies such as the Internet of Things. Emphasizing the
impact on higher education in Malaysia, the text underscores the necessity for institutions to align with the Malaysian Education
Development Plan (Higher Education) 2015-2025 and undergo digital transformation to produce graduates equipped with the skills
demanded by Industry 4.0. The research method employed is qualitative, involving a review of previous studies to identify the
implications for higher education development in Malaysia. The narrative stresses the transformative nature of Industry 4.0, with its
emphasis on cyber-physical systems and the need for students to cultivate critical thinking, problem-solving, communication,
collaboration, and creativity – collectively known as the 4C skills – to effectively navigate the challenges posed by the fourth industrial
revolution.
a) Higher Education Delivery

6. -The Ministry of Higher Education (KPT) provides a Higher Education Strategic Plan towards increasing Malaysia's competitiveness
to a more global level in the face of Industrial Revolution 4.0 through a quality, effective, relevant education and training delivery
system that has a high commitment to lifelong learning.
- Higher Education Institutions are developed with two approaches, namely education and training that run in an integrated manner.
- Its main objective is to strengthen knowledge-based learning, conduct research that has an impact on the academic-industry world
through elite concepts and provide continuous service to society.
-The second objective is to open higher education pathways that are open and lifelong through educational institutions such as open
universities, polytechnics and community colleges.
- In addition to Public Universities (UA), Private Higher Education Institutes (IPTS) and Open University Malaysia (OUM) have also
grown rapidly and become supplementary and complementary to educational institutions in Malaysia.
b) Life-long Learning
- Lifelong learning is a continuous process aimed at improving knowledge and skills throughout an individual's life. It involves formal,
informal, and non-formal education components.
-Benefits of Lifelong Learning:
 Develops natural abilities.
 Opens the mind and fosters an inquisitive attitude.
 Increases wisdom and contributes to personal development.
 Makes the world a better place.
 Helps in adapting to change.
 Facilitates finding meaning in life.
 Encourages active contribution to society.
 Builds relationships and fosters social connections.
 Enriches personal needs.
- Lifelong learning gained prominence in Malaysia with its inclusion in the national development policies, such as the Education
Development Master Plan (PIPP) within the Ninth Malaysia Plan (2006-2010).
- Malaysia's focus on lifelong learning is aligned with its goal of achieving Vision 2020, emphasizing the importance of continuous
learning for skill improvement and career development.
- To support lifelong learning, the education system should be open and flexible, offering opportunities for individuals to learn
according to their skill levels and providing chances for higher education to update basic skills and acquire new ones.
c) Blended Learning

7. Blended Learning is a new term in learning and teaching. There are three types of learning that occur in learning,
(1) Face To Face Learning
(2) Fully Online System
(3) a combination of Face To Face and Online System
d) Flipped Classroom
Flipped Classroom is a teaching approach that transforms traditional lecture time into video lectures outside the
classrooDefinition of Flipped Classroom:
 Swaps in-class lectures with video lectures watched outside class.
 Class time is used for tutorials and individual student reinforcement.
 Encourages active interaction between students and instructors.
 Teaching and learning become more centralized around the concept of the Flipped Classroom.
 Facilitates a shift from traditional lecturing to a more interactive and student-centered approach.
 Promotes student independence and the ability to work individually.
 Utilizes internet technology to enhance the learning experience in the classroom.
 Enables instructors to spend more time interacting with students rather than delivering lectures.
e) Institutional Environment
 Institutions must undergo a paradigm shift towards efficiency to keep pace with the rapid changes brought about by Industry
4.0.
 Comfort zones are not acceptable, and institutions need to adapt to the evolving technological landscape.
 Mastering the 4C elements (Critical Thinking & Problem Solving, Communication, Collaboration, and Creativity) is significant
as these elements are crucial at all levels of study, including higher education.
 Students should possess complex problem-solving skills, excel in communication (both verbal and written), demonstrate
leadership qualities, have high self-confidence, and foster creativity to leverage opportunities.
 Teachers play a pivotal role in preparing students for the challenges of Industry 4.0.
 Educators should embody the core values (4C elements) as they serve as inspirations for students.
 Educators need to be prepared to innovate in the methods of teaching and learning.
 Adapting to new approaches is essential to effectively impart the skills required in the Industry 4.0 era.

8. f) Innovative Culture
 A culture of innovation in educational institutions is crucial in preparing students for the challenges of Industrial Revolution
4.0. Rapid technological development requires students to be creative and innovative.
 Industrial Revolution 4.0 emphasizes data use in globalization, the development of intelligent robots, self-driving technology,
neuro-technology, and genetic repair, leading to a reduction in human involvement in industries.
 The role of students in problem-solving remains crucial as they need to enhance their creativity and innovation to contribute
meaningfully to the evolving industrial landscape.
 Innovation in education is encouraged through interdisciplinary student projects, with at least 30% of projects integrating two
or more disciplines. The aim is to reduce errors, improve quality, create new markets, and enhance productivity.
 The rapid development of digital technology, including platforms like Facebook, YouTube, and products like iOS and Android,
has made students more independent, innovative, and creative.
 Higher education institutions are highlighted as centers of innovation and research, contributing to new ideas, designs,
productivity, and economic development.
(g) 21st
Century Skills
 The 4C's of 21st-century skills are a framework that highlights four essential skills deemed crucial for success in the modern
world.
 Critical Thinking:
o Definition: Critical thinking involves analyzing information, evaluating arguments, and making reasoned judgments. It
goes beyond rote memorization and encourages individuals to question, interpret, and synthesize information.
o Importance: In a rapidly changing world, the ability to think critically is crucial for problem-solving and decision-making.
Individuals with strong critical thinking skills can navigate complex issues and make informed choices.
 Communication:
o Definition: Communication encompasses the effective expression and exchange of ideas through various mediums,
including verbal, written, and digital communication.
o Importance: Clear and effective communication is essential for collaboration, conveying ideas, and building
relationships. In the 21st century, individuals need to communicate across diverse platforms and with people from
different backgrounds.
 Collaboration:
o Definition: Collaboration involves working effectively with others to achieve a common goal. It includes skills such as
teamwork, interpersonal communication, and the ability to contribute positively to group dynamics.

9. o Importance: In a globalized and interconnected world, collaboration is fundamental. Many challenges and
opportunities require the collective efforts of individuals with diverse skills and perspectives. Collaboration fosters
creativity and innovation.
 Creativity:
o Definition: Creativity is the ability to think innovatively, generate original ideas, and approach problems with fresh
perspectives. It involves the willingness to take risks and explore unconventional solutions.
o Importance: In a rapidly evolving landscape, creativity drives progress. Whether in business, arts, or technology,
individuals who can think creatively are better equipped to adapt to change, solve complex problems, and contribute
to innovation.
 The 4C's framework recognizes that these skills are interconnected and mutually reinforcing.
 Educational systems and workplaces are increasingly incorporating the 4C's into their curricula and training programs to
prepare individuals for the demands of the 21st century.
 These skills are not only relevant in academic settings but are also highly valued in the professional world.
 The 4C's provide a comprehensive framework for cultivating well-rounded individuals capable of thriving in the complexities of
the modern era.
h) The School Transformation Program 2025 (TS25)
 The School Transformation Program 2025 (TS25) is one of the Malaysian Ministry of Education's efforts to improve the quality
of education in Malaysia. This program aims to create a quality school in the aspect of improving student achievement.
 Among the things that are emphasized through this program is applying best practices in aspects of management and
leadership as well as school governance.
 Emphasis is also given in the aspect of strengthening pedagogy in learning and teaching in accordance with the wishes
contained in the Malaysian Education Development Plan (PPPM) 2013-2025.
 Among the objectives of the TS25 Program are:
 Curriculum Enhancement: Revise and update the curriculum to align with modern educational needs, integrating
technology, critical thinking skills, and real-world applications.
 Teacher Professional Development: Provide training and support for educators to enhance their teaching
methodologies, integrate innovative teaching techniques, and effectively use technology in the classroom.
 Student-Centered Learning: Focus on personalized and student-centered learning approaches that cater to
individual student needs, fostering engagement and deeper understanding.

10.  Infrastructure Improvement: Upgrade school facilities, including technological infrastructure, to create conducive
learning environments that support modern teaching methods.
 Community Engagement: Foster stronger connections between schools, families, and communities to create a
collaborative learning environment that extends beyond the classroom.
 Assessment and Evaluation: Develop new methods of assessment that measure not just academic knowledge but
also skills like critical thinking, creativity, and problem-solving.
 Equity and Inclusivity: Ensure equal access to quality education for all students, addressing disparities and
providing support to underprivileged or marginalized groups.
 Data-Driven Decision Making: Use data and analytics to inform educational policies and practices, making
evidence-based decisions to improve learning outcomes.
 21st-century Skills Development: Emphasize the development of skills such as collaboration, communication,
adaptability, and digital literacy to prepare students for the future workforce.

 This program is expected to produce superior human capital with integrated efforts through the following five main strategies:
o Enjoyable learning environment.
o Active and meaningful student learning.
o Visionary and dynamic school leaders.
o Teachers who competent and have superior aspirations.
o Cohesive and comprehensive community support.
i) Classroom Assessment (PBD)
 Classroom Assessment (PBD) is a form of continuous assessment that takes place during teaching and learning sessions to
obtain information about the development, progress, abilities and achievements of students.
 Forms of assessment in PBD occur formatively and summatively involving three forms of assessment, namely assessment as
learning , assessment for learning and assessment about learning.
 The concept of PBD is that assessment takes place continuously throughout PdP and involves all subjects taught at school.
 The goal of PBD is to see the achievement and development and progress of individual students. The development and
achievement of these students will help teachers improve their teaching and learning strategies, especially in their
pedagogical aspects.
 Among the importance and benefits of implementing PBD for teachers are:
o Helping teachers in tracking the development of students holistically

11. o Identifying aspects of student strengths and weaknesses in learning
o Knowing teacher teaching effectiveness
o Helping teachers in planning and modifying their teaching methods
o Taking appropriate follow-up actions immediately to overcome student learning problems.
 The assessment process in PBD is carried out by involving observation, writing and oral methods.
 Among the activities that can be assessed in PBD are projects, quizzes, presentations and other learning activities based on
Performance Standards and the teacher's professional judgment.
 One of the very important aspects or elements in PBD is the teacher's professional judgment. Professional judgment is a form
of decision that involves student learning. This professional judgment is exercised by teachers ethically based on their
knowledge, skills and experience. Professional judgment is made based on Performance Standards and data on the
development of student mastery in their learning.
j) Meaningful Learning Pedagogy Capacity (KPPB)
 The concept of Meaningful Learning will occur when students are able to use knowledge and content to explore and create
new skills. The impact of this exploration and new knowledge allows students to solve problems in their lives.
 The implementation of this KPBB involves four main steps, namely:
I. Teacher clarity: In this phase the teacher needs to check and identify learning progress, learning intentions and
success criteria.
II. Backward design: In this phase the teacher needs to identify big ideas and Essential Questions.
III. Meaningful learning plan: In this phase, the teacher needs to identify tasks and activities as learning that the students
will go through.
IV. Sharing of results: In this phase, the teacher will implement the process of dismantling the curriculum based on the
recommended method.
 Emphasis on 6C in Meaningful Learning involves elements such as the following:
o Critical Thinking
 Construction of knowledge in a meaningful way
 Construction of knowledge collaboratively
 Testing, making reflections and taking actions based on real world situations
o Creativity
 The process of questioning with the right inquiry method
 Making judgments and implementing ideas and proposing new solutions

12. o Communication
 Communicate according to audience suitability
 Communicate coherently in various modes
 Improve communication ability
o Character
 Responsible self-formation and integrity
o Citizenship
 Building global values and outlook
 High appreciation for people and sustainable nature for the environment
o Collaboration
 Complementing each other in a team
 Skilled in social, emotional and cross-cultural aspects
1. Professional Development Emphasis: The NPE might prioritize the training and development of teachers in
methodologies aligned with the KPPB framework. Teachers would require workshops, courses, and ongoing
support to understand and implement these pedagogical approaches effectively.
2. Pedagogical Shift: The NPE might encourage a shift in teaching methods from traditional rote-learning
approaches to more student-centered and interactive methods. This shift would require teachers to adapt their
teaching styles, fostering meaningful learning experiences that engage students actively in the learning process.
3. Curriculum Adaptation: The implementation of KPPB under the NPE might necessitate revisions in the curriculum
to align it with the principles of meaningful learning. Teachers may need to redesign lesson plans and educational
materials to incorporate more application-based and experiential learning opportunities.
4. Technology Integration: With the emphasis on meaningful learning, the use of technology as a tool to enhance
learning experiences might be encouraged. Teachers may need training on utilizing technology effectively within
the classroom to support and enrich the learning process.
5. Assessment Modifications: Assessments under the KPPB framework could focus on evaluating not just
memorization but also critical thinking, problem-solving, and application of knowledge. Teachers would need
guidance on creating assessments that measure these skills effectively.

13. 6. Continuous Reflection and Improvement: Teachers would likely be encouraged to engage in continuous
reflection on their teaching practices, seeking ways to improve and refine their methods to better facilitate
meaningful learning experiences for their students.
7. Collaboration and Professional Learning Communities: The NPE might foster the creation of communities of
practice where teachers can collaborate, share experiences, and learn from one another regarding effective
implementation of KPPB. This collaborative approach can support ongoing professional growth.