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PHILOSOPHY AND EDUCATION IN MALAYSIA ( EDU 3101)

NAME I/C NO CLASS LECTURER NAME DATE OF SUBMISSION : KOGILAVANI D/O MUNIANDY : 880216-02-5652 : MATEMATIK IPGM : DR. HASNAH : 28 MAC 2008

APPRECIATION
First of all I would like say thanks to my honorable lecturers because gave this assignment for us. This assignment helped me to improve my understanding in philosophy subject. From this assignment I had learned what is important of National Philosophy of Education in teaching and learning process. Other than that, I also would like to say thanks again to my lecturer for her guiding and related notes. For me this coursework is quite challenging to do. Its because we have to write answer for everything in English. This is a new experience for me doing essay for philosophy subject. Furthermore, I also would like to take this opportunity to say thanks to my beloved friends. They had helped me a lot when doing this assignment. They also very generous in share their notes from internet with me. Lastly, I would like to thank to God for keep me safe from sick and dangerous. I For the last words, I also hope that I can use this knowledge and experience during do this assignment in the future and as a university student, hopefully I will be more prepared to mix in true lifestyle especially as a preparation to face in career field in the future. My expectation for this assignment is everybody can accept it as it is. By that sentence, I would like to stop with thank you. Yours truly, M.Kogilavani

DECLARATION

This work is entirely my own except for the cited parts which I have declared the sources.

Signature Name Date

: ..................................................................... : . : .

My personal details

Name

: Kogilavani D/O Muniandy Age : 20 years

Address : 292, lorong sepilai 5, Taman sepilai, 09700 karangan, Kedah. Class : PPPSR 5

Favorite drink: coco -cola Favorite food : masala tosai

My personal details Declaration Contents National Education Philosophy(FPN) Concept and aims of FPN Factors in the development of FPN Essential elements in FPN Roles of teacher / schools in the realization of FPN Implication of FPN towards the National Education System Conclusion / Recommendation References

Introduction Philosophy of education can be explained as guidance, course of direction, or opinion on matters related to education. Similarly, the National Education Philosophy (FPN) was designed from efforts based on rational and critical thinking, with references to the national ideology which had been clearly stated in the past Education Reports and Education Policy, including Five National Principles. ( Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor, page number 67)

National education philosophy (NPE) Basing on the ideology and philosophy contained in the Education Reports and Education Acts, the Five National Principle (Rukun Negara), as well as the ideologies and cultures of Malaysian society, the following National Education Philosophy was drawn up and announced officially in the year 1988 : ( Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor, page number 27) Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and nation at large.

(http://www.moe.gov.my)

CONCEPT AND AIMS OF NATIONAL EDUCATION PHILOSOPHY

Based on the National Education Philosophy (FPN) stated above, the objectives of National Education are to produce good and excellent students so as to become useful citizens. In other words, the main objective of National Education is to train Malaysians so as to acquire the following: Believe and devotion to God ; Equip with sound knowledge ; Possess noble character; Be responsible to self, society, religion and nation ; Possess balanced and firm individuality; To foster unity among people of various races.

. ( Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor, page number 71) Other than developing overall and well balanced potentials, it is also hoped that, through the process of education, Malaysia will be able to achieve the education objectives such as: 1. To educate students who will be able to fulfill their duties as responsible citizens; 2. To produce progressive, skilful and efficient citizens to carry out their duties productively and satisfactorily so as to contribute towards the advancement and development of the country; (page number 72)

3. To produce citizens who will be able to understand, accept and follow democratic principles and rules according to the Constitutions; 4. To produce citizens who will be loyal to the King and nation; 5. To produce citizens who will understand and practice the Five National Principles (Rukun Negara) and to be tolerant so as to unite all races; and (page number 72) 6. To narrow the gap among the races in all field by providing basic education facilities to the less fortunate groups. . ( Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor, page number 72) The underlying principles and goals of the National Education Philosophy (NEP) are translated into the school curriculum, which encourages the development of balanced, well-rounded, trained and skilled individuals who cherish the national aspiration for unity. More specifically, educational programmers and activities intend to achieve the following objectives: http://www.seameoinnotech.org/resources/seameo_country/educ_data/malaysia. asp Provide pupils with the essential intellectual, affective and psychomotor skills in a holistic and integrated manner to produce individuals who are intellectually, physically, emotionally and spiritually balanced and functionally literate; Inculcate and nurture national consciousness through fostering common ideas, values, aspirations and loyalties in order to mould national unity and national identity in a multi-ethnic society;

Produce manpower with the requisite skills for economic and national development; Inculcate in pupils desired moral values and to promote personality and aesthetic development as well as the sense of being responsible and disciplined, and progressively enabling them to contribute effectively towards nation-building. There is no discrimination against any citizen in terms of access to education and financial support for the maintenance of pupils or students in any educational institution. Equality and rights in education are fundamental liberties enshrined in the Federal Constitution http://www.seameoinnotech.org/resources/seameo_country/educ_data/malaysia. asp

Basic concept of philosophy and education

Philosophy Europe was created by history. America was created by philosophy. Margaret Thatcher The philosophy of the school room in one generation will be the philosophy of government in the next. Abraham Lincoln
Love and pursuit of wisdom by intellectual means and moral selfdiscipline. Investigation of the nature, causes, or principles of reality, knowledge, or values, based on logical reasoning rather than empirical methods. A system of thought based on or involving such inquiry: the philosophy of Hume. The critical analysis of fundamental assumptions or beliefs. The disciplines presented in university curriculums of science and the liberal arts, except medicine, law, and theology. The discipline comprising logic, ethics, aesthetics, metaphysics, and epistemology. A set of ideas or beliefs relating to a particular field or activity; an underlying theory: an original philosophy of advertising. A system of values by which one lives: has an unusual philosophy of life. www.answer.com Literally, the love of, including the search after, wisdom; in actual usage, the knowledge of phenomena as explained by, and resolved into, causes and reasons, powers and laws.A particular philosophical system or theory; the hypothesis by which particular phenomena are explained. Practical wisdom; calmness of temper and judgment; equanimity; fortitude; stoicism; as, to meet

misfortune with philosophy. Reasoning; argumentation. The course of sciences read in the schools. A treatise on philosophy. http://www.brainyquote.com/

Metaphysics
Ontology or Metaphysics: the study of what is really real. Metaphysics deals with the so-called first principles of the natural order and "the ultimate generalizations available to the human intellect." Specifically, ontology seeks to establish the relationships between the categories of the types of existent things. What kinds of things exist? Do only particular things exist or do general things also exist? How is existence possible? Questions as to identity and change of objectsare you the same person you were yesterday? How do ideas exist if they have no size, shape, or color. (My idea of the Empire State Building is quite as "small" or as "large" as my idea of a book. I.e., An idea is not extended in space.) What is space? What is time? E.g., the truths of mathematics: in what manner do geometric figures exist? Are points, lines, or planes real or not? Of what are they made? What is spirit? or soul? or matter? spac? Are they made up of the same sort of "stuff"? When, if ever, are events necessary? Under what conditions are they possible? http://philosophy.lander.edu/branches.of.philosophy/htm

Epistemology

Epistemology: the study of knowledge. In particular, epistemology is the study of the nature, scope, and limits of human knowledge. Epistemology investigates the origin, structure, methods, and integrity of knowledge. Consider the degree of http://philosophy.lander.edu/branches.of.philosophy/htm truth of the statement, "The earth is round." Does its truth depend upon the context in which the statement is uttered? For example, this statement can be successively more accurately translated as "The earth is spherical" "The earth is an oblate spheroid" (i.e., flattened at the poles). But what about the Himalayas and the Marianias Trench? Even if we surveyed exactly the shape of the earth, our process of surveying would alter the surface by the footprints left, albeit marginally. http://philosophy.lander.edu/branches.of.philosophy/htm

Axiology
Axiology focuses on questions about what ought to be. It deals with the nature of values and relates to the teaching of moral values and character development. The topics of morality, ethics and aesthetics fall into this philosophical category. Some questions associated with axiology are : How should life be lived? What is the nature of existence? Does life have any meaning? What is moral and immoral? What is beauty?

Another important axiological question of a different kind concerns the nature of right conduct. How should a person behave? What is moral behavior? How do individuals know when they are doing the right thing? Some argue that there are universal principles or guidelines that can be followed. Some reject the idea but contend that appropriateness of behavior is situation-specific. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 4)

Logic
Logic is the science of exact thought and it deals with the relationships among ideas and with the procedures used to differentiate between valid and fallacious thinking. Logic can help you to communicate more effectively by encouraging a careful, systematic arrangement of the thoughts. It can assist you as you work to evaluate the consistency of learners reasoning. It also contributes to your ability to assess the reliability of the new information you encounter. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 5) There are two basic types of logic- deductive and inductive logic. Deductive logic begins with a a general conclusion and then elucidates this conclusion by citing examples and particulars that logically flow from it. Inductive logic begins with particulars then reasoning focuses on these particulars and proceeds to a general conclusion that explains them. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 5)

Realism
Realism stresses on objective knowledge and values. The essential doctrines of realism hold that (1) there is a world of real existence that human beings have not made or constructed; (2) this real existence can be known by the

human mind; and (3) such knowledge is the only reliable guide to human conduct both individual and social. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 6) Reality is objective and is composed of matter and form. It is fixed based on natural law. Knowing consists of sensation and abstraction. Values are absolute and eternal, based on natures laws. The realist stresses a curricular consisting of organized, separate subject matter, content and knowledge that classifies objects. The most general and abstract subjects are at the top of the curricular hierarchy and gives particular and transitory subjects at a lower order of priority. Logic and lessons that exercise the mind and that cultivate rational thought are stressed. Concepts and systems that can be organized into subjects such as ethical, political and economic thought are included in the curriculum. The three Rs are also necessary in a persons basic education. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 6) Realist views subject matter experts as the source of authority and reality and truth emanate from both science and art. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 6)

Idealism
Reality is spiritual or mental and unchanging. Knowing is the rethinking of latent ideas and values are absolute, eternal and universal. Idealists stressed on the importance of mind over matter. Ideas are the only true reality. They do not reject matter, but hold that the material world is characterized by change, instability and uncertainty while ideas are enduring. Idealists conceive of people

as thinking beings, having minds capable of seeking truth through reasoning and of obtaining truth by revelation. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 6) It is concerned with the student as one who has enormous potential for growth, both morally and cognitively. Curriculum is hierarchical and it constitutes the cultural heritage of mankind; it is based on learned disciplines, illustrated by the liberal arts curriculum. The most general subjects are philosophy and theology; mathematics is important with history and literature being sources of moral and cultural models. Natural and physical sciences are lower down the hierarchy while language is an important subject for communication and facilitates conception of thought. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 7)

Pragmatism
Reality is the interaction of an individual with the environment or experience and it is also changing. Know any results from experience and the use of scientific method. Values are situational or relative. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 7) It is based on change, process and relativity. It construes knowledge as a process in which reality is constantly changing. Learning occurs as the person engages in problem solving. Pragmatists believe that nothing can be viewed intelligently except in relation to a pattern. The whole affects the parts and the parts and the whole are all relative. Teaching is more exploratory and what is needed is a method for dealing with change and scientific investigation in a intelligent manner.

www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 7) Dewey viewed education as a process for improving the human condition. The curriculum is for based on the childs experiences and interests and prepares him or her lifes affairs and for the future. The subject is interdisplinary ; the stress is on problem-solving. Pragmatists consider teaching and learning to be a process of reconstructing experience according to the scientific method. Learning takes place in an active way as learners solve problems. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 7)

Existentialism
Existentialism in the broader sense is a 20th century philosophy that is centered upon the analysis of existence and of the way humans find themselves existing in the world. The notion is that humans exist first and then each individual spends a lifetime changing their essence or nature. http://www.allaboutphilosophy.org/existentialism.htm Existentialism is a philosophy concerned with finding self and the meaning of life through free will, choice, and personal responsibility. The belief is that people are searching to find out who and what they are throughout life as they make choices based on their experiences, beliefs, and outlook. And personal choices become unique without the necessity of an objective form of truth. An existentialist believes that a person should be forced to choose and be responsible without the help of laws, ethnic rules, or traditions. http://www.allaboutphilosophy.org/existentialism.htm

Perennialism
Perennialism is rooted in realism. It aims to educate the rational person and to cultivate the intellect. Focus on past and permanent studies; mastery of facts and timeless knowledge. Teacher helps students think rationally; based on Socratic Method, oral exposition; explicit teaching of traditional values. The curriculum is a common one and subject-centered. Emphasis on language, literature and mathematics, arts and sciences. The teacher is viewed as an authority in the field whose knowledge and expertise are unquestionable. The teacher is the master of the subject and must be able to guide discussion. www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 8)

Essentialism
Essensialism is rooted in both realism and idealism. It aims promote the intellectual growth of the individual and to educate the competent person. Focus on essential skills and academic subjects; mastery of concepts and principles of subject matter. Teacher is authority in his or her subject field; explicit teaching of traditional values. Essential skills are 3 Rs and essential subjects (English, Science, history, mathematics and foreign languages). www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 8) It is concerned with facts and knowledge and also interested in conceptual thought, principles and theories of subject matter. The teacher is considered a master of a particular subject and a model worthy of emulation. The teacher is , in authority and controls the classroom, decides on the curriculum with minimal student input.

www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 8)

Progressivism
As applied to education, progressivism has its roots in the work of John Dewey(1902,1910,1916,1938). Progressivism emphasizes change as the essence of reality. It views knowledge as something tentative that may explain present reality adequately but has no claim to being true forever. Reality is seen as undergoing continuous change. Progressives consider an educated person to be someone who has insights needed to adopt to change. (Mr.Wee Kok Leng, Mdm Asiah Pariekutty, Datin Dr.Fowzia Osman,Dr.Rajagopal Ponnusamy( coherent three 2006), B.ED.(TESL) year one overseas link degree programme.)

Reconstructionism
Reconstructionism is based on pragmatism. It proposes to improve and reconstruct society. They believe that schools serve as an important catalyst to improve the human condition through educational and social reform. Skills and subjects need to identify and ameliorate problems of society. Learning is active and concerned with contemporary and future society. Teacher serves as an agent of change and reform. He helps students become aware of problems confronting mankind. Curriculum emphasizes on social sciences and social research methods; focus on present and future trends as well as on the national and international issues

www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf(page 8)

Religious factor

International factor

Social factor

FACTORS IN THE DEVELOPMENT OF NATIONAL PHILOSOPHY OF EDUCATION

Individual factor

Political factor

Economic factor

FACTORS IN THE DEVELOPMENT OF NATIONAL EDUCATION PHILOSOPHY

There were various factors which had played important roles in the determination of the contents, aims and aspirations of the National Philosophy of Education. These include religions, political, economic, and individual and other factors as well. Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor.(page 68) For religious factor, as we know, Islam is the official religion in Malaysia. However, other religions such as Christianity, Buddhism, and Hinduism and so on are free to embrace and worship. All these are clearly written in the National Constitution. The religions stated above especially Islam, are important basic factor to be a considered during the process of planning the National Philosophy of Education. This religion factor could be clearly identified in the following expression of the National Philosophy of Education: ., as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God (page 68) Other factor in the development in the National Philosophy of Education is social factor. Malaysia has a various races citizens. The harmony and prosperity of the nation depend on the peoples attitude towards the practice of tolerance, cooperation and mutual respect among the various races. The positive attitude is the most important factor to achieve racial harmony which is also considered an important criterion to attain peace and stability of multiracial society. The aim of achieving racial unity has become one of the main objectives of National

Philosophy of Education as stated in the expression:.to produces Malaysians citizens who are capable of achieving a high level of personal well-being to contribute to the betterment of the nation, family and society. (page 69) Other than that, political factor is one of the factor that played important roles in the development in the National Philosophy of Education. It is generally known that FPN was drawn up, according to the spirit of the nations ideology which was reflected in the official documents, like the former Education Reports, Malaysia Plans and the Five National Principles (Rukun Negara). In this respect, the objective to achieve racial unity was one of the basic considerations when drawing up the FPN. This was, in fact, a very influential factor that related with the social factor in the FPN, as already stated above. (page 69) Besides, economic is also roles as a factor in the development in the National Philosophy of Education. Malaysians who are trained with specific skills in a variety of fields can assist in the development of the national economy by upgrading their productivity. The noble aim can be achieve by high efforts to produce individuals who are knowledgeable and competent, responsible and capable to contribute towards the betterment of the betterment of the nation, family, and society. The great ambition to develop Malaysian economy obviously becomes the main objective of the national education based on the National Philosophy of Education. (page 69) Furthermore, potentials of individuals can be developed through the process of education. These individuals potential cover all intellectual, spiritual, emotional, and physical aspects. Holistic development by integrating all potential of individuals in such a manner will produce balanced and harmonious citizen. Following this, they will always try to inculcate positive attitude, enjoy spiritual

peacefulness and ever ready to face challenges in life. Thus, the aim to produce balanced and harmonious individuals was also one of the aspirations of the National Philosophy of Education. Therefore, individual factor roles as one the factor in the development in the National Philosophy of Education. (page 69) Next factor in the development in the National Philosophy of Education is international factor. During the process of planning of National Philosophy of Education, another important factor which could not be ignored was the influence of the development of international education system. In this connection, new ideas acquired from international education seminars and forums would definitely influence the design of the National Philosophy of Education. The national education programmers, which covers aspect of international advancement, is to produce educated, competent and high moral citizens, who will be able to serve and contribute not only to the progress of the nation but also provide their service to maintain international peace and stability. (page 70)

ESSENTIAL ELEMENTS IN THE NATIONAL EDUCATION PHILOSOPHY

To develop potentials of individuals

Holistic and integrated potential

Balanced and harmonious individual

Intellectual aspect

Spiritual and emotional aspect

Physical aspect

Belief in and devotion to God

Educated Malaysians

Malaysians who are competent

Malaysians with noble character

Malaysians who are responsible

Malaysians who are capable to give contributions

Harmony and prosperity o society and nation

Essential elements in the NATIONAL EDUCATION PHILOSOPHY

Referring to the analysis and interpretation of National Philosophy of Education, it is clear that education in Malaysia is an on-going process to develop and integrating human potentials in all aspects, in order to produce harmonious and balanced individuals based on the belief in and devotion to God. Hence, the main objective of education is to produce citizens, who are knowledgeable, competent and responsible and possessed noble character. This is to ensure that they are capable of achieving personal well-being and also to contribute or the harmony and progress of the nation. Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor.(page 72) We may use ontology, epistemology, axiology and logic to analyze all the essential elements contained in National Philosophy of Education. The National Education Philosophy consists about fourteen of the elements. First element is to develop potentials of in individuals. Potentials are inborn talent and ability possessed by individuals. Every person got potential in themselves by their own. The talent and ability are considered gift of God, which cover intellectual, spiritual, emotional and physical aspects of any individual. The potentials ought to be developed and improved constantly throughout the process of education. (page 73) The second element of National Philosophy of Education is holistic 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. (page 73)

The third element of National Philosophy of Education is balanced and harmonious individuals. This objective can be achieved when all potentials have been developed in overall, consistent and harmonious manner. A well-balanced and harmonious individual is one who possesses integrated individuality and able to enjoy contentment and happiness spiritually. In the same way, the person will always feel grateful and ready to accept challenges as well as willing to make effort to overcome the problem encountered. (page 73) Next element in National Philosophy of Education is intellectual aspect. This covers the element of cognitive knowledge, including critical and creative thinking. Beside that, the intellectual aspect also focuses more to empower 3Ms skills like reading, writing and counting. (page 73) For spiritual and emotional aspect as the fifth essential element, this covers elements such as belief in God, embrace religious faith, spiritual stability, and emotional intelligence, appreciation of moral values and norms of society, good behavior, and loyalty, have a loving feeling, and willing to sacrifice for other people and country. (page 73)

Other essential element is physical aspect. This includes aspects such as to maintain physical agility and good health for able to work independently and contribute towards personal well-being as well as the betterment of family, society and nation. (page 73) Belief in and devotion to God also is one of the National Philosophy of Education, elements. Belief concerns with the human confidence that the

surrounding environment does not exist by itself but created by God. The laws of nature are actually laws of God. Thus, individuals should exemplify devotion, trust and responsibility to God in respect of the efforts to administer and develop the environment. (page 73) The National Philosophy of Education also consist educated Malaysians as an element. People who possess positive attitude, such as love to read, diligent to acquire and apply the knowledge, exited in new and latest research, have high curious to explore information , will not only benefit themselves but also others as well. (page 74) Next element in the National Philosophy of Education is Malaysians who are competent. People who possess knowledge and various skills are able to contribute for the progress of the nation. They are not only capable to carry out and complete their duties in a short period time, but also perform their duties competently and satisfactorily according to the condition and requirement. (page 74) Other element in the National Philosophy of Education is Malaysians with noble character. This refers to people, who possess qualities such as politeness, honesty, fair, responsible, committed, diligent, well-disciplined, harmoniously integrated and practice noble values in daily activities. Furthermore, the people also should know the right and wrong thing and realize the implication before do something good or bad thing. (page 74) Malaysians who are responsible also is an element in the National Philosophy of Education. People who are conscious of their responsibility towards themselves, God, race and nation will perform their duties honestly and

dedicatedly. Other characteristic of a responsible people are always obey the countrys rules or laws, and always improve the standard life. (page 74) Beside that, Malaysians who are capable to achieve personal well-being also is an element in the National Philosophy of Education. Through the overall development of individuals potentials, people will able to achieve spiritual contentment. This is important for them to realize the well-being of their own-self, family, religion and the betterment of nation as a whole. (page 74) Furthermore, Malaysians who are capable to give contributions also is one of National Philosophy of Educations elements. Through proper training, people can use their productive and innovative skills to upgrade their productivities to a higher level of economic development. (page 74) The last element in the National Philosophy of Education is 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. (page 74)

All the essential elements in NPE can be summarized in figure 1 below. Philosophy of education with respect to God is at its central axis.

INTELLECTUAL

SPIRITUAL

Knowledgeable competent and noble character

A balanced and harmonious self


Belief in and obedience to God

responsibility and contribution to society

PHYSICAL

EMOTIONAL

Figure 1: Philosophy of education with respect to God at its central axis. (page 75)

Roles of schools/ teachers in the realization of NATIONAL EDUCATION PHILOSOPHY

Roles of school
Education is always an important catalyst in developing talented, relevant, skillful and sufficient manpower to a nation. The future of a nation does depend greatly on the education system of the country. It should begin with the strong foundation at the primary education, to be followed by the systematic secondary education and end up with competitive but flexible tertiary systems. Education brings changes to the civilization of a nation, and thus it should be viewed in more complete and holistic approach. Basing on my observation and interaction during my school based experience program, I need to complete my assignment about the extent to SK Sungai Bakap. l has been successful in the realization of the National Philosophy of Education expectation base on the following aspects which are roles of the school management includes School Head, Senior Assistant, Panel Head, and class teacher in developing the intellectual, physical, emotional, spiritual and social aspects of student. Beside that I also need to make a research about the infrastructure in the school is it enough facilities at the school to produce and improve development of students towards the aims of the National Philosophy of Education. This also covers the school facilities in developing physical environment of the school and beautification of school environment in inculcating aesthetics values, cleanliness and love for the natural environment. For the last aspect is about program and activities for student involving. It also consist curriculum activities in developing cognitive development of students based on their individual abilities besides co-

curricular activities in developing the interest and potential of each individual student. As we know, one of the important elements that contained in the National Philosophy of Education is intellectual aspect. From my research, I found that Sek Keb Sungai Bakap not take easy to see this aspect. The School Head struggles to overcome as many as possible obstacles to achieve the aims of the Schools Philosophy and National Philosophy of Education. For example, he prepared to organize many programmes for his students and teachers to upgrade the standard achieving of students academic especially for Primary School Assessment Test or Ujian Penilaian Sekolah Rendah (UPSR) examination candidates student. He also emphasizes his students to master the Malay language as the national language as well as the official language of the country although we know that English language is more important today but the background of the students at the school can make us understand what the actually reason . Beside that he also made sure his student will master the basic language skills (listening, speaking, reading and writing) in the medium of instruction. For the information, this school have KIA 2M classes for students do not master in their study. For standard one students, the test to separate and clarify the potential student to study in normal class is at the end of the first month schooling. Under 25% of the score they need to learn in KIA 2M classes. For other students in normal classes they are learning among themselves because teachers give more attention to the weak students. Furthermore, to achieve the aspirations of National Philosophy of Education in intellectual aspect, the teachers also emphasize their students to master arithmetical skills and use them in their daily lives, study skills, speak, read, write and understand the English language as a second language, seek and acquire knowledge. The facilities that this school has such as computer lab, sciences lab, access lab, self independent learning (SAL), library, JQAF class,

resources centre and useful hall also helps student in developing their potential in intellectual aspect. As example, the resources center always be use as a place for teaching and learning process because the environment at there very conducive to study beside has several materials for ABM or BBM like LCD, computer, radio, news paper, magazines, and a lots of book Students like to go to their library during rest time. I also found that all the students of SKSB have been involved in Program Nilam and its a compulsory program. There is one student who had won a highest in reading books in state level and he won the award for three times. The vision of the school library had been achieved towards the education of the students. The students also did activities like story telling and attend the course about examinations subject at the library

Refer to the Sek Keb Sungai Bakap Senior Assistants of Co-curriculums statement; he said that what we learned at college is so different with the reality in the teacher world. It is because sometimes we cannot do what we had plan because of technical problem such as without enough and suitable equipment or the weather not good for that day, so that the activity cannot be done. As a physical and health education teacher for students standard two, he emphasize to make sure his student involve each activity in his lesson accept the sick student. He also focuses the basic movement and look after ones health and physical fitness for his students. However, through my observation, I found that the students attract to involve the activities at fields and appreciate physical activities as a basis for good health but they do not wear a suitable suit (refer to the attachment). Therefore, the aims of National Philosophy of Education in physical aspect is achieve but to produce the competent person and balance person that can be responsible to themselves is fail. Besides, by sports, games and co-curriculum activities, the aims of National Philosophy of Education in to produce a competent citizen in other side like leadership, skill communication, integrated in social activities is success. This school has a field, a takraw court, volleyball court but has not a badminton court. Consequently, the students are forced to play volleyball at takraw court. Other than that, refer to

En.Jayapragasam, he said that besides enough facilities to students, the other teachers also give full commitment to train the students in their sports. Actually, the students have their own potential in sports according their interests and respectively. For spiritual and emotional aspect in National Philosophy of Education in this school, the level of the student can achieve of the aims is in moderately good. As I know, the school management organizes many programs to develop potential of spiritual and emotional among students such as Bina Insan camps, tazkirah every Friday morning at the assembly, celebrate the Islamics festival like Maulidurrasul Day and many more. The ustaz and uztazah in this school emphasize the student to acquire the skills of reading, reciting and understanding the meaning of chosen verses from the Quran (Muslim pupils) and strengthen the basic of Aqidah (belief in God), perform religiously the rites of devotion to Allah, and constantly practice noble values during the Islamic Education. Furthermore, for other non Muslim students, they also joined the activities that organized for them in Moral Education. Uztaz and ustazah in this school also allow them to learned Arabic Language but never get good responds from them before this. From facilities side to build in development of spiritual and emotional aspect among the students, this school has a surau that can be use for students during their process learning and practicing by do amali period how to pray especially for standard six students which take Penilaian Asas Fardu Ain (PAFA) for Religious Education, which is carried out during the teaching process. Pupils achievement in PAFA is recorded in the UPSR slips. Furthermore, the surau also use for solat hajat programme that be occurs monthly among teachers, staffs, students and parents.

Roles of teachers "Experience is a hard teacher because she gives the test first, the lesson afterwards" - Vernon Sanders Law "There is no better teacher than adversity. Every defeat, every heartbreak, every loss, contains its own seed, its own lesson on how to improve your performance next time." " - Malcolm X The instrument used in the study was developed based on five constructs that cohere with the philosophical statements of the NPE. The instrument comprised of items measuring teachers belief towards the following constructs: belief and devotion towards God, belief towards the inculcation of noble values, belief towards the development of students potential, belief towards the teaching and learning process and Belief towards their role and contribution to school and society. http://l06.cgpublisher.com/proposals/593/manage_workspace

First of all, a teacher should belief and devotion to the God. So that he /she can teach students about the responsibilities to be devotion toward God. This had practicing in schools, where students have to pray to the god when each time assembly go on. A teacher is a leader who can inspire and influence students through expert and referent power but never coercive power and I know that this is true when I observe some of the teachers in the school. This teacher knows his students well and is kind and respectful towards his students. He has high

standards and expectations coexisting with encouragement, support and flexibility. The teacher empowers students and gets them to do things of which they did not think they were capable. Moreover I also find that the teachers are a Coach/guide who helps students to improve on their skills and insights and a disseminator of knowledge and skills. From this I know that teachers in SKSB had followed the national philosophy of education by belief towards the development of students potential. The teachers are educating students to high standards of achievement. The teacher had been using best professional practices and materials and the teacher is knowledgeable of and delivers the standards-based curriculum. Teacher had engage in practices and select materials that include all students celebrate diversity and never exclude them from opportunities on the basis of their race, gender, ethnicity, religion, national origin, language, ability or the status, behavior or beliefs of their parents. The teacher is committed to developing the skill sets needed to best accelerate the learning of the students currently in their classrooms. This will shows that the teacher had followed the national philosophy of education by belief towards the teaching and learning process. Teachers also belief towards the inculcation of noble values among students. Where the accountability of teachers towards students is to disseminate knowledge and skills to students by educate and inculcate moral values, good behaviors by developing students potentials intellectually, spiritually, emotionally and physically. Beside that teachers also become a role model to the student; practices what he/she preaches. He/She upholds moral values and humanitarian principles in all his actions. Teachers conduct their day by day doing in such a way that their behavior can be cherished by the learners. Teachers should be a human model for learners therefore; they must uphold all codes of ethical conduct that are necessary and essential in human modeling

and moral education. Teachers in SKSB had been done moral and religion class to cultivate noble character among students. Moreover, teachers accountability toward nation is knowledge practitioner and educates citizens of Malaysia by inculcate moral values, develop and preserve our culture on order to realization of the national philosophy of education and vision of the country. Beside that they also want to instill national integration and develop a progressive generation.

IMPLICATIONS OF THE NATIONAL PHILOSOPHY OF EDUCATION TOWARDS THE NATIONAL EDUCATION SYSTEM

National Philosophy of Education is considered an important document for teachers and pupil to study, to understand, to heed and to follow wisely. Furthermore, educators need to understand its profound implication, in order to realize successfully the aims and aspirations of the National Philosophy of Education. Since its official proclamation in 1988, National Philosophy of Education had become the basic consideration for the reformation of the education system in Malaysia. In fact, from the eighties, all educational planning and activities were based on the aspirations of the National Philosophy of Education. As such, the introduction of the FPN has brought along various implications to the education system in Malaysia. These implications are briefly discussed as follow: Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor. (page 77) The first implication of National Philosophy of Education towards the National Education System is on school traditional or culture. Organization of school was to be restructured to create conducive atmosphere, therefore, pupils can follow the aim and aspirations of National Philosophy of Education closely. These reforms include by upgrading the existing facilities or pupils to develop their potentials in the aspects of intellectual, spiritual, emotional and physical, harmonious and well-balanced. Besides, they also reorganize social activities to foster the development of the school culture. These social activities will influence pupils to acquire noble values according to the aspirations of National Philosophy of Education. Moreover, changes in the school learning environment would encourage pupils to develop intellectual potentials, so as to acquire knowledge, especially the Information and Communication Technology (ICT), effectively. This would eventually foster the love for knowledge, and finally establish firmly a

reading culture among them. Furthermore, co-curriculum activities will become an important component in the school curriculum, with the aim to develop the emotional and social aspects of the students, and to foster unity among the variety of races trough social interaction. Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor. (page 78) The second implication of National Philosophy of Education towards the National Education System is on education Reform. In Malaysia, schools have gone through several stages of reformation on education system since independence. For example: the introduction of the comprehensives education system, implemented in 1965. The introduction of Integrated Science and Modern Mathematics for primary and secondary schools were implemented in 1971. Moreover the KBSR programme for primary schools was implemented in 1983 and the KBSM programme for secondary schools was implemented in 1989. The introduction of Science and Local Studies as two new subjects is to replace the subject Man and Environment in the primary schools in 1994. The implementation of smart school concept was in 2000. Then the Malay was to be replaced by English as the medium of instruction for Mathematics, Science and Technical Subjects in 2003. (Page 79) These education reformations provide conductive atmosphere for schools to develop and advance further according to the planned strategies. The schools have to undergo changes so as to develop and progress according to the contexts of dynamic schools. According to the former director, Dato Wan Mohd.Zaid, during the presentation of his working paper Pengisian Wawasan Pendidikan at an education seminar held in 8-11th April, 1993:

Effective changes in the Malaysian education system are viewed from the usual and routine type to a new system. These changes include the followings : The style of administration and leadership in schools changes from autocratic to democratic. Routine, stereotype services changes to loving and emphatic type of service. Technical rationality which assumed that all are equal and homogenous, routine and static changes to reflective rationality with different and heterogonous, unique and dynamic individualities among pupils. The strategy of teacher-centered in teaching-learning activities changes to the application of pupils-centered strategy. The education programme of knowledge-base changes to integrated education programme which include spiritual, intellectual, emotional, social and physical aspect. Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor. (Page 79 80) Teachers who are dynamic will be always responsive and adaptable to face changes from time to time. Only dynamic teachers are able to counter these ever rising new challenges. Similarly, only dynamic schools are capable of playing effective role to fulfill the aspiration and requirement of individuals, society and nation. (Page 80) The third implication of National Philosophy of Education towards the National Education System is on the roles of teachers. With the declaration of FPN and vision 2020 in the year 1988 and 1991 respectively, the main objective and Malaysians to build a united society through education program became clear and timely. Teachers as agents of change to educate and produce future generation, are responsible to assist in realizing the aims and aspiration contains

in the FPN and Vision 2020, particularly the National Objectives. In other words, responsibilities and roles of teachers in the Malaysian schools are : To educate pupils to become citizens of future generation, who should be knowledgeable, possess noble character and able to achieve prosperity for own-self, and contribute for the development and progress of society and nation. To educate pupils so that they will possess various living skills especially in the technical and vocational fields, as well as to fulfill the aspirations and requirements of individuals, society and nation according to aspiration of the FPN, and To act a agent of change to bring along new innovations to fulfill the aspirations and requirements of pupils, society and nation, so as to realize the objectives of the National Education based on FPN. Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor. (page 80) With these developments, changes in the school curriculum should be in line with the course of direction set according to the aspiration of the FPN. These include: Changes in the syllabus which should be orientated towards an integrated programme. Changes in learning materials with emphasis on noble values which should be integrated with every subject in the school curriculum. (page 81)

CONCLUSION
From this school based experience, I realized that this school has its own strengthens and weakness Other than that, after interviews and discussed with the teachers, I found that the leadership and cooperation of headmaster is the main thing in achievement of schools. They also claimed that education is always an important catalyst in developing talented, relevant, skillful and sufficient manpower to a nation. So that they tried has harder they could do in order to give the best to the students and schools. From my observation and disscussion i found that, the school had been practicising some of the school values as thier habitual act or a process of learning in order to encourage the students with good moral values. From the culture school have been producing students with high moral values. The school also practising idealistic personalization among students. As a conclusion, I realized that, to achieve our national philosophy of education, all citizens should take part and play their roles. Without one group of these citizens, this FPK might not achieve at higher level. Other than that the schools should play important roles as a teacher, parent, guider and educator. As a recommendation, I would like to say this school had followed all the aspects in our National Philosophy of Education. This school also had been chosen as a A gred school based on schools academic and non academic aspect. The infrastructure is completely enough and well manned. The management of school had followed the schools Philosophy very well.

RECOMMENDATION
As my first recommendation, I would like to say that teachers should upgrade their knowledge time to time, individual appreciation and practice based on the belief and the confirmation of the teachings of their religion. By this teacher can become more knowledgeable and upgrade with latest and oldest news. The second suggestion is teacher should encourage students to ask questions and provide a suitable environment when teaching and learning process in go on. My third recommendation is a teacher should present materials and teaching hand notes in a systematic and organized way so that students will easily understand the subject or notes more clearly. Moreover a teacher also should emphasis is focused on the development of teachers reasoning power, inculcate role model. Other than that, teacher also should arrange the classroom furniture to accommodate both group and individual student activity; clusters of desks or large round tables facilitate large and small group interaction, while single desks and secluded nooks provide places for individuals to work and learn independently. Moreover teacher also should reserve at least one wall or bulletin board area for displays related to the current unit of study. Lastly, teacher also can be a leader who can inspire and influence students through expert and referent power but never coercive power. This teacher knows his students well and is kind and respectful towards his students. He has high standards and expectations coexisting with encouragement, support and flexibility. The teacher empowers students and gets them to do things of which they did not think they were capable. patriotism, foster knowledge-culture, and to form respected personalities and noble characters so that students will follow teachers as their

School base experience Assignment task


Based on your school based experience and observation of school, take notes on the application of National Philosophy of Education, FPK in the following aspect of: 1) leadership 2) school culture 3) co-curriculum 4) teachers 5) discipline

INTRODUCTION Education "Education makes people easy to lead, but difficult to drive; easy to govern, but impossible to enslave" - Henry Brougham "If you consider what are called the virtues in mankind, you will find their growth is assisted by education and cultivation" - Xenophon Education is always an important catalyst in developing talented, relevant, skillful and sufficient manpower to a nation. The future of a nation does depend greatly on the education system of the country. It should begin with the strong foundation at the primary education, to be followed by the systematic primary education and end up with competitive but flexible tertiary systems. Education brings changes to the civilization of a nation, and thus it should be viewed in more complete and holistic approach. Based on my observation in Sek. Keb Sungai Bakap, this Schools Philosophy state that want to educate its pupils to mature with the aspects such as intellectual, spiritual, emotional and physical base on credential behavior with the guidance of the teachers. In the school vision state that would be National Competent School by the year 2010 based on collective and professional spirits among its integration community. Basing on my observation and interaction during my school based experience program, I need to complete my assignment about the extent to SK Sungai Bakap has been successful in the realization of the National Philosophy of Education expectation base on the following aspects which are leadership, school culture, cocurriculum, teachers and discipline.

LEADERSHIP
"A good leader is not necessarily the most popular person in their business, but the best ones are liked because they are respected for their clarity and vision" - Alan Sugar "Effective leadership is about earning respect, and it's also about personality and charisma - Alan Sugar Leadership is defined as the energetic process of getting people fully and willingly committed to a new and sustainable course of action, to meet commonly agreed objectives whilst having commonly held values. There were some people got the capability in school, especially the headmaster. i. headmaster

The headmaster of the school is a good leader. Under Headmaster Othman leadership; the School's accomplishments have been sweeping and impressive, in areas ranging from academics and admission to facilities and residential life. In addition to guiding new endeavors, the Headmaster ensures the robustness of valued traditions such as dress code, chapel, seated meals, and required athletics. Headmaster takes an exceptionally active role in supporting the school's faculty, the School's most treasured resource. He recruits proven master teachers who are committed to touching students' lives not only in the classroom, but also in the residence halls as dormitory parents and on the fields as coaches. In addition, the Headmaster is responsible to full fill needs of the student. The School and its students futures continue to be Mr.Othmans greatest concerns, evident by the goals outlined and implemented in the school current

2008-2010 Strategic Plan: enhancing core academic skills (such as public speaking, writing, research, and etc) and also in improving UPSR scores.

Moreover, headmaster is a good curriculum, assessment and instruction leader. Where, he assists teachers in unwrapping performance standards; leads teams in learning about performance standards; leads grade-level teams in prioritizing grade-level standards based on analyzed student achievement data; insures alignment of prioritized curriculum with state and national assessments ; assists teachers in mapping instructional delivery of prioritized curriculum; leads teams in the design of formative assessments to determine student learning and to guide effective instruction; assists in the development of common, periodic benchmark assessments to monitor instructional effectiveness and student learning and also organizes meetings to allow teachers to collaboratively examine student work . The headmaster role is evolving from direct instructional leadership to a broader role of orchestrating decision making, often through teams of teachers, and interacting with a wider range of individuals, including community members and other stakeholders. Mr. Othman plays a vital role in the schools development and revitalization. I respect him. II. 1st Senior assistance Senior assistance of management, Pn.Zainab bt Hamzah is responsible to help headmaster to achieve the National Education Base. So that she is responsible to manage the management school, increase teachers capability of teaching, increase students learning process and also arrange the best service by helping in order to achieve the National Education Base. Her leadership show out when she manage the headmaster works when headmaster is not around in school on Tuesday. She also manages to teach

students by following headmaster instruction. Moreover she also responsible in management of curriculum, school management and teachers and staffs works. Other than that, Pn.Zainab is a good leader in curriculum,assement and instruction, where she leads teams in learning about performance standards ; assists teachers in unwrapping performance standards ;collaborates with teams in teacher selection and assignment ; develops strategies for assisting the school community with change such as new programs, attendance lines, instructional practices, school calendar, etc. and also insures alignment of prioritized curriculum with stated and national assessments.

III.

2nd Senior assistance 2nd senior assistance, Pn.Kalsoom is responsible to help headmaster to achieve the National Education Base. As a 2nd senior assistance she is responsible in increase discipline among students and cultivates moral values between them. Her leadership show out when she managed to do headmaster works when headmaster and 1st senior assistance is not around on Wednesday. Moreover she also becomes a well leader in producing disciplined students and prefects.

IV.

3rd Senior assistance 3rd senior assistance, Mr.Jayapragasam is responsible to help headmaster to achieve the National Education Base. As a 3rd assistance, he responsible to increase students involvement in co-curriculum activity. As a 3rd senior assistance, he has to become a leader in arranging cocurriculum activities after headmaster. His leadership show out when the cocurriculum activities had done regarding to the co-curriculum activity calendar.

Meaningful school improvement begins with cultural changeand cultural change begins with the school leader.

SCHOOL CULTURE
School Culture .It is defined as the historically transmitted patterns of meaning that include the norms, values, beliefs, ceremonies, rituals, traditions and myths understood, maybe in varying degrees, by members of the school community. The role of the school is to ensure the holistic development of the individuals potential, mentally, spiritually, emotionally and physically. The curriculum is to bring faster the Malaysian citizen who is balanced and wellrounded individual, trained, skillful and cherishes the national aspiration for unity. From my observation and disscussion i found that, the school had been practicising some of the school values as thier habitual act or a process of learning in order to encourage the students with good moral values. From the culture school have been producing students with high moral values. The school also practising idealistic personalization among students. The school is a place where students learn new knowledge and learn things based on physical, mental spiritual and also intelectual. The school rules and regulation is had been done in order to discipline the students, so that they will become a good and sucessfull student. In the one week of my SBT program, i too found that there is a other school culture had been carried out. The culture of the school is : I. dressing

every Monday on 7.30am the assembly will be held in school assembly compound and attended by all the teachers and students. On that day. On that assembly, some of the messages, information and performences will be held. From my observation on 17 Mac 2008 when the first day i was in that school, there were a checking by precfect student on students to identify the wrong of dressing unifor of school. The often wrong that student always will do is did not wearing the name tag and did not wearing stokins. Students those who are did not follow the rules will be punished but so far in the schools i did not any of the student make wrong. Everybody is looking so clean and tidy. Other than that, on every Wednesday all students have to wear the uniform based on thier uniform units such as Kadet Remaja sekolah and others.

On each Monday when the official assembly held, teachers have to wear formal dress. For the male teacher, have to wear long shirt with necktie and the female teachers of muslims have to wear baju kurung and for non muslims they have to wear thier own ethinic dress. Other than that, on Friday all the male teachers have to wear thier complete baju melayu. On Thursday, all the teachers have to wear batik dress. This culture of dressing is different from other of school around Sungai Bakap.

II. Politeness and respecting culture Each time, the students meets with teachers, they will say wishes to the teachers as the way they show thier respects on teachers. This culture built generation that give respect to the teachers at the outside of school. Other than that, i also feel happy on the way they say the wishes. They were so polite when standing infront of teacher. They wee usually wish good morning and say thank you teacher before they went.

III. Cleaness culture This cleaness culture were practiscing in school canteen and in the classroom.in canteen students have to put the the plate, cups and bowls after eat in the place that prepared by the canteen owner. This culture cultivate student to be more discipline after eat. Other than that, thing is to make sure the cleaness of the canteen and cant avoid from any sick. The toilet also clean. Regarding to the cleaness worker, they wash the toilet everyday and always make sure the toilet always clean. The dustbin was placed in each corner of the school.

IV. Assembly Everyday of the school day got assembly. The official assembly will be held on Monday morning. On the day, students will sing three song, which is national anthem, state song and school song. After the agenda will followed by speech of headmaster, teacher on duty and performence. Lastly, there will be prayers, bacaan doa which was monitored by head of prefect. After the prayers, the assembly will dismize. The prefect will let the student go to the class one by one accompinied by the teachers. V. Reading habits This culture was practiced by Nilam Program. In this school, its a compulsory for all the students. This program is launched on 28february 2008. Other than that, the library is open for school hour. Most of the students having the reading habits. I also found that there was a student who received won award in state level as highest reader books. VI. Students

It has been found that healthy and sound school cultures correlate strongly with increased student achievement and motivation and with teacher productivity and satisfaction.

Recent studies found support that students are more motivated to learn in schools with strong cultures. Implementation of a clear mission statement, shared vision and school wide goals promote increased student achievement. VII. teachers School culture also correlates with teachers attitudes towards their work. It was found that strong school cultures had better motivated teachers. In an environment with strong organizational ideology, shared participation, charismatic leadership and intimacy. Teachers experienced higher job satisfaction and increased productivity.

CO - CURRICULUM

At the school level in Malaysia, co-curricular programs are designed to mould students with the necessary attributes in facing the challenges of the new millennium. The co-curricular activities in school are divided into societies and clubs, uniform groups, and sports and games. Social issues such as individual human rights and race tolerance are featured prominently in these programs. The government at the same time continues to instill the values of freedom and international understanding, respecting culture diversities, sharing and cooperating with others among students in primary school students. Moreover co-curriculum also gives more important on the developing of intellectual, social, emotional, physical and also spiritual. On the other hand, it also cultivates the leadership value, toleration and ready to give services values between students. The main objective of co-curriculum activities in Sek.Keb Sungai Bakap is to balance the mental development (academic) with social, physical and spiritual development in students. Examples of such activities are shown below: Promotion of Language Learning This activity is conducted by English society. The programs under this category of activities include Essay Competition, English Carnival and Haiku Writing Competition. Outdoor Education This activity is conducted by school uniforms society. The programs under this category of activities include Co-curriculum Centre Recreation Camp, Uniforms

Camp and Environment Club Camp. Uniform Group. The programs under this category of activities include school cadet Camp, and School Band Competition.

Society and Club The programs under this category is carnival Bahasa Malaysia, carnival Pendidikan Islam, cross road competition, planet quiz and also etc. The Cleanliness of Schools The programs under this category of activities include School Cleanliness Contest, Educate Program and Family Adoption Program for Hostilities. Counseling and Guidance Service The programs under this category of activities include Peer Guidance Seminar, and Primary School Prefects Counseling Course. Character and Personality Development Program This program is under school counselor. The programs under this category of activities include High Risk Students Awareness Program, Excellent Primary Student Camp and Patriotism Carnival. Games This programme is under school sports society, the programs under this category is schools sports day, football, netball, sepak takraw, bola tampar and also badminton and also running games in school level. Science and mathematic This programme is under science and mathematic society. The programs under this category is space, eureka and robotic quiz competition.

TEACHERS
"Experience is a hard teacher because she gives the test first, the lesson afterwards" - Vernon Sanders Law "There is no better teacher than adversity. Every defeat, every heartbreak, every loss, contains its own seed, its own lesson on how to improve your performance next time." " - Malcolm X The instrument used in the study was developed based on five constructs that cohere with the philosophical statements of the NPE. The instrument comprised of items measuring teachers belief towards the following constructs: belief and devotion towards God, belief towards the inculcation of noble values, belief towards the development of students potential, belief towards the teaching and learning process and Belief towards their role and contribution to school and society. First of all, a teacher should belief and devotion to the God. So that he /she can teach students about the responsibilities to be devotion toward God. This had practicing in schools, where students have to pray to the god when assembly. A teacher is a leader who can inspire and influence students through expert and referent power but never coercive power and I know that this is true when I observe some of the teachers in the school. This teacher knows his students well and is kind and respectful towards his students. He has high standards and expectations coexisting with encouragement, support and

flexibility. The teacher empowers students and gets them to do things of which they did not think they were capable. Moreover I also find that the teachers are a Coach/guide who helps students to improve on their skills and insights and a disseminator of knowledge and skills. From this I know that teachers in SKSB had followed the national philosophy of education by belief towards the development of students potential. The teachers in SKSB educate students to high standards of achievement. The teacher had been using best professional practices and materials and the teacher is knowledgeable of and delivers the standards-based curriculum. Teacher had engage in practices and select materials that include all students celebrate diversity and never exclude them from opportunities on the basis of their race, gender, ethnicity, religion, national origin, language, ability or the status, behavior or beliefs of their parents. The teacher is committed to developing the skill sets needed to best accelerate the learning of the students currently in their classrooms. This shows that the teacher had followed the national philosophy of education by belief towards the teaching and learning process. Other than that teachers belief towards the inculcation of noble values among students. Where the accountability of teachers towards students is to disseminate knowledge and skills to students by educate and inculcate moral values, good behaviors by developing students potentials intellectually, spiritually, emotionally and physically. Beside that teachers also become a role model to the student; practices what he/she preaches. He/She upholds moral values and humanitarian principles in all his actions. Teachers conduct their day by day doing in such a way that their behavior can be cherished by the learners. Teachers should be a human model for learners therefore; they must uphold all codes of ethical conduct that are necessary and essential in human modeling and moral education. Where teachers in SKSB had been done moral and religion class to cultivate noble character among students.

Moreover, teachers accountability toward nation is knowledge practitioner and educates citizens of Malaysia by inculcate moral values, develop and preserve our culture on order to realization of the national philosophy of education and vision of the country. Beside that they also want to instill national integration and develop a progressive generation.

DISCIPLINE
School discipline is a form of discipline appropriate to the regulation of children and the maintenance of order in schools. In Sek.Keb Sungai Bakap, the school management had prepared a discipline book and it provided to all SKSB citizens. The term refers to students complying with a code of behavior often known as the school rules. These rules may covered by 16 main topics, for example, define the expected standards of clothing, timekeeping, social behavior and work ethic. The term may also be applied to the punishment that is the consequence of transgression of the code of behavior. For this reason the usage of school discipline sometimes means the administration of punishment, rather than behaving within the school rules. The aim of school discipline is, ostensibly, to create a safe and happy learning environment in the classroom. In a classroom where a teacher is unable to maintain order and discipline, students may become unmotivated and distressed, and the climate for learning is diminished, leading to underachievement. The enforcement of discipline in schools can, however, is motivated by other non-academic, often moral objectives. For example, a duties can include compulsory chapel attendance, sport participation, meal attendance, conformation to systems of authority within "houses", strongly controlled bedtimes and restricted permission to leave the school grounds. Such duties can be stringently enforced, formerly by corporal punishment, and more recently by curtailment of freedoms and privileges.

So far, in my observation of school, every citizen of school had followed the schools rules very well.

CONCLUSION
From this school based experience, I realized that this school has its own strengthens and weakness Other than that, after interviews and discussed with the teachers, I found that the leadership and cooperation of headmaster is the main thing in achievement of schools. They also claimed that education is always an important catalyst in developing talented, relevant, skillful and sufficient manpower to a nation. So that they tried has harder they could do in order to give the best to the students and schools. From my observation and disscussion i found that, the school had been practicising some of the school values as thier habitual act or a process of learning in order to encourage the students with good moral values. From the culture school have been producing students with high moral values. The school also practising idealistic personalization among students. As a conclusion, I realized that, to achieve our national philosophy of education, all citizens should take part and play their roles. Without one group of these citizens, this FPK might not achieve at higher level. Other than that the schools should play important roles as a teacher, parent, guider and educator.

References
Mok Soon Sang,(2003), An Education Course For KPLI, kumpulan Buidiman, subang Jaya, Selangor. Mr.Wee Kok Leng, Mdm Asiah Pariekutty, Datin Dr.Fowzia Osman,Dr.Rajagopal Ponnusamy( coherent three 2006), B.ED.(TESL) year one overseas link degree programme. Titus / Smith (1974 ) living issues in philosophy. Published by : D.Van Nostrand Company, 450 33rd street, New York, N.Y.10001 http://www.moe.gov.my www.answer.com http://www.brainyquote.com/ http://www.seameoinnotech.org/resources/seameo_country/educ_data/malaysia. asp www.teachersrock.net/TEACHER%20PROFESSIONALISM.pdf http://philosophy.lander.edu/branches/of/philosophy/htm http://www.allaboutphilosophy.org/existentialism.htm http://l06.cgpublisher.com/proposals/593/manage_workspace

Reflection
First of all, the assignment task for Mathematic Curriculum subject was given by lecturer, Dr.Hasnah. When she given the task paper we found difficult to understand the way we have to answer the question. Later on, in class Madam had given the briefing of the question and tells us that the submission date is on 31 March 2008. Madam also asks us to get the information from various resources such as books and websites. Madam also mentioned that there are five questions in task and we have to answer all questions. Then she said that the essay should be based on our school based experience. The first thing that I had done is make a draft for the question. Then I had hunt for the related books in the library. While I searching for the notes I found that there are few things that I found is for me, its about the essential elements in National Education Philosophy and the factors that influence aims of National Education Philosophy main. Moreover I also found some related information from the internet. Other than that I also had found about teachers roles of teachers and schools in the realization of National Education Philosophy. After that, I had done 1st draft and ask my friend to check it out. Then I write it again. Then I also ask Madam to check my assignment and Madam had given some comment and ask me to check it out. While I doing my assignment, I found that to teach students based on the underlying principle in National Education Philosophy is not a simple matter to go through, its very difficult and need strategy plans to do it. Other than that the realization of aims in National

Philosophy of Education will link to great society filled with every essential element. From this I found that as mathematics teacher is an important to know the National Philosophy of Education. Thank you.