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KNOWLEDGE MANIPULATION By : Nor Azma binti Manan Jabatan Kejuruteraan Dan Kemahiran Kolej Komuniti Temerloh

Educational system in Malaysia requires kids of seven years old to enroll the primary schooling, which is the mandatory age for all kids in Malaysia. This education level demands 6 years of schooling and later, they need to proceed another 5 years of secondary education that encompasses 3 years of lower secondary and 2 years of upper secondary. These make up a total of 11 years of free education. For those who opt for tertiary education, generally, they have to undergo 3 years of education and finally preparing themselves for working environment. Going through at least 14 years of education, is it an assurance that the students are physically, emotionally and mentally prepared to face the challenging working world? Is it able to ensure that they are the quality product produced by our educational system? Will

they be able to serve and apply what they have learnt in their career? Knowledge is extremely wide and it needs to stand together with the people, as it is so intimately bound up with human activity (Wright, n.d). It is not necessarily acquired through formal education, but also from the experience of oneself. In addition, it also enables people to act and to deal with all available information sources (Van der Spek & Spijkervet, 1996). Information can be attained by understanding the process of something such as through observing the surroundings, listening to something, and reading. In Khoo (2008), he has brought up the issue of acquiring the information and the functions of the educational system itself. As stated in Khoo (2008, p. 60), students need to know to access information, not learn it by rote to be

regurgitated, because information, once acquired, requires creative application. At this point, knowledge is seen as resource and people are the carriers of knowledge as they need to practice what they know once they obtained it (Sierhuis & Clancey, n.d). They also need to know how to enforce what they have learnt in a more meaningful way. To relate this issue in Malaysian educational context, it can be said that most of the students will forget what they have read and studied as soon as they walked out of the examination hall. This is because they had practiced the memorization of each and every single information and regurgitate it on the examination paper. If they are asked the reason why, they will say that they will study for the sake of passing the examination. From here, it can be seen that most of them did not make meaning out of what they have learnt and they did not maximize the use of knowledge but just for the purpose of getting good grades in examination. In some other ways, it can affect these groups of students when they enter the working world later on, as they are needed to apply what they have learnt into the real task in the real situation. These groups of students will then have a serious problem

when they encounter such situation because they are not able to apply what they have learnt and perhaps they do not have knowledge in the subject matter even though they have obtained good grades in their examination. The second issue to be addressed is concerned with the education for employment rather than for knowledge and enlightenment (Khoo, 2008, p. 60). In this case, knowledge can be seen as right in terms of education that served for employment purposes. Some of the people may have such view that education is purposely for them to get a better job that pays them high salary. Knowing the pay that they will receive at the end of the month has somewhat motivate them to learn and to get good grades in their examination. Thus, they will end up by focusing on the product rather than the process, which is to get the knowledge and understanding of what they have learnt. Presently, students do not see the education as a precious knowledge but only to pass the exam and for them to get a better position in their career. This kind of perception is actually one of the factors that cause the unemployment among the fresh undergraduates and this is not because

they are not excel in their study, but they knows nothing in terms of the content of their subject matter. In this particular case, the students may not know how to apply their knowledge that they have learnt to the working world and cannot adapt themselves in the new career environment where there are lots of competitions in terms of where knowledge is needed. The highlighted issue from Khoo (2008) is not a doubt towards the implementation of the teaching and learning of the educational system. However, it is a wakeup call for the students in order for them to appreciate and fully utilize the knowledge that they gained as the knowledge does not exist without practice and action (Sierhuis & Clancey, n.d). In conclusion, the selected issue gained from Khoo (2008) is closely connected with how the students manipulate the knowledge that they learnt. This is important to ensure that the countrys mission comes true, which is to produce the community that have

the quality of human capital and is able to compete with other people in this new era.

BIBLIOGRAPHY 1. Khoo, K. K. (2008). The road to nationhood and nation building. In on of the Tempurung. Pp. 49-61. 2. Sierhuis M. & Clancey, W. J. (n.d). Knowledge, Practice, Activities and People. Retrieved from ksi.cpsc.ucalgary.ca/AIKM97/sierh uis/sierhuis.html 3. Spek van Der, R. & Spijkervet, A. (1996). Knowledge Management: Dealing Knowledge. Intelligently The with Netherlands:

Knowledge Centre CIBIT. 4. Wright, L. (n.d). A Globalising society. Retrieved from eprints.ru.ac.za/1104/1/Language _as_a_resource_5(ed).pdf