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Introduction
Malaysia's role in the United Nations

Educational Scientific and Cultural

Organisation (UNESCO) is not something
new. Since 16 June, 1958, Malaysia had
officially
joined
the
organization.
Therefore, Malaysia joined with 192
other countries, including 5 countries
with the level of 'associate members'.
Malaysia's participation is to ensure that
its interest in developing the core
sectors of UNESCO, namely education,
science, culture and communication is
preserved.
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Pillars of Education
UNESCO
Pupils learn to know
Learn to do
Learn to become something
Learn to live together

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 Malaysian Government, through the Ministry

of Education had also sought cooperation with

UNESCO to review the country's education
system so that the aforementioned problem
will not plague the society in our country.
The Government will work with UNESCO to
review the policies and practices of the
national education system over the years to
determine trends and relevance especially in
terms of the development of the education
system practiced in developed countries.
A team of local experts as well as from
UNESCO will be established in the near future
to make an assessment of the system and
education policies adopted by Malaysia now.

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According to the UNESCO report (2005) to ensure

the success of a school, the school should be
given autonomy to manage the school as a whole.
To achieve these goals, there are at least six
requirements that must be met. The requirements
are as follows:
School Success According to UNESCO

Administrator has the autonomy power

Strengthening capacity.
Manageable structure.
Performance measurement.
Performance monitoring.
Control of resources.
transparency
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Objective Pillars of Education

UNESCO

Meeting basic learning needs.

Develop vision.
Access to universal.
Focus on learning.
Expanding the scope.
Improve the environment.
Strengthen partnerships.
Policy development.
Move the source.
International solidarity.
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MOE policy and its relation

to Pillar of Education UNESCO

Progress on individual potential.

Boost creativity.
Efficient education system.
Centers of excellence.
Increase education standard.

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Human Capital
Development MOE
Expanding the potential.
Having a variety of skills.
Personal formation.
Communication skills.
ICT skills.
Lifelong learning.
High value.

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Continue..
The UNESCO also discusses the need for

changes in education in the era of

globalization, proposes revamped geared
towards thinking in the ways of developing
the potential of human resources through
education formal procedures and informal.
This approach suggests that there should be
more institutional training and education for
adults who already have a career to build
and develop the potential of human
resources to enable it to contribute more
meaningfully to national development and
growth of the individual
(Hussein Ahmad, 2001).
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In addition, the Third Outline Perspective

Plan for the period 2001 - 2010 and the
National
Vision
Policy's
emphasis
on
building a knowledge-based manpower through
Life Education policy is in line with what
is presented by UNESCO as discussed above.
Among other Life Education aims to:

1. Provide

and encourage training in high

technology, with emphasis on the diversity of
skills.
2. Providing innovative training programs that
meet the needs of knowledge in the industry.
3. Creating e-training program.
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Continue..
4. Creating a friendly environment for

learning in all public service agencies.

5.
Encourage
research
and
development (R & D) in adult education
and Continuing Education.
6. Formulate policies to promote the
use of schools, community colleges,
mosques, community halls and public
and private buildings for the Continuing
Education program.
7. Launches National Campaign on the
importance of life-long education.
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Conclusion
Therefore, all educational institutions face

the challenge of putting young children on

track moral soma to types according to the
local context through the implementation of
educational programs in the schools.
Aspects that need to be examined is
personality-related aspects of teachers,
school culture and activities co-curriculum
as such a distinctive impact in the moral
formation of students.
Challenges that need to be implemented in
the formation of collective identity is
strategically apply spiritual values to pupils.
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Continue..
Filling should be rooted in the mind about

the cognitive aspects of assisted

compatible with human nature itself.
In other words, common sense should be
input with elements that can raise the
dignity of the human being and a better
quality of life benefit to the community,
national and global life.
Physically, the activity-based lifestyle
should be applied as a way to use leisure
time, eating habits, leisure should be
moved actively and continuously with the
coaching and guidance of teachers.
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Bibliografy
1. Syed Ismail Bin Syed Mustapa

(2010), Guru dan cabaran semasa,

Multimedia Sdn Bhd.
2. Kamus Dewan Edisi Ketiga (2002),
Dewan Bahasa dan Pustaka, Kuala
Lumpur.

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