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SOCIAL ILLS IN SOCIETY

SOCIAL ILLS IN SOCIETY. IS DUE TO. THE FAILURE OF MALAYSIAN EDUCATIONAL SYSTEM. 1 ST SPEAKER. INTRODUCTION. DEFINITION Social Ills: Relating to activities that involve being with other people, bad or harmful.

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SOCIAL ILLS IN SOCIETY

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  1. SOCIAL ILLS IN SOCIETY IS DUE TO THE FAILURE OF MALAYSIAN EDUCATIONAL SYSTEM

  2. 1ST SPEAKER

  3. INTRODUCTION DEFINITION • Social Ills: Relating to activities that involve being with other people, bad or harmful. • Educational System: Relating to education, giving people useful knowledge, a set of connected things that work together for a particular purpose. (Macmillan Dictionary)

  4. Education: is to transmit a common set of beliefs, values, norms, understanding from the adult generation to its youths. • Islamic point of view : Education is a form of worship (ibadah) where Muslims share a common set of values based on the Quran and Sunnah.

  5. Preview: Malaysian Educational System History • It was based on the English Educational system. Started during the British colonialism. • After British era: revamp the colonial educational system. • New education policy: lead by Tun Abdul Razak (1st Minister of Education) - Razak’s Report 1956 – become the basis of education system

  6. Rahman Talib’s report • Education act 1961, national language become a compulsory subject. Tun Dr.Mahathir • 1979, a report chaired by Tun Dr. Mahathir was finalized after a 6 year study. In 1995 and 1996 • Education act was amended to meet the challenges in 21st century. • Pre-school education become part of formal education after the enactment of Education act in 1996.

  7. National Education Philosophy (NEP) • “ 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 betterment of the family, the society and the nation at large.”

  8. Political Impact • Education: Has become a National interest. • Prime Minister is heading the effort at empirical reform. • The aims of National Education has been challenged, corrupted and diverted by Politicians. • Divergence between National and Vernacular schools – use of Maths and Science in English. • Separation of interests between national and religious schools.

  9. Increment in Tuition Fees • Education receives the highest budget allocation of government expenditure, yet there’s still students who do not receive the incentives provided. • This could cause to drop-outs, or lead to social problems among the affected students. • MOE should monitor the currency flow.

  10. 2ND SPEAKER

  11. Failure: Moral Education doesn’t encourage good conduct

  12. FACTORS • The assumptions that all teachers are capable to teach Moral education. They are using the concept “trial and error” in the teaching of Moral. (Wan Hasmah1993) • Some students speculated that “Pendidikan Moral” is for non-Muslim students as a mere substitute for “Islamic Knowledge” for Muslim students

  13. A response from this issue: “Pendidikan Moral” is a WASTE of TIME. In mind, maybe because the Muslims had to take Islamic Studies, they decided to give the others and extra subject to do. All the free time could have been used to give more time and thought to be more important subject like physics or biology.

  14. The Practical Imbalance of The National Education Philosophy • Educational Dualism – modern subjects are based on the secular conceptual basis. “The study of human and natural sciences still focuses on acquiring knowledge and material utility and neglects social ends and moral values.” - Rosnani Hashim, Educational Dualism in Malaysia ; Implications for Theory and Practice, The Other Press, Kuala Lumpur, 2004, p. 180

  15. In sociology, for example in the subject Civic and History, moral values fail to achieve the aims to produce students who have high morality and awareness on current issues concerning the citizens in the country (Wan Hasmah 1993)

  16. Heavy workloads for teachers interrupt the teaching and learning process (P&P)

  17. Teachers nowadays are given extra work besides teaching their students. • Sometimes, they have to attend courses as assigned by the PPD, JPN and KPM. • School meetings are being held during school hours and students are left in the classrooms without teachers’ observation.

  18. 3RD SPEAKER

  19. Exam Orientation “The Malaysian Education System is plagued with a ‘diploma’ or ‘certificate’ disease, which is the frenzied chasing after paper credentials because of their value in getting employment and the prestige attached to them.” - Rosnani Hashim, Educational Dualism in Malaysia ; Implications for Theory and Practice, The Other Press, Kuala Lumpur, 2004, p. 180

  20. Meritocracy • Most priority are given to the academically excellent student. “ Little recognition is given to the excellence in the affective, moral or social domain. There is a lack of the cultivation of the social spirit, and the nature of evaluation inculcates individual competition for external standing.” - Rosnani Hashim, Educational Dualism in Malaysia ; Implications for Theory and Practice, The Other Press, Kuala Lumpur, 2004, p. 180

  21. No. of Students Based on their Races in IPT (2003-2005)

  22. The End of Government Subsidy to ‘Sekolah Agama Rakyat’ (SAR) “The implementation of religious education at National Schools have a lot of weaknesses because there are still many students can't read Al Quran and write Jawi although they had attended six years of primary schools. Tan Sri Murad, The President of the social committee for the study of curriculum in national schools (Berita Harian , 26/Feb/2003). http://www.hijrahmedia.com/proto/iidl2/artikel/edu5.php.

  23. ROUND OFF

  24. Points: • Impact of political changes • Increment in tuition fees • Moral Education doesn’t encourage good conduct • The Practical Imbalance of The National Education Philosophy • Heavy workloads for teachers interrupt the teaching and learning process (P&P) • Exam Orientation • Meritocracy • The End of Government Subsidy to ‘Sekolah Agama Rakyat’ (SAR) • National service (PLKN)

  25. Remedial actions • Provide adequate and balanced education (JERI) • Tighten up relationships among parents and teachers (PIBG) • Provide more practical test rather than theoretical (Pendidikan Islam and Moral Education)

  26. Establish Integrated Religious Education Curriculum • Recruit qualified scholars • Education should be conceptualized • Organize forums and talks on social ills

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