Penelitian Sains Sosial Disember 2022

Education Transformation Needs to Continue

BN Lee
Faculty of Psychology and Education
University of Malaysia Sabah

Abstract

This paper discusses the issue of education in this country which is seen as not being
the main capital in the GE15 campaign, but it is still seen as one of the important
issues that need to be fought for in addition to being improved from time to time. In
fact, the time has come for the field of education in this country to need a new
education model (New Education Model) in an effort to improve the existing
situation. Malaysia is committed to implementing transformation through the
education system to ensure that no child in this country falls behind in learning at
school. Former Prime Minister, Datuk Seri Ismail Sabri Yaakob, stated the
commitment when speaking at the Education Transformation Summit 2022 (TES
2022) held in New York, United States (US).

Keywords: Education issue , New education model, Education Transformation

Introduction
Fighting for education issues for minorities and marginalized groups such as Orang
Asal has a special meaning for me personally. It is believed that education is a right
and putting rights in their place is justice that must be claimed and preserved. As
long as it is still not cashed, as long as that is the country cannot stop and must
continue to work. Hold the embers until they become charcoal. And this struggle
must grow in the souls of all Malaysians. Everlasting and blossoming becomes hope,
blossoming and flourishing becomes happiness. Apart from the special route for
Orang Asal students to enter local universities and several other initiatives at IPG
Tengku Ampuan Afzan, is in the final stages of establishing an Orang Asal Education
Advisory Committee. This is important to ensure that all issues related to Indigenous
education are addressed as soon as possible and that education planning for them in
the future is more comprehensive and organized (Shahrizal, 2022).

Future-Proof Teacher Complementary Technology

The complexity of education today seems to be undeniable. Once upon a time,
education was teacher-centered, but in order to meet the increasingly challenging
needs, now what is needed is student-centered. To produce students who are
holistic, interested in doing their work, hardworking, tenacious, determined to be the
best for the sake of religion, race and country, future-proof teachers are needed.
The Davos 2022 agenda outlines a new social contract for education, with four
essentials towards future-proofing education: technology, interaction,
personalization, and inclusivity.

The theme of the teacher's day celebration, 'Guru Tunjang Sejahtera Sejahtera'
together with the acronym SEJAHTERA with 14 elements, namely Safe, Fun, Healthy,
Ethics, Empathy, Identity, Courtesy, Harmony, Diligent, Thorough, Skilled,
Exploration, Rational and Articulation. With the commitment to produce a great
young generation and able to compete at the world level. But the reality is that the
threat of Volatility, Uncertainty, Complexity, Ambiguity (VUCA), which is so talked
about, is completely changing the way we live and work. Although in 2014 the

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concept of 21st century learning (PAK21) was actively explored by utilizing the
advantages of technology for the benefit of students, but when Covid-19 came to
test, everything went wrong. Technology should bring us closer. But today,
technology also distances us. The wide digital divide is still really sad when everyone
is busy talking about the greatness of the Industrial Revolution 4.0 (IR 4.0) and the
reach of 5G.

Admittedly, the friendship between education and technology is getting more and
more compatible, even if it is full of difficulties. For example, once upon a time,
everything relied on physical and synchronous meetings, now Microsoft Teams,
Google Meet and Zoom for example, are part of daily life. In the past, when a studio
was mentioned, perhaps what was imagined was a recording studio for artists. Now,
teachers are also equipped with a green screen in their homes for the purpose of
developing learning materials. However, is it true that the diverging pace of
technology, including artificial intelligence, virtual reality, big data analytics, machine
learning, the internet of various things and intelligent robots, makes the teacher's job
easier?

Technologies that include hardware, software and operating systems are only
complementary. Where possible, the role of teacher with soul as Murabbi, Muaddib,
Muallim, Murshid, Mudarris, Mudarrib, Muwajjih, Muslih, Mukhlis, Muzakki and
Mubdi', can be taken over by technology! All of this explains how superior the role of
a teacher is, across the boundaries of time, geographical boundaries, economic
progress and cultural diversity.

Although technology is one of the parameters towards future-proof education, it

must be understood that the learning and teaching process (PdP) is still led by
people with the title of teacher. With great teacher leadership, PdP empowerment
can be given to students. Unfortunately, today, various unpleasant issues related to
the welfare and well-being of teachers are floating around as if without finding a way
out. How can a future-proof student be born, if the teacher is still sitting in the past?
The endless problems of the past. Wherever possible, technology can be used if
teachers are tired of fulfilling the demands of performance measurement indices
(KPI) which are only beautiful on paper, burdened with clerical tasks and even more
depressing if they are busy sewing ropols, for the sake of the name and praise of
stakeholders.

Technology that is dynamic requires a teacher with a big heart to take advantage of
it for the sake of student excellence. If it is true that Malaysian families are serious
about producing future-proof students based on technology, don't ignore the well-
being of teachers. Teachers must be given as much space as possible to be creative
with technology, supported in all aspects and recognized for their role. Remember,
not everyone is capable and patient to be a teacher. A teacher is a pure conscience,
an upholder of virtue, a pious human being, a beacon of light for the nation's life
(Afandi, 2022).

Educational Transformation
The effort was implemented through various programs including Sekolahku
SEJAHTERA, Education for Sustainable Development (ESD) and Global Citizenship
Education (GCED) components into the national curriculum. The same initiative is
also implemented through Malaysia's Digital Education Learning (DELIMA) and
prioritizes early warning data systems to plan targeted interventions and to reduce

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dropout rates. Malaysia confirms its commitment in supporting, engaging and

working with all stakeholders to ensure that no child is left behind.

Therefore, Malaysia will continue to ensure that its education system is more
equitable, inclusive, relevant, and resilient in the face of crises such as the recent
epidemic, in addition to facing any reforms in the future. One of the key
transformational steps we are taking is to reshape our approach to early learning
and child development. Malaysia wants to foster positive values, attitudes and
behaviors while addressing the basic needs of mental health and well-being for
school children. The TES 2022 held focuses on efforts to create the best education
for global children through various appropriate methods. Global responsibility is
needed to transform education to achieve sustainable development goals for a better
future for all. In line with that, Malaysia continues to strengthen partnerships with
institutions and industries to share experiences and generate innovation in the field.
In addition, Malaysia also encourages the development of lifelong learning abilities,
sustainable innovation capabilities in the education system as part of the
transformation effort (Suzalina, 2022).

Conclusion
Through Sekolahku SEJAHTERA in 2021, Malaysia outlines 14 elements that enable
teachers to integrate daily learning to instill positive values. Malaysia also
incorporates ESD and GCED components into the national curriculum to promote a
culture of peace, non-violence and respect for human rights among our students
from a young age. In addition, through DELIMA, Malaysia will continue to develop
and upgrade the information structure and information and communication
technology (ICT) infrastructure in all schools. Malaysia is also promoting the
Technical Education and Vocational Training (TVET) curriculum to provide students
with a holistic learning experience.

Reference

Shahrizal Ahmad Zaini. (November 15, 2022) Education issues need to continue to
be fought for . Kuala Lumpur: Sinar Harian.

Afandi Ahmad. (2022). Complementary technology future-proofs teachers. Kuala

Lumpur: Universiti Tun Hussein Onn Malaysia (UTHM).

Suzalina Halid. (September 21, 2022). Malaysia is committed to the transformation of

education. Kuala Lumpur: Daily News.