american educational research association annual meeting and conference denver 4 may 2010

IbrahimABajunidAERAWERA4May2010

AMERICAN EDUCATIONAL RESEARCH AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING and ASSOCIATION ANNUAL MEETING and

CONFERENCECONFERENCEDenver 4 May 2010Denver 4 May 2010

IDEAS, INSTITUTIONS and NATION BUILDING

The Role of Education and Intellectual Capital Creation in National Development and

Societal Change

Ibrahim Ahmad BajunidDeputy President

INTI-UC LAUREATE INTERNATIONAL UNIVERSITIESVisiting Professor Universiti Sains Malaysia

andAdjunct Professor Universiti Utara Malaysia

IbrahimABajunidINPUMA11Nov2009

GLOBAL CHANGESGLOBAL CHANGES1. Management and Educational

Events

Demography and Population

People Power-Knowledge Power

Social Capital

Knowledge Economy

Biotechnology and Other Initiaves

Learning Across The Life

Span

The Info/Knowledge Revolution

The Personalization

of the Computer and

the Internet

The Coming of True Globalization

Transformation of Schools and Modes of Learning

Quality Obsession

Influence and contribution of

Woman in Education

Religious Revivalism

Environmental Consciousness

Cognitive Sciences

The FutureThe Mass

Merchandising

of Ideas

Edutainment and Creativity

The Age of R&D

The Rise in One’s

Asset Value

The Fall of Industry

The Rebirth of Strategy

The Ascendance of

Asia

EVENTS THAT CHANGE THE EDUCATION WORLD

Use of English and Indigenous

Languages


Civilization Changes

Hunting & gathering

PRIMITVESOCIETY

Labor

Shifting& Farming

LAST DEVELOPED

SOCIETY

Labor + Land

Agricultural& Mining

Labor + Land +Capital

DEVELOPEDSOCIETY

UtilityServices

Manufacturing &Processing

DEVELOPINGSOCIETY

InformationServices

Recycling &Synthesizing

Labor + Land +

Capital +Entrepreneur +

Information

Labor + Land +

Capital +Entrepreneur +Information +

R&D +Technology

INDUSTRIALSOCIETY

POST-INDUSTRIAL/ADVANCEDINDUSTRIAL

SOCIETY

KnowledgeServices

Manipulating &Synthesizing

Labor + Land +

Capital +Entrepreneur +Information +

R&D +Technology +Knowledge

VISION 2020 IMPERATIVELeapfrogging development stages

INFORMATION & KNOWLEDGE AS FACTORS OF CHANGE AND VALUE-CREATIONNITA_MIMOS

Leapfrog


National IT Agenda – The Vision and Goals

*Virtue-based Knowledge Society

*


PEOPLEComprehensive Human Development

INFOSTRUCTUREInfo. Age Development

Foundation

CONTENT &APPLICATIONS

Solutions for Info. Age work and life

ACCESS & EQUITY

QUALITATIVE TRANSFORMATION

CREATING VALUE

Values-BasedKnowledge

Society

The National IT Agenda Framework


How do we model Lifelong Learning?

To Do

To Know / Understand

To Be

To LiveWith Others

Employment

Active Citizenship

PersonalDevelopment

SocialInclusion

ICT DRIVEN STRATEGIES

TRADITIONAL STRATEGIES

Central Role of National Library and other libraries as knowledge Repository

Learning Individual/Families/Institutions/Communities/Societies

The Pillars of Learning

Life-long Learning Agenda

Professor Ibrahim Bajunid (2000), NITC, MIMOS


The Age of UnreasonThe Age of Unreason

• Reforms and Revolutions-Radical and Incremental

• The Digital Era-Nanotechnology-E-Learning• Borderless World-Global Village• Boundarylessness• Globalization, Liberalization,

Internationalization.• Competitiveness-World Class –Qualitocracy-

Meritocracy• K Economy


Education, Training and Human Education, Training and Human Resources Development Accountability Resources Development Accountability

FrameworkFramework

• Human Capital-Human Talent • Politics, Policies, Planning• Strategic Alignment• Knowledge Management• Talent management• Leadership• Performance Culture• Civilizational-Cultural-National and

Community Accountability


Recognizing Knowledge and Recognizing Knowledge and Intellectual AssetsIntellectual Assets

• Gender Oriented Knowledge• Culture Specific Knowledge• Multiple Intelligences• Adversity Intelligence• Emotional Intelligence• Moral Intelligence• Spiritual Intelligence• Business Intelligence• Universal Knowledge


Types of Knowledge CapitalTypes of Knowledge Capital

• Of Human Capital• Of Knowledge Capital• Of Social Capital• Of Intellectual Capital• Of Cultural Capital• Of Values Capital• Of Human Resources


The Leadership AgendaThe Leadership Agenda

• Leaders and Lifelong Learning• Leaders and Lifewide Learning• Leaders and the Quality of Life• Leaders and the Quest for Truth• Leaders and the Straight and Ethical

Path• Other Types of Leaders


HUMAN RESOURCE CHALLENGESHUMAN RESOURCE CHALLENGES

The National Mission• First: To move the economy up the value Chain.• Second: To raise the capacity for knowledge

and innovation and nurture ‘first class mentality.’

• Third: To address persistent socio-economic inequalities constructively and productively.

• Fourth; To improve the standard and sustainability of Quality of Life.

• Fifth: To strengthen the institutional and implementation capacity.


QUALITY of LIFE CHALLENGES-QUALITY of LIFE CHALLENGES-Work-Life BalanceWork-Life Balance

Dimensions of Quality of Life IndicatorsEducationEmploymentEnergyEnvironmentHealthHuman RightsIncomeInfrastructureNational SecurityPublic SafetyRecreationShelter


Bringing Things TogetherBringing Things TogetherLearning and Living-Education-Learning and Living-Education-

Training and DevelopmentTraining and Development

• Development Imagination• Sociological Imagination• The Immediate and the Long Term• Lifelong Learning• E Learning• Religion• Champions of Development • Cumulative Deficits and Cumulative

Advantages• All Kinds of Divides


Internalization of Great Ideas and Virtues in Families

• Knowledge Justice Truth Liberty• Goodness Equality Beauty Wisdom• Caring Compassion Consideration

Excellence• Helpfulness Humility Respect Self-Discipline

• Tolerance Cleanliness Self-Confidence Courageous • Dignity Honesty Patience Tact• Loyalty Responsibility Conscientious Peaceful • Gratitude Risk-Taking Focused

Enthusiastic • Committed Idealistic Forgiving Lifelong

Learner


Reconstruction of the story of Reconstruction of the story of civilization and national developmentcivilization and national development

• The honing of the literacies of the citizenry through the ages.

The story of the dawn of civilization –

• Drawing• Scribes• Wheels• Story telling• Digital Era


So Many-Reinventing the So Many-Reinventing the Wheel DifferentlyWheel Differently

• Scribes• Discoverers• Pioneers• Inventors• Innovators• Researchers• Heroes


The Scribe, Magician and The Scribe, Magician and Scientist: On Knowledge Scientist: On Knowledge

EvolutionEvolution

• Drawing• Hieroglyphics• Alphabet-Alphanumeric• Print• Audio• Multimedia• Symbolic, Iconic, Enactive


LINKING-MAKING THE LINKING-MAKING THE CONNECTIONSCONNECTIONS

• linked to basic literacies• interwoven with the story of multiple

intelligences• Understanding manpower planning• The emergence of human capital• Understanding Human resources,

Talents and Potentialities.


Vicegerency. Vicegerency. and Stewardshipand Stewardship

• The Athenian and Spartan models of citizenry.

• Citizenry in Darul Islam and Darul Harb-The Muslim State and the Islamic State.

• Communist and Democratic milieu.• Communities and Societies• International Organizations


Literacy of ReverenceLiteracy of Reverence• The notion of Latin and Arabic as the

languages of Prayers• The context of the anatomy of the

sacred.• The anatomy of the secular.• Of Highness and Holiness and

Wholeness


Independence and E Independence and E SovereigntySovereignty

• Of universal Franchise• The programmes of adult literacy in the

early years of Malaysian independence.• The present day of newly emerging basic

literacies.• Intermediate and Advanced Literacies.• Multimedia Super Corridor-The Dreams

and the Realities• The Digital Era of virtual and global

communities.


CONTEXTS of CITIZENRY CONTEXTS of CITIZENRY EDUCATIONEDUCATION

• The education of the citizenry in:-• formal• non formal, and, • informal contexts.• The elitist, mass and universal

stages of educational provisions. • Democratization of Higher Education.• Lifelong Learning


INTERNATIONAL SKILLS- INTERNATIONAL SKILLS- GLOBAL SKILLSGLOBAL SKILLS

• Of generic Skills and Competencies.• The international and national agenda

regarding development in all dimensions, specifically through education.

• The context of global skills as literacies. • Employment Mobility• Europe as an Economic Area• The European Higher Education Area.


NOTIONS OF CAPITAL and NOTIONS OF CAPITAL and LITERACIESLITERACIES

• The interrelationship among the notions of Potentialities:-

• cultural [multicultural] literacy• political literacy• economic literacy, and, The notions of • Social Capital• Intellectual Capital• Knowledge Capital. • Spiritual Capital• Levels and contexts of Interrelationships


Awakening and Senses and Awakening and Senses and Sensibilities.Sensibilities.

• Awareness of The Multiple• The Symbolic• The Iconic• The Enactive• The Multimedia• The Multiple Intelligences• NeuroLinguistic Programming• Brain Sciences


FOUR THEATERS OF BRAINFOUR THEATERS OF BRAIN

• PERCEPTION• ATTENTION, CONSCIOUSNESS,

COGNITION.• BRAIN FUNCTION.• IDENTITY AND BEHAVIOUR

• John J. Ratey-2002- A User’s Guide to the Brain.


Literacies of MindfulnessLiteracies of Mindfulness• In control of Automatic Behaviours• Understanding of Trapped Minds

Trapped by Categories.• Understanding the Illiteracy of

viewing Realty from a Single Perspective.

• Understanding personal Cognitive Incapacity because of Mindlessness


Overarching abstract and structural Overarching abstract and structural power bases of Literacies Determinerspower bases of Literacies Determiners

• Ideology, Knowledge and Literacies.• Those who sanction the parameters

of literacies for the citizenry.• Of censorship, and,• banning decisions.• Forbidden knowledge, information

and skills literacies.


Literacies CompendiumLiteracies Compendium• Literacies as tools, • Competencies, and,• contents for the enlightenment of

citizenry.• Citizenry with a repertoire of

multiliteracies or social and interpersonal global skills.


An enlightened citizenry in An enlightened citizenry in states of states of becomingbecoming. .

• Unraveling of the web of fragmented notions citizenry:

• The achieving society.• The creative society.• The Learning Society.• The Knowledge Society.• The Virtues based society.• …Individuals, Families and Societies in the

making in diverse circumstances…


CREATIVE PROCESSES: Perspectives CREATIVE PROCESSES: Perspectives for Understanding Talentsfor Understanding Talents

• Originate Problems• Design Methods for Solving Problems• Hypothesize-Deductive Reasoning• Test Hypotheses• Infer• Produce Original Artistic-Scientific Works• Communicate in Unique Ways• Evaluate and Generate better approaches• Perceive Hidden relations• Invent New Uses for Objects• Resourceful


PRODUCTS OF CREATIVITYPRODUCTS OF CREATIVITY• Sketch• Sonota • Song• Phrase• Poem• Mathematical Process• Idea• New Mental Synthesis• A New Invention• Fragments of the Whole…


• Inventiveness Thinking• Adaptability and

Complexity Management Thinking

• Inquisitiveness, Creativity and the willingness to take risks.

• High Order Cognitive Competencies and sound reasoning.


• Intelligent Robots substituting for Human Labor/Manpower • Trading Opportunities in isolated areas including in mountains.• Interactive Purchasing and Customer’s Own design for

Required Goods.• Revolution of the Arts and Entertainment by Computers.• The Shift of Educational Sites from the Classrooms to the

Home Lounge.• Virtual Reality and Artificial Intelligence.• “Agriculture” in the seas and oceans.• “Mining” in other planets in space.• Prevalent use of “biochips.”


Understanding of FILTERS Understanding of FILTERS INFLUENCING THINKINGINFLUENCING THINKING

• SUBCONSCIOUS FILTERS• Values• Culture and Heritage• Religion• SURVIVAL FILTERS• SOCIAL FILTERS• (Desires, Goals, Aspirations)(Jim Wheeler, 1998)


LEVELS OF LEVELS OF

PARADIGMSPARADIGMS

• ANCHORING AWARENESS LEVEL(AHA, Safe, Danger)

• MESSAGE CONTENT (Known and Unknown Information)

• AWARENESS LEVEL (Unaware how much one knows, Aware, Unaware how much one does not know)

• Jim Wheeler (1998)-The Power of Innovative Thinking


Fostering ETHICAL MANAGEMENT Fostering ETHICAL MANAGEMENT Across DepartmentsAcross Departments

• Perspective• Purpose• Patience• Persistence• Pride

• Kenneth Blanchard and Norman Vincent Peale- 1990- The Power of Ethical Management.


Competencies Evaluation by Several Competencies Evaluation by Several International Systems.International Systems.

• Basic Literacies• Numeracy• Scientific Literacy• Problem Solving• Information Communications

Technology (ICT)


Competencies and Competencies and EmpowermentEmpowerment

Elegance and Artistry of Products and Services Originality Uniqueness Specialized Competencies Advanced Competencies MultiliteraciesBasic Skills and Literacies


Conceptual Distractors and Conceptual Conceptual Distractors and Conceptual ConfusionConfusion

• Westernization• Modernization• Nationalization• Privatization and Corporatization• Localization• Centralization• Decentralization• Devolution• Islamization• Globalization• Internationalization• Liberalization


Global CitizenshipGlobal Citizenship• Peace Education• Multicultural Education• Inter religious Dialogue and

Discourse• Celebrating Differences• Working Towards the Education of

Every Person.


CONTENTS of LITERACIES: CONTENTS of LITERACIES: SOCIETAL DEVELOPMENT AGENDASOCIETAL DEVELOPMENT AGENDA• The Generational Experiences of Public

Literacies:• Colonialism and Independence.• Westernization• Nationalization and Malaysianization• Indigenization• Regionalization• Localization• Globalization, Internationalization and

Liberalization


Official Knowledge and National Official Knowledge and National Agenda Across the Literacies of Agenda Across the Literacies of

GenerationsGenerations

• The Rukunegara• The New Economic Policy• Malaysian History and Civics Education• The New Primary and Secondary School

Curriculum• The Philosophy of Education• Vision 2020 and Educational Vision• Islam Hadhari• The National Mission


Nation-Building and National Nation-Building and National LiteraciesLiteracies

• Collective Historical Experiences and Memories

• The Significant Trivia in National Memory

• Of Popular and High and Great Traditions.

• Community Literacies• Family Literacies


Professionalism as Universal LiteraciesProfessionalism as Universal Literacies• Professional Values and Literacies in Every

Family-Understanding Professional Codes and Family Codes.

• The Professions• Professionalism• Professionality in Families, Communities and

Societies.• Socio-Economic Mobility because of the Mastery

of Knowledge.• New Values and Assumptions.• New Action Rules a and New Linguistic and

Cognitive Structures regarding Literacies• [Reference :Peter Senge’s notions].


On Sustainability: Literacies for All On Sustainability: Literacies for All Ages and Across the AgesAges and Across the Ages

• The Quest for Lasting Wisdom• The Notions of Eternity and Timelessness

in Value of Knowledge and Character.• Learnability.• Educability.• Lifelong Learning.• Life wide Learning.• Timeless Leadership.• Wisdom for All Ages


Understanding Social Understanding Social CapitalCapital

• Foundations and Fundamentals of Literacies of Citizenry:

• Trust in Neighbour• Trust in Government• Trust in Other Citizens.• Trust in Social Institutions.• Trust in Communities


New Literacies for the New Literacies for the CitizenryCitizenry

• Sovereignty• E-Sovereignty• Cyber Laws• Mobile Etiquette• Email and SMS Etiquette• The courtesies and aesthetics of

Cyber relationships .


Everyperson's pEveryperson's potentialities and otentialities and responsibilities.responsibilities.

• Living Life to the Fullest• Lifelong learning as a sustainable

educational agenda.

• To create opportunities for citizens across the life span to acquire relevant emerging literacies.

• To realize potentialities of species.


Citizenship Education Citizenship Education

• Since the birth of the Malaysian nation in 1957, there have been the continuing definitions of nationhood, sovereignty, citizenship, national character and national identity. While there are contentious debates in the political arena regarding citizenship issues in the multiracial state, the school system has faithfully been teaching some form of “citizenship education.”


Citizenship Curriculum MetamorphosisCitizenship Curriculum Metamorphosis

• Over the years through successive reviews, the curriculum of citizenship education underwent curriculum metamorphosis. Whatever, the curriculum revisions and structures, the curriculum still somehow maintained the fundamental objectives of citizenship education. Civics, History, Moral Studies, Islamic Education, Malaysian Studies, Co-curricular activities and even Language learning, Values education, and Thinking Skills have all been the promoters and repertoires of the contents of citizenship education.


The continuing challenge of The continuing challenge of citizenship education in citizenship education in

MalaysiaMalaysia

• To foster a sense of multiracial, multireligious, multilingual nationhood and enlightened citizenry where all peoples are equal before the law, irrespective of origins.

• Rukunegara is the basis of the Malaysian Citizenship Education


National Ideology- the National Ideology- the Rukunegara Rukunegara

• OUR NATION, MALAYSIA, being dedicated • To achieving a greater unity of all her peoples;• To maintaining a democratic way of life;• To creating a just society in which the wealth of the nation shall be

equitably shared;• To ensuring a liberal approach to her rich and diverse cultural

traditions,• To building a progressive society which shall be oriented to

modern science and technology;We, her peoples, pledge our united efforts to attain these ends

guided by these principles:• Belief in God• Loyalty to King and Country• Upholding the Constitution• Rule of Law and • Good Behaviours and Morality.

(Ministry of Information, 1971)


From National to Global From National to Global CitizenshipCitizenship

• The new challenge of citizenship education is the challenge for Malaysians to take on the duties, responsibilities, and obligations of being global citizens while being nationally patriotic.

• With the new realities and agenda, new literacies-multi literacies are required to be achieved


The Quest for AuthenticityThe Quest for Authenticity• The rhetoric and practices of

citizenship education.• The initiatives for citizenship

developments in the wider society and in the education system.


Building overarching principles Building overarching principles of Citizenship Literacies of Citizenship Literacies

• Principles, ideas, programmes and institutions which promote citizenship education among school children, university students, adult learners and the public at large.

• Current initiatives which indicate the trends and future directions of citizenship education and the making of knowledge and virtues based citizenry.


The notion of social contractThe notion of social contractAbdullah Ahmad Badawi (2004a):Abdullah Ahmad Badawi (2004a):

• “…any society and especially diverse multicultural societies will benefit from a social contract. It provides a framework for political, social and economic intercourse that is agreed upon by all communities. It reduces misunderstanding and conflicts of interest, and allows people to focus upon improving their lives in peace and harmony. The failure to put place viable social contracts is at the root of many conflicts afflicting nation states around the world….Malaysia’s experience is that a strategy of inclusion, participation and respect fro the legitimate rights of all ethic, religious and cultural groups, and just recognition of the special position due to the indigenous peoples is the best formula to mange its diversity.”


The Objectives of History Teaching The Objectives of History Teaching 19731973

• 1. To understand national identity from the history of the nation.

• 2. To foster the development of belongingness towards the Malaysian society and nation as one united unit.

• 3. To foster a collective historical memory as the framework of national consciousness among Malaysian citizens.

• 4. To foster international understanding.• 5. To foster interest in /towards history• 6. To stimulate and develop critical thinking.•

(Kementerian Pendidikan Malaysia 1978)


The Objectives of the Revised History The Objectives of the Revised History Curriculum 1980 Curriculum 1980

• 1. To articulate the significance of History as a knowledge discipline and practice the principles learned lifelong in autonomous independent and self-reliant ways.

• 2. To clarify the stages of the development of the society and nation from the historical, economic and social perspectives.

• 3. To describe the features and characteristics of Malaysian communities and cultures and to practice the best habits daily.

• 4. To appreciate the efforts and contributions of the personalities who have struggled to for independence, sovereignty and national development and defended national pride.

• 5. To acquire and posses the patriotic spirit and to be engaged in the efforts to defend sovereignty, national progress and development.

• 6. To clarify Malaysia’s position as a part of world civilization and to clarify Malaysia’s contribution at the international l/global level.

• 7. To learn lesson from history with the aim of improving the power and maturity of thinking.

• 8. To practice good values and virtues.• 9. To analyze, conclude and evaluate historical facts and the outside wolf

in rational ways. (Kementerian Pendidikan Malaysia 2002b)


New Integrated Secondary School New Integrated Secondary School CurriculumCurriculum

• The History Curriculum integrates three related threads:- The overall notion of Patriotism. The Contents of History, and, The Structure of the Discipline of History.

The history syllabus contains concepts such as the family community, the local community, the affiliative community, the school community, the state community, the regional community and the world community.

Key citizenship concepts in the curriculum which involve political and historical literacy simultaneously, include ideas of citizen's national and international rights, duties, obligations, entitlements, privileges.


Key citizenship conceptsKey citizenship concepts Justice and fairness, rights and responsibilities,

laws and rules and regulations, and charters, power and authority and ruling elites and interest and pressure groups, democracy and community, conflict and cooperation, dialogue, discourse and negotiation, diversity and independence, freedom and constraints.

The Patriotic Component emphasizes the

development of the citizen who is proud to be a Malaysian, who is loyal to the country, who has the spirit of belongingness, who is disciplined, industrious and economically and culturally productive.


Of Historical Emphathy Of Historical Emphathy Historical empathy means the attainment of thinking which

enables the understanding of continuity and change as to why People did what they did and why present circumstances and realities are as they are today. This understanding of Historical Empathy is supposed to be from multiple perspectives. The student who looks at history from the perspective of historical Empathy is actually building an open pattern of thought which is tolerant and mature. History education is regarded as the “tool” which will achieve citizens who are more responsible.

(Kementerian Pendidikan Malaysia 2002)


The generic skillsThe generic skills The skills identified for students to master in the

discipline of history encompass:

• Communication skills; technology utilization skills; planning and organizing skills;

• Teamwork and group work skills; problem solving skills; information selection,

• management and analysis skills; skills for using mathematical ideas and techniques;

• and culture understanding skills.

(Kementerian Pendidikan Malaysia 2002b, p.8)


The two categories of thinking skills The two categories of thinking skills and citizenship education.and citizenship education.

Critical thinking and Creative thinking skills for decision-making and problem solving:

• Critical thinking skills include the skills of categorization, comparison and contrast,

• collection and classification, prioritization, analysis, identification of trends,

• evaluation and generalization and conclusions. Creative thinking skills include ideas

• generation, inference making, searching and making relationships and synthesis,

• predicting and projections, hypothesis making, synthesizing, sequencing, generalizing,

• analogizing, making mental pictures, creating and innovating. (Kementerian Pendidikan Malaysia 2002b, pp. 9-16)


Dahrendorf’s definition of the precise Dahrendorf’s definition of the precise concepts of rights –civil, political and concepts of rights –civil, political and

social social

“Civil rights entail equality before the law, the due process of justice, and the right to conclude contracts as equals-that is, the rule of law in its widest sense. Political rights include the right to vote and to express one’s views. Social rightsin part embrace civil and political rights-they liberate people from insecurity, and include the right to an education and the right not to fall below a certain level of income.

(See, Baglin Jones and Neville Jones, 1992.)


The objectives of the TITAS course The objectives of the TITAS course [Islamic and Asian Civilization][Islamic and Asian Civilization]

• 1] To foster true understanding and the attitude of mutual respect among Malaysian Citizens from different religions, origins, races and cultures.

• 2] To reinforce the Malaysian philosophy and way of life through consensus and Negotiation (musyuarah and ijmak).

• 3] To foster Malaysian identity as a plural society which practices high tolerance? (Tolerance here takes on the meaning of understanding).

(See, Pro-Forma Kursus UM-PT01-PK03-BR003-S00 Kod Kursus GXEX1403 Tamadun Islam dan Tamadun Asia Kertas 1 &2.)


The importance of Patriotism and The importance of Patriotism and Citizenship Education.Citizenship Education.

The spirit of Patriotism is the essence of national strength and the citizens’ happiness. To foster the feeling/spirit of patriotism is one aspect of comprehensive and integrated education. As Malaysian citizens, every school administrator, teacher and student do come together to take the serious attitude regarding loyalty and undivided love for the nation. The ceremonies of raising the Malaysian Flag, singing the national anthem, and taking the pledge should be ideally conducted during daily or weekly assemblies. If the ceremony cannot be conducted in weekly or daily group assemblies, the ceremony should be conducted simultaneously in the respective classrooms according to the discretion of the school. Schools which have a good public address system, the facilities should be used to ensure that the ceremony takes place simultaneously for the whole school.

(Surat Pekeliling Ikhtisas Bil.6/1994: Usaha Menanam Semangat Patriotisma Di Kalangan Pelajar dan Senaman Ringkas dalam Bilik Darjah.)


Institute for the Study of History and Institute for the Study of History and PatriotismPatriotism

• To study the characteristics of patriotism which need to be fostered in the heart and mind of every Malaysian?

• To become the Advisory and advocative body to the government, to the private sector agencies and volunteer organizations regarding the patterns and characteristics of patriotism these bodies practice and the various types of activities they should do in order to reinforce the spirit of patriotism.

• To study aspects and values of history as well as world and national civilization in order to ensure the continuing maturity of the patriotic spirit among Malaysians, particularly among the younger generation.


Objectives of the Institute of Integrity.Objectives of the Institute of Integrity.

• To formulate strategies and give direction to all sectors of society so that they can work cooperatively and participate directly in the efforts to develop ethics and integrity.

• To work to attain the fourth objective of Vision 2020 specifically, the challenge of establishing a fully moral and ethical society, whose citizens are strong in religious and spiritual values and imbued with the highest of ethical standards.

• To increase awareness, commitment and cooperation of the people from various sectors in the efforts of achieving integrity.


The National Integrity PlanThe National Integrity Plan

• First, to effectively reduce corruption, abuse and misuse of power

• Second, to improve competence in the delivery system of The Public Services and to overcome the barriers of bureaucracy.

• Third. To improve corporate governance and business ethics.

• Fourth, to strengthen the family unit.• Fifth, to improve the quality of life and the

happiness of the people.


Rethinking the Malaysian FutureRethinking the Malaysian Future

“By the year 2020, Malaysia can be a united nation, with a confident Malaysian society, infused by strong moral and ethical values, living in a society that is democratic, liberal and tolerant, caring, economically just and equitable, progressive and prosperous, and in full possession of an economy that is competitive, dynamic, robust and resilient.”


The National Social PolicyThe National Social Policy

The Principles identified as guidance for the overall, holistic development of the individual, encompassing physical, intellectual, emotional, spiritual and social are as follows:

• Responsibility towards the self, the family and other people.

• Committed towards religious teaching• Conscious and sensitive towards the environment• To foster peace and harmony in life.• Patriotic spirit• Respect for basic human rights, and, • Practice democratic principles in life.


The domains of learning :Seven The domains of learning :Seven Learning Areas Learning Areas

• I] Values related to personal development. (Belief in God; Trustworthy; Self-respect; Responsibility; Consideration (hemah Diri); Tolerance; Independence/autonomy; Industrious/diligence; caring; just; rational, moderation).;

• ii] Values related to the family. (Love towards family; respect and loyalty towards the family; to sustain family tradition; responsibility towards the family).

• iii] Values related to the environment (To love and value the environment; Harmony between man and the environment; sustaining the environment; aware and sensitive towards environmental issues).

• iv] Values related to Patriotism (Love for the nation; Loyalty to King and Country; willingness to sacrifice for the nation).

• v] Values related to Basic Human Rights (To protect children’s rights/the rights of the child; to respect women’s rights, to protect the rights of employees; to respect the rights of the handicapped; to protect consumer rights)

• vi] Values related to democracy. (To adhere to laws and regulations; to respect the freedom of speech; to respect religious freedom; to be involved in nation building; to foster the open attitude/open-mindedness).

• vii] Values related to Peace and Harmony. (To live together in peace and harmony, to foster mutual cooperation and supportiveness/collaboration; to foster respect between/among nations.)


The National Social Policy towards a The National Social Policy towards a Balanced DevelopmentBalanced Development

• 1] To ensure that the basic needs of the individual, the family and the society are met.

• 2] To develop and memperkasakan individual through the life span.

• 3] To strengthen and develop a support social system and service system.

• 4] To initiate multisectoral synergy (Malaysia 2003, Dasar Sosial Negara. Kuala Lumpur, Kementerian

Perpaduan Negara dan Pembangunan Masyarakat 2003).


Functions of the Malaysian Human Functions of the Malaysian Human Rights Commission Rights Commission

• To foster awareness and to prepare educational programmes related to basic human rights…

• To investigate complaints regarding human rights abuses/transgressions.

• To foster awareness related to human rights and to pledge to conduct research and run seminar programmes and workshops to disseminate information pertaining to human rights.

• To vista prisons based on established procedures and the laws and to make recommendations.

• To make public statements about human rights when necessary.


The significance of values in the study The significance of values in the study of citizenshipof citizenship

• Define values and recognize their importance in the day to day life of the individual• Distinguish between personal and social values and realize the need for people in a

society to share basic social values.• Realize that the school deals with values because they facilitate or inhibit the

learning of content or skills.• Realize that values are instrumental in the resolution of issues, a basic concern in

contemporary social studies.• List (values) in a logical sequence and explain the steps in the process of resolving

issues.• recognize the similarity between the process of decision making and the process of

resolving issues• Become familiar with the techniques of value clarification and value assessment.• design plans for teaching the process of resolving issues for young children• Accept the best way to teach lasting social values is not through direct traditional

methods or indoctrination, but through values assessment and the application of the rational process.

• Become more aware of the basic values of United States Society (in this case of Malaysian society) expressed or implicit in the declaration of Independence, the Constitution and the Bill of Rights (The Constitution, the Rukunegara, Vision 2020, the philosophy of Education in the Malaysian context).


On the PROFESSIONSOn the PROFESSIONS

•"Teaching is the profession upon which all professions rest…‘

• Linda –Darling –Hammond, Stanford University Professor of the

• Charles L Du Commun Chair of Education.


The Human and the Culture- SpecificThe Human and the Culture- Specific

• The story of educational reforms and teacher education changes seem to be played out in similar ways across different societies but with distinct cultural variations


Coherence and ConsistencyCoherence and Consistency• At the heart of educational reform is

school reform and curriculum reform which are intricately linked to reforms in teacher education. The curriculum, pedagogy and the assessment systems, when well aligned are likely to achieve the articulated goals of education, but when inconsistent and not well aligned are likely to create incoherence in the educational system.


Formulating and Raising the Formulating and Raising the Question Question

• Whether it is relatively easier to reform the school curriculum and school practices or it is easier to reform teacher education practices. Both the school and teacher education subsystems are embedded in the cultural, social, economic and political systems of the various societies.


Education and EmploymentEducation and Employment

• To make Europe the most competitive and dynamic Knowledge-based economy in the world, capable of Sustainable economic growth, with more and better jobs and greater social cohesion…

New Strategic Goal for Europe by 2010, set by the European Heads of State at the Lisbon Summit in March 2000.


ARTICULATING REFORM IDEALS:ARTICULATING REFORM IDEALS:CCore of National Reforms. ore of National Reforms.

“Thinking schools, learning nation." Singapore

"Smart Schools and the creation of a knowledge and virtue based society."

Malaysia

“No Child Left Behind” United States of

America


Of knowledge evolution in teacher Of knowledge evolution in teacher educationeducation

• There are really no detailed studies of knowledge evolution in teacher education in Malaysia.

• The lack of passion for research and writing has been the subject of criticism of the state of knowledge in teacher education as well as in academia.


The Quest for Seminal Works in The Quest for Seminal Works in EducationEducation

• While hundreds of papers are presented in hundreds of national and international conferences and seminars, there seem to be few seminal works on education.


A Question Of Professional-A Question Of Professional-Academic IdentityAcademic Identity

• there are often the apparent disconnect between curriculum changes in schools and curriculum changes in teacher education. …changes in the economic sector occur so fast that the education sector sometimes do not keep track…the educational bureaucracy grew in size with a large number of leaders in compartmentalized domains, coordination became problematic. To some extent both teachers colleges and university teachers tended to align themselves more to the colleagues in the world of academia and to get peer recognition from colleagues in academia more than to get recognition from colleagues in schools.


The universal technical and The universal technical and administrative and faith and ideology-administrative and faith and ideology-

based concerns based concerns

• The teacher in Muslim society is not a mere wage- earner or a professional worker, but a committed member. His excellence does not depend only on his qualification or his Knowledge; it depends upon what type of person he is in terms of his faith and belief and in terms of his conduct and character. His role transcends that of an instructor in-so-far as he becomes the mentor, teacher and guide of the

younger generation.


Honing Educational LeadershipHoning Educational Leadership

• The aspect of the contesting ideology pertaining to teacher education has been a neglected aspect of teacher education curriculum which had traditionally focused on the technical and professional aspects of competence acquisition and not any in-depth debates on contesting ideologies. However, teachers in the Islamic Teachers Colleges and the International Islamic University do have their own faith based debates on the ideologies of teacher development vis-vis secular models of Teacher Education


Criticisms of Education Schools Criticisms of Education Schools • Critics blame education schools for intractable social problems• they did not create and cannot solve, while education schools• do business as usual, refusing to acknowledge the real problems• that confront them. P. 6• The findings of the report were very disappointing. Collectively,• Educational administration programs are the weakest of all

programs• at the nation's education schools p.13• The majority of programs range from inadequate to appalling,• even at some of the country's leading universities. P.23• (Levine 2006).


On Tacit Pedagogical ExpertiseOn Tacit Pedagogical Expertise

• The worlds of training, for business, industry and the public services have vast repertoires of tacit and explicit knowledge and skills on employment and relevant training.


The education sector as one of the The education sector as one of the flagships of the Multimedia Super flagships of the Multimedia Super

Corridor Corridor • As the nation was engaged in the national Information

Technology Agenda, the clarion call in school was that the "teacher is no longer a sage on stage, but, as a guide by the side." As teachers in schools especially older ones have to master IT skills and become IT literate, in the same way, lecturers in teachers college have to quickly master the new skills in order to function relevantly in the context of the Digital Age in education. What is clear is that teacher Education institutions and teacher educators are expected to be the leaders of educational knowledge leadership if they want to remain relevant and contribute effectively towards the professionalization of the profession


CContinuities and Discontinuities in the ontinuities and Discontinuities in the Education Knowledge Corpus. Education Knowledge Corpus.

• The emergence of the idea of the Smart School came in the wake of the initiatives of the Multimedia Super Corridor (MSC) together with the establishment of Committees, for instance, the National Information Technology Committee (NITC), the establishments of Institutions, such as the Multimedia Development Corporation; the development of Polices, Frameworks, Blueprints like the K Economy Master Plan and Action Plans such as the National IT agenda


Education Development Plan 2001-Education Development Plan 2001-2010- Generating Educational 2010- Generating Educational

Excellence through Collaborative Excellence through Collaborative PlanningPlanning

The Quality Agenda underpins the thrust of the Master Plan which focuses on these following areas:

• To build a Malaysian nation• To develop human capital• To Make national Schools Attractive• To narrow the Educational divides• To raise the prestige and status of the Teaching

Profession• To Quantum Leap Excellence of Educational

institution.


The 9th Malaysia Plan and the The 9th Malaysia Plan and the National Mission National Mission

The National Mission presents Five thrusts as follows:• 1st Thrust: To raise the Malaysian economy up the value

chain.• 2nd Thrust. To raise national knowledge and innovation

capacity and to foster the development of "first class mentality."

• 3rd To address the recurring socio-economic gaps and imbalance sin constructive and productive ways.

• 4th To raise the level and sustainability of the Quality of Life.

• 5th To strengthen institutional capacity building and implementation capacity.


The Millennium Goals (United The Millennium Goals (United Nations 2003) Nations 2003)

• Goal 1: Eradicate Extreme Poverty and Hunger• Goal 2; Achieve Universal Primary Education• Goal 3: Promote Gender Equality and Empower

women• Goal 4: Reduce Child Mortality• Goal 5: Improve Maternal Health• Goal 6: Combat HIV/AIDS., Malaria and Other

diseases.• Goal 7: Ensure Environmental Sustainability.• Goal 8: Develop a Global Partnership for

development.


Benchmarks for national and Benchmarks for national and educational development for ASEAN educational development for ASEAN societies, nations and governments. societies, nations and governments.

• While the contributions of SEAMEO are notable, these are not sufficiently integrated in ways that the Europeans have moved forward.

• ASEAN educators, for instance, have not explored the common curriculum of Peace Education, Environmental Education and ASEAN Multi-Cultural Education as subjects in the school curriculum or as subjects in the Teacher Education Curriculum.


From From "the divide and rule period""the divide and rule period" to to the era of “power at the finger tips”the era of “power at the finger tips”

• The two-pronged goal of the elimination of poverty and the restructuring of society for all.

• several initiatives were taken which include the following: the Textbook Scheme; Educational Television, Residential Schools, as well as hostels for day schools, rural hostels, the food aid scheme, health services for school children and scholarships and bursaries. The New Primary School Curriculum was implemented in 1982 while the New Secondary School Curriculum was implemented in 1988.


Challenges facing Teacher Education Challenges facing Teacher Education Institutes and Faculties of Education: Institutes and Faculties of Education:

Building a New Citizenry.Building a New Citizenry.• The challenges from the world of training• The challenges from Pre School Education System• The challenges from teachers colleges abroad• The challenges from public universities and private universities• The challenges from e-learning• The challenges of lifelong learning• The challenges of special education and exceptional students• The challenges from the past• The challenges from the future• The challenges from Best Practices Schools such as the Cluster

Schools• The challenges of breakthrough knowledge with implications for

education• The challenges of knowledge and technology obsolescence|• The challenges of gender based realities• The challenges of contesting ideologies


Taking a Position Regarding the Taking a Position Regarding the Quality of TeachersQuality of Teachers

A position articulated regarding the teaching profession is noted thus:

Development and change occurring today in the field of education requires a change of the society's perception towards the teaching profession. The teaching Profession cannot be regarded as a career for just anyone. Only those with quality, competencies, authority, qualifications, interest, will and committed as teachers should be admitted into the profession.

(PIPP p.111).


Surface Structure and Deep Structure Surface Structure and Deep Structure Changes in Teacher Education ReformsChanges in Teacher Education Reforms

• Changes, reforms and transformations can be qualitative or quantitative and at different degrees and levels of deep structure or surface structure change (Bruner, 1996). Rebuilding a school from wooden structure to brick and cement structure is really not educational reform. However, changing the medium of instruction or an examination system is deep structure change and more so when it is the change in the contents and structure of the knowledge corpus and its reorganizations


Conservatism and Guided Conservatism and Guided EnlightenmentEnlightenment

• Few educators have created the opportunities to explore education from multiple perspectives at the level of connoisseurship for such subjects have not been subjects of directions for continuous professional growth.

• in the conservative and ideologically cautious cultural traditions, there are few intellectual spaces for education critiques in the traditions of teaching as a subversive activity, the pedagogy of the oppressed, deschooling society, the bell curve wars and the ideologies of the curriculum.


Interrogating Knowledge Interrogating Knowledge Formulation, Policy Making, Formulation, Policy Making,

Teacher Education and Citizenship Teacher Education and Citizenship EducationEducation

• While there are relatively transparent procedures in the selection of pre service teachers, the selection criteria for teacher educators to be the intellectual, pedagogical and knowledge leaders responsible in influencing the next generation of teachers have not been clear. The efforts to make sense of educational happenings are acts of knowledge leadership. Making Sense of national Concerns and making the connections with Teacher Education would involve understanding such diverse concerns as Maintenance Management and strong philosophy and policy studies background, understanding the challenges of national accountability and integrity, Human Rights Watch, Human Resources development and Interfaith dialogues.


Areas of terra incognita, hiatus and gapsAreas of terra incognita, hiatus and gaps in in Teacher Education Teacher Education

• The study of teacher trade unionism and professional associations and educational philanthropy. These knowledge areas are actually aspects of in the politics of education.

• This neglect of making the connections is because of the compartmentalization and sub specializations of subjects and also because it is assumed that that with such emphases strong and good character would be automatically shaped and cultivated. Understanding of Character Education is limited to becoming a good person and not related to the professional or intellectual character or civic character of teachers or of students and the shaping of the national character of the citizenry. It is clear that the exciting script and drama of educational Knowledge management has not been explored in imaginative ways, sometimes in dramatic ways as in the domain of Teacher Thinking and the (wo) man in the Principals Office and the minds and souls of children.


The Craftsmanship and The Craftsmanship and Artistry of Teacher Education Artistry of Teacher Education

• The more esoteric but high order conceptions of understanding education and Art and Science of Teaching and Learning have therefore not received due attention. These so called higher levels are actually not just about the character of teachers and their competencies, but about, for instance, mindfulness and intellectual character (Rusk, 1965; Langer, 1989; Lipman, 1991; Ritchhart 2002). One aspect of the higher level is, for instance, the mindful and profound understanding of Alignment of Curriculum, Pedagogy and Instruction and Assessment (Formative and Summative) and synthesizing state of the knowledge of education at the present time (Freiberg, 1999; Ratey, 2002; fuller, 2002).


The teaching-learning ideas and The teaching-learning ideas and practices of indigenous educators practices of indigenous educators

• Every subject has its own unique structure and some different possibilities to create and set induction and maintain the interest of learners (Gross, 1991; DePorter, and Hernacki, 1992;'Sullivan, 1999; Mapes, 2003). Also, every subject has great possibilities to enable students to generate the important questions within the cognitive, affective and psychomotor domains, thus honing high order conceptual skills the unique possibilities the art and techniques of questioning offer in the pursuit of profound knowledge, systematically. From the scattered ingredients of educational knowledge, the critically reflective and concerned educator can get to work crafting with artistry and meaning and simplicity the lore of educational connoisseurship.


Courses Taken by Public School Principals in Courses Taken by Public School Principals in the United States of America for or in the United States of America for or in

relation to their Jobs leading to Advanced relation to their Jobs leading to Advanced Education Degrees. Education Degrees.

• Instructional Leadership• School Law• Educational Psychology• Curriculum Development• Research Methods• Historical and Philosophical Foundations of Education• Teaching and Learning• Child and Adolescent Psychology• School Principalship• Needs of Exceptional Children• Schools as Organizations• Organizational Behavior• Community/Parent Relations• Managing Change• Financial Reporting and Controls• Human Resource Management• Supporting Teachers for Instructional Improvements• Ethics• Politics of Education• Economics of Education• Conflict Resolution• Negotiation• Strategic Management of Innovation and Technology• (Arthur Levine p. 29).


Recurring Challenges: Recurring Challenges: The Knowledge and Digital Divides. The Knowledge and Digital Divides.

• Income and Geographical Divide• The Ethnic Divide• The Gender Divide• The Internet Subscription, ICT

Literacy and ICT Handicapped Divide• Other Divides


Knowledge Sources and Knowledge Sources and ReferencesReferences

• Revealed and Acquired Knowledge• Tacit and Explicit Codified Knowledge• Inappropriate Knowledge• Erroneous Knowledge• Scientific Research Indexes• Knowledge in Journals• Banned Knowledge


Types of Knowledge CapitalTypes of Knowledge Capital

• Of Human Capital• Of Knowledge Capital• Of Social Capital• Of Intellectual Capital• Of Cultural Capital• Of Values Capital• Of Human Resources


Of Human CapitalOf Human Capital

• Human Resource Management• Human Potentialities• Human Talents• The Nature of Intelligences• Competencies• Generic Skills• The Vision Factor• Character Matters-National Character


Recognizing Knowledge AssetsRecognizing Knowledge Assets

• Gender Oriented Knowledge• Culture Specific Knowledge• Multiple Intelligences• Adversity Intelligence• Emotional Intelligence• Moral Intelligence• Spiritual Intelligence• Business Intelligence• Universal Knowledge


Political, Social, Economic and Cultural Political, Social, Economic and Cultural Environment:Environment:

National Initiatives-The Wider ViewNational Initiatives-The Wider View

• The Bureaucratic Realities• The Professional Response• The Professional Champions-

Leadership• Synergy


Errors in Development Errors in Development ImplementationImplementation

• Errors in Values and Assumptions• Errors in Intention• Errors in Ideation and

Conceptualization• Errors in Thought Processes• Errors in Planning


Understanding Peak Performance Understanding Peak Performance in Organizations and Societyin Organizations and Society

• 1. Understanding Paradoxes• 2. Understanding Uncertainties• 3. Understanding Contradictions• 4. Understanding Ambiguities• 5. Understanding Half Truths


Events that Influence Indigenous Events that Influence Indigenous Contents and PerspectivesContents and Perspectives

of Citizenship Educationof Citizenship Education

• Political Events• Economic Events• Socio-Cultural Events• Religious Events• Educational Events• Military Events• Natural Catastrophes


Building A New SocietyBuilding A New Society

• Enlightened and Just Society• Knowledge society• Civil Society• Learning Society• Developing Society


Civil SocietyCivil Society

• United• Citizenry Participation• Democratic• Liberal• Progressive and Prosperous• Happiness


Pursuit of Balanced Pursuit of Balanced DevelopmentDevelopment

• Economic Growth• Infrastructure Development• Social Development• Human Side of Development• A Kinder, Gentler Society• Caring Communities and Society• Caring Families• Caring Individuals


Practice of Good Common Practice of Good Common ValuesValues

• Not dependent on economic, technological development

• or Standard of Living• Kindness, Compassion, Honesty• False Piety and Pure Formalism• Lower Ethical Standards• Lack of Transparency and

Accountability


Spiritual Leaders and Leadership:Spiritual Leaders and Leadership:

• Soloman, Moses, Jesus, Mohammad, Asoka• Advice from the Sages.• “To use time wisely when young before

aging• When healthy before ill health• When rich before poverty• When there is time before busy-busy ness• While alive before death.”


The Promise of the The Promise of the Intelligence Intelligence

RevolutionRevolution

• General Intelligence• Multiple Intelligences• Adversity Intelligence• Successful Intelligence• Emotional Intelligence• Spiritual Intelligence


Intellectual CapitalIntellectual Capital

• Knowledge that can be converted into value or profit. • It is the value embedded in the ideas embodied in people, • processes, and customers/stakeholders.• The ability to transform knowledge and intangibles assets• into wealth-creating resources Knowledge.• Dynamically interacting Inputs of Intellectual capital:• Human Capital• Structural capital• Relationship or Customer Capital• Jay Chatzkel. 2002. Intellectual Capital.


Social CapitalSocial Capital

Features of social organization, such as trust, norms and networks that can improve the efficiency of society by facilitating coordinated actions.

(Robert D. Putnam. 1993. Making Democracy Work: Civic Traditions in Italy p.169).


Knowledge ManagementKnowledge Management

• Knowledge management is the leveraging of collective wisdom to increase responsiveness and innovation. Three criteria which must be made before information can be considered knowledge, distinguishing information management from knowledge manage are:

• Knowledge is connected and exists in collection of multiple experiences sand perspectives.

• Knowledge management is a catalyst-knowledge, for the most part exists only in action (Peter Drucker). A Little knowledge that acts is worth more than much knowledge that is idle. Khalil Gibran.

• Knowledge is applicable in unencountered novel situations for which no direct precedent exists.

(Karl Flappaolo. Knowledge Management, 2002)


The Autonomous Human The Autonomous Human OrganizationOrganization

• The Individual Order, The Interactional Order, the Institutional Order (Richard Jenkings, 2005. Social Identity).

• The Nature of Autonomy of Judgment• The Nature of Autonomy of Choices• The Nature of Freewill and Personal

Will• The Nature of Autonomy of Decisions


Learning Traditionally for Learning Traditionally for Enlightened CitizenshipEnlightened Citizenship

• Problem –Based Teaching• Inquiry and Discovery Based

Teaching• Research Based Teaching• Internet Based Teaching• Socratic Teaching• Imagineering


Learning How to LearnLearning How to Learn

• Learning how to Unlearn• Learning How to Relearn• Learning How to Integrate and Synthesize• Learning How to Question• Learning to Understand the Question

behind the Question• Learning to Generate Solutions and Solve

Problems


Quantum LearningQuantum Learning

• Self Knowledge• Personal Knowledge• Self Management and Proficiency• Constructive Self Criticism and Self Talk• Thinking about Thinking• Reading Skills• Research Skills• Reflection Skills


National Information Technology National Information Technology Council (NITC)Council (NITC)

Strategic Agenda and Strategic Strategic Agenda and Strategic ThrustsThrusts

• E-Sovereignty• E-Learning• E-Economy• E-Community• E-Public Services


51. Menghayati Idea-Idea Agung dan Nilai Nilai Murni-Nilai Teras Dalam Keluarga

Ilmu Keadilan Kebenaran KebebasanKebaikan Kesaksamaan Kecantikan

KebijaksanaanPenyayang Bermurah hati Berhati budi

KecemerlanganPenolong Rendah Diri Berhemah Disiplin DiriBertoleransi Bersih Yakin Diri BeraniBermaruah Ikhlas/Jujur Sabar Berpada-

padaTaat Setia Bertanggungjawab Akur Pendamai

Bersyukur Bertawwakal Berfokus

BersemangatBertekad BercitaUnggul Pemaaf Sedia

Belajar

american educational research association annual meeting and conference denver 4 may 2010

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