AMERICAN EDUCATIONAL RESEARCH
ASSOCIATION ANNUAL MEETING and
CONFERENCE
Denver 4 May 2010
IDEAS, INSTITUTIONS and NATION BUILDING
The Role of Education and Intellectual Capital
Creation in National Development and
Societal Change
Ibrahim Ahmad Bajunid
Deputy President
INTI-UC LAUREATE INTERNATIONAL UNIVERSITIES
Visiting Professor Universiti Sains Malaysia
and
Adjunct Professor Universiti Utara Malaysia
IbrahimABajunid
AERAWERA4May2010
GLOBAL CHANGES
1. Management and Educational
Events
The
Personalization
of the
Computer and
the Internet
The Coming of
True Globalization
Transformation
of Schools and
Modes of
Learning
Influence and
Quality
contribution of
Obsession
Woman in
Education
EVENTS THAT CHANGE THE EDUCATION WORLD
Use of English
and Indigenous
Languages
Biotechnology
and Other
Initiaves
IbrahimABajunid
INPUMA11Nov2009
The Fall of
Industry
The Rise in
One’s
Asset Value
Knowledge
Economy
The Age of R&D
Demography and
Population
People PowerKnowledge Power
Social Capital
The Rebirth of
Strategy
The Future
Religious
Revivalism
Environmental
Consciousness
Learning
Across The Life
Span
Cognitive
Sciences
The Info/Knowledge
Revolution
The
Ascendance of
Asia
Civilization Changes
Leapfrog
POST-INDUSTRIAL/
ADVANCED
INDUSTRIAL
SOCIETY
VISION 2020 IMPERATIVE
Leapfrogging development stages
DEVELOPED
SOCIETY
INDUSTRIAL
SOCIETY
PRIMITVE
SOCIETY
Hunting &
gathering
Labor
LAST
DEVELOPED
SOCIETY
Shifting
& Farming
Labor +
Land
IbrahimABajunid
DEVELOPING
SOCIETY
Agricultural
& Mining
Labor +
Land +
Capital
Manufacturing &
Processing
Utility
Services
Labor +
Land +
Capital +
Entrepreneur +
Information
Recycling &
Synthesizing
Information
Services
Labor +
Land +
Capital +
Entrepreneur +
Information +
R&D +
Technology
Manipulating &
Synthesizing
Knowledge
Services
Labor +
Land +
Capital +
Entrepreneur +
Information +
R&D +
Technology +
Knowledge
INFORMATION & KNOWLEDGE AS FACTORS OF CHANGE AND VALUE-CREATION
INPUMA11Nov2009
NITA_MIMOS
National IT Agenda – The Vision and Goals
*
IbrahimABajunid
INPUMA11Nov2009
*Virtue-based Knowledge Society
The National IT Agenda Framework
PEOPLE
Comprehensive Human Development
Values-Based
Knowledge
Society
INFOSTRUCTURE
Info. Age Development
Foundation
IbrahimABajunid
INPUMA11Nov2009
CREATING VALUE
CONTENT &
APPLICATIONS
Solutions for Info. Age
work and life
How do we model Lifelong Learning?
TRADITIONAL STRATEGIES
To Know /
Understand
To Do
To Be
The Pillars of Learning
To Live
With Others
Learning Individual/Families/Institutions/Communities/Societies
Central Role of National Library and other libraries as knowledge Repository
Employment
Life-long Learning Agenda
Active
Citizenship
IbrahimABajunid
Professor
Ibrahim Bajunid
INPUMA11Nov2009
(2000), NITC, MIMOS
Personal
Development
ICT DRIVEN STRATEGIES
Social
Inclusion
The Age of Unreason
• Reforms and Revolutions-Radical and
Incremental
• The Digital Era-Nanotechnology-ELearning
• Borderless World-Global Village
• Boundarylessness
• Globalization, Liberalization,
Internationalization.
• Competitiveness-World Class –
Qualitocracy-Meritocracy
IbrahimABajunid
INPUMA11Nov2009
• K Economy
Education, Training and Human
Resources Development Accountability
Framework
•
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•
•
Human Capital-Human Talent
Politics, Policies, Planning
Strategic Alignment
Knowledge Management
Talent management
Leadership
Performance Culture
Civilizational-Cultural-National and
Community Accountability
IbrahimABajunid
INPUMA11Nov2009
Recognizing Knowledge and
Intellectual Assets
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Gender Oriented Knowledge
Culture Specific Knowledge
Multiple Intelligences
Adversity Intelligence
Emotional Intelligence
Moral Intelligence
Spiritual Intelligence
Business Intelligence
Universal Knowledge
IbrahimABajunid
INPUMA11Nov2009
Types of Knowledge Capital
• Of
• Of
• Of
• Of
• Of
• Of
• Of
Human Capital
Knowledge Capital
Social Capital
Intellectual Capital
Cultural Capital
Values Capital
Human Resources
IbrahimABajunid
INPUMA11Nov2009
The Leadership Agenda
• Leaders and
• Leaders and
• Leaders and
• Leaders and
• Leaders and
Path
• Other Types
IbrahimABajunid
INPUMA11Nov2009
Lifelong Learning
Lifewide Learning
the Quality of Life
the Quest for Truth
the Straight and Ethical
of Leaders
HUMAN 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 socioeconomic inequalities constructively and
productively.
• Fourth; To improve the standard and
sustainability of Quality of Life.
IbrahimABajunid
•
Fifth: To strengthen the institutional and
INPUMA11Nov2009
QUALITY of LIFE CHALLENGESWork-Life Balance
Dimensions of Quality of Life
Indicators
Education
Employment
Energy
Environment
Health
Human Rights
Income
Infrastructure
National Security
Public Safety
Recreation
Shelter
IbrahimABajunid
INPUMA11Nov2009
Bringing Things Together
Learning and Living-EducationTraining and Development
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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
IbrahimABajunid
INPUMA11Nov2009
Internalization of Great Ideas and Virtues in
Families
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•
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Knowledge
Goodness
Caring
Helpfulness
Tolerance
Courageous
Dignity
Loyalty
Gratitude
Enthusiastic
Committed
Learner
IbrahimABajunid
INPUMA11Nov2009
Justice
Equality
Compassion
Humility
Cleanliness
Truth
Beauty
Honesty
Responsibility
Risk-Taking
Patience
Conscientious
Focused
Idealistic
Liberty
Wisdom
Consideration Excellence
Respect
Self-Discipline
Self-Confidence
Tact
Peaceful
Forgiving
Lifelong
Reconstruction of the story of
civilization 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
IbrahimABajunid
INPUMA11Nov2009
So Many-Reinventing the
Wheel Differently
• Scribes
• Discoverers
• Pioneers
• Inventors
• Innovators
• Researchers
• Heroes
IbrahimABajunid
INPUMA11Nov2009
The Scribe, Magician and
Scientist: On Knowledge
Evolution
• Drawing
• Hieroglyphics
• Alphabet-Alphanumeric
• Print
• Audio
• Multimedia
• Symbolic, Iconic, Enactive
IbrahimABajunid
INPUMA11Nov2009
LINKING-MAKING THE
CONNECTIONS
• 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.
IbrahimABajunid
INPUMA11Nov2009
Vicegerency.
and 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
IbrahimABajunid
INPUMA11Nov2009
Literacy 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
IbrahimABajunid
INPUMA11Nov2009
Independence and E
Sovereignty
• 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.
IbrahimABajunid
INPUMA11Nov2009
CONTEXTS of CITIZENRY
EDUCATION
• 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
IbrahimABajunid
INPUMA11Nov2009
INTERNATIONAL 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
IbrahimABajunid
INPUMA11Nov2009
NOTIONS OF CAPITAL and
LITERACIES
• 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
IbrahimABajunid
INPUMA11Nov2009
Awakening and Senses and
Sensibilities.
• Awareness of The Multiple
• The Symbolic
• The Iconic
• The Enactive
• The Multimedia
• The Multiple Intelligences
• NeuroLinguistic Programming
• Brain Sciences
IbrahimABajunid
INPUMA11Nov2009
FOUR THEATERS OF BRAIN
• PERCEPTION
• ATTENTION, CONSCIOUSNESS,
COGNITION.
• BRAIN FUNCTION.
• IDENTITY AND BEHAVIOUR
• John J. Ratey-2002- A User’s Guide to the
Brain.
IbrahimABajunid
INPUMA11Nov2009
Literacies 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
IbrahimABajunid
INPUMA11Nov2009
Overarching abstract and structural
power 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.
IbrahimABajunid
INPUMA11Nov2009
Literacies Compendium
• Literacies as tools,
• Competencies, and,
• contents for the enlightenment of
citizenry.
• Citizenry with a repertoire of
multiliteracies or social and
interpersonal global skills.
IbrahimABajunid
INPUMA11Nov2009
An enlightened citizenry in states of
becoming.
• 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…
IbrahimABajunid
INPUMA11Nov2009
CREATIVE PROCESSES: Perspectives
for Understanding Talents
•
•
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•
•
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
IbrahimABajunid
INPUMA11Nov2009
PRODUCTS OF CREATIVITY
•
•
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•
•
Sketch
Sonota
Song
Phrase
Poem
Mathematical Process
Idea
New Mental Synthesis
A New Invention
Fragments of the Whole…
IbrahimABajunid
INPUMA11Nov2009
• Inventiveness Thinking
• Adaptability and Complexity
Management Thinking
• Inquisitiveness, Creativity
and the willingness to take
risks.
• High Order Cognitive
Competencies and sound
reasoning.
IbrahimABajunid
INPUMA11Nov2009
• 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.
IbrahimABajunid
INPUMA11Nov2009
• Prevalent
use of “biochips.”
Understanding of FILTERS
INFLUENCING THINKING
• SUBCONSCIOUS FILTERS
• Values
• Culture and Heritage
• Religion
• SURVIVAL FILTERS
• SOCIAL FILTERS
• (Desires, Goals, Aspirations)
(Jim Wheeler, 1998)
IbrahimABajunid
INPUMA11Nov2009
LEVELS OF
PARADIGMS
• 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
IbrahimABajunid
INPUMA11Nov2009
Fostering ETHICAL MANAGEMENT
Across Departments
•
•
•
•
•
Perspective
Purpose
Patience
Persistence
Pride
• Kenneth Blanchard and Norman Vincent
Peale- 1990- The Power of Ethical
Management.
IbrahimABajunid
INPUMA11Nov2009
Competencies Evaluation by Several
International Systems.
• Basic Literacies
• Numeracy
• Scientific Literacy
• Problem Solving
• Information Communications
Technology (ICT)
IbrahimABajunid
INPUMA11Nov2009
Competencies and
Empowerment
Elegance and Artistry of
Products and Services
Originality
Uniqueness
Specialized Competencies
Advanced Competencies
Multiliteracies
Basic Skills and Literacies
IbrahimABajunid
INPUMA11Nov2009
Conceptual Distractors and Conceptual
Confusion
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•
Westernization
Modernization
Nationalization
Privatization and Corporatization
Localization
Centralization
Decentralization
Devolution
Islamization
Globalization
Internationalization
Liberalization
IbrahimABajunid
INPUMA11Nov2009
Global Citizenship
• Peace Education
• Multicultural Education
• Inter religious Dialogue and
Discourse
• Celebrating Differences
• Working Towards the Education of
Every Person.
IbrahimABajunid
INPUMA11Nov2009
CONTENTS of LITERACIES:
SOCIETAL DEVELOPMENT AGENDA
• The Generational Experiences of Public
Literacies:
• Colonialism and Independence.
• Westernization
• Nationalization and Malaysianization
• Indigenization
• Regionalization
• Localization
• Globalization, Internationalization and
Liberalization
IbrahimABajunid
INPUMA11Nov2009
Official Knowledge and National
Agenda Across the Literacies of
Generations
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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
IbrahimABajunid
INPUMA11Nov2009
Nation-Building and
National Literacies
• Collective Historical Experiences and
Memories
• The Significant Trivia in National
Memory
• Of Popular and High and Great
Traditions.
• Community Literacies
• Family Literacies
IbrahimABajunid
INPUMA11Nov2009
Professionalism 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].
IbrahimABajunid
INPUMA11Nov2009
On Sustainability: Literacies for All
Ages 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
IbrahimABajunid
INPUMA11Nov2009
Understanding Social
Capital
• Foundations and Fundamentals of
Literacies of Citizenry:
• Trust
• Trust
• Trust
• Trust
• Trust
in
in
in
in
in
IbrahimABajunid
INPUMA11Nov2009
Neighbour
Government
Other Citizens.
Social Institutions.
Communities
New Literacies for the
Citizenry
• Sovereignty
• E-Sovereignty
• Cyber Laws
• Mobile Etiquette
• Email and SMS Etiquette
• The courtesies and aesthetics of
Cyber relationships .
IbrahimABajunid
INPUMA11Nov2009
Everyperson's potentialities and
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.
IbrahimABajunid
INPUMA11Nov2009
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.”
IbrahimABajunid
INPUMA11Nov2009
Citizenship 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.
IbrahimABajunid
INPUMA11Nov2009
The continuing challenge of
citizenship education in
Malaysia
• 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
IbrahimABajunid
INPUMA11Nov2009
National Ideology- the
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)
IbrahimABajunid
INPUMA11Nov2009
From National to Global
Citizenship
• 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
IbrahimABajunid
INPUMA11Nov2009
The Quest for Authenticity
• The rhetoric and practices of
citizenship education.
• The initiatives for citizenship
developments in the wider society
and in the education system.
IbrahimABajunid
INPUMA11Nov2009
Building overarching principles
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.
IbrahimABajunid
INPUMA11Nov2009
The notion of social contract
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.”
IbrahimABajunid
INPUMA11Nov2009
The Objectives of History Teaching
1973
• 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)
IbrahimABajunid
INPUMA11Nov2009
The Objectives of the Revised History
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)
IbrahimABajunid
INPUMA11Nov2009
New Integrated Secondary School
Curriculum
• 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.
IbrahimABajunid
INPUMA11Nov2009
Key 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.
IbrahimABajunid
INPUMA11Nov2009
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)
IbrahimABajunid
INPUMA11Nov2009
The 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)
IbrahimABajunid
INPUMA11Nov2009
The two categories of thinking skills
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)
IbrahimABajunid
INPUMA11Nov2009
concepts of rights –civil, political and
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.)
IbrahimABajunid
INPUMA11Nov2009
The objectives of the TITAS course
[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.)
IbrahimABajunid
INPUMA11Nov2009
The importance of Patriotism and
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.)
IbrahimABajunid
INPUMA11Nov2009
Institute for the Study of History and
Patriotism
• 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.
IbrahimABajunid
INPUMA11Nov2009
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.
IbrahimABajunid
INPUMA11Nov2009
The 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.
IbrahimABajunid
INPUMA11Nov2009
Rethinking 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.”
IbrahimABajunid
INPUMA11Nov2009
The 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.
IbrahimABajunid
INPUMA11Nov2009
The domains of learning :Seven
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.)
IbrahimABajunid
INPUMA11Nov2009
The National Social Policy towards a
Balanced 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).
IbrahimABajunid
INPUMA11Nov2009
Functions of the Malaysian Human
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.
IbrahimABajunid
INPUMA11Nov2009
The significance of values in the study
of citizenship
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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).
IbrahimABajunid
INPUMA11Nov2009
On 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.
IbrahimABajunid
INPUMA11Nov2009
The 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
IbrahimABajunid
INPUMA11Nov2009
Coherence 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
IbrahimABajunid
INPUMA11Nov2009
Formulating and Raising the
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.
IbrahimABajunid
INPUMA11Nov2009
Education and Employment
• To make Europe the most
competitive and dynamic Knowledgebased 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.
IbrahimABajunid
INPUMA11Nov2009
ARTICULATING REFORM IDEALS:
Core 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”
America
IbrahimABajunid
INPUMA11Nov2009
United States of
Of knowledge evolution in teacher
education
• 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.
IbrahimABajunid
INPUMA11Nov2009
The Quest for Seminal Works in
Education
• While hundreds of papers are
presented in hundreds of national
and international conferences and
seminars, there seem to be few
seminal works on education.
IbrahimABajunid
INPUMA11Nov2009
A Question Of ProfessionalAcademic 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.
IbrahimABajunid
INPUMA11Nov2009
The universal technical and
administrative and faith and ideologybased 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.
IbrahimABajunid
INPUMA11Nov2009
Honing 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
IbrahimABajunid
INPUMA11Nov2009
Criticisms of Education Schools
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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).
IbrahimABajunid
INPUMA11Nov2009
On 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.
IbrahimABajunid
INPUMA11Nov2009
The education sector as one of the
flagships of the Multimedia Super
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
IbrahimABajunid
INPUMA11Nov2009
Continuities and Discontinuities in the
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
IbrahimABajunid
INPUMA11Nov2009
2010- Generating Educational
Excellence through Collaborative
Planning
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.
IbrahimABajunid
INPUMA11Nov2009
The 9th Malaysia Plan and the
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.
IbrahimABajunid
INPUMA11Nov2009
The Millennium Goals (United
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.
IbrahimABajunid
INPUMA11Nov2009
Benchmarks for national and
educational development for ASEAN
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.
IbrahimABajunid
INPUMA11Nov2009
From "the divide and rule period" to
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.
IbrahimABajunid
INPUMA11Nov2009
Challenges facing Teacher Education
Institutes and Faculties of Education:
Building a New Citizenry.
•
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The challenges
The challenges
The challenges
The challenges
The challenges
The challenges
The challenges
The challenges
The challenges
The challenges
Schools
The challenges
education
The challenges
The challenges
The challenges
IbrahimABajunid
INPUMA11Nov2009
from the world of training
from Pre School Education System
from teachers colleges abroad
from public universities and private universities
from e-learning
of lifelong learning
of special education and exceptional students
from the past
from the future
from Best Practices Schools such as the Cluster
of breakthrough knowledge with implications for
of knowledge and technology obsolescence|
of gender based realities
of contesting ideologies
Taking a Position Regarding the
Quality 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).
IbrahimABajunid
INPUMA11Nov2009
Surface Structure and Deep Structure
Changes 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
IbrahimABajunid
INPUMA11Nov2009
Conservatism and Guided
Enlightenment
• 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.
IbrahimABajunid
INPUMA11Nov2009
Formulation, Policy Making,
Teacher Education and Citizenship
Education
• 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.
IbrahimABajunid
INPUMA11Nov2009
Areas of terra incognita, hiatus and gaps in
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.
IbrahimABajunid
INPUMA11Nov2009
The Craftsmanship and 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).
IbrahimABajunid
INPUMA11Nov2009
The teaching-learning ideas and
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.
IbrahimABajunid
INPUMA11Nov2009
Courses Taken by Public School Principals in
the United States of America for or in
relation to their Jobs leading to Advanced
Education Degrees.
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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).
IbrahimABajunid
INPUMA11Nov2009
Recurring Challenges:
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
IbrahimABajunid
INPUMA11Nov2009
Knowledge Sources and
References
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Revealed and Acquired Knowledge
Tacit and Explicit Codified Knowledge
Inappropriate Knowledge
Erroneous Knowledge
Scientific Research Indexes
Knowledge in Journals
Banned Knowledge
IbrahimABajunid
INPUMA11Nov2009
Types of Knowledge Capital
• Of
• Of
• Of
• Of
• Of
• Of
• Of
Human Capital
Knowledge Capital
Social Capital
Intellectual Capital
Cultural Capital
Values Capital
Human Resources
IbrahimABajunid
INPUMA11Nov2009
Of Human Capital
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Human Resource Management
Human Potentialities
Human Talents
The Nature of Intelligences
Competencies
Generic Skills
The Vision Factor
Character Matters-National Character
IbrahimABajunid
INPUMA11Nov2009
Recognizing Knowledge Assets
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Gender Oriented Knowledge
Culture Specific Knowledge
Multiple Intelligences
Adversity Intelligence
Emotional Intelligence
Moral Intelligence
Spiritual Intelligence
Business Intelligence
Universal Knowledge
IbrahimABajunid
INPUMA11Nov2009
Political, Social, Economic and Cultural
Environment:
National Initiatives-The Wider View
• The Bureaucratic Realities
• The Professional Response
• The Professional ChampionsLeadership
• Synergy
IbrahimABajunid
INPUMA11Nov2009
Errors in Development
Implementation
• Errors in Values and Assumptions
• Errors in Intention
• Errors in Ideation and
Conceptualization
• Errors in Thought Processes
• Errors in Planning
IbrahimABajunid
INPUMA11Nov2009
Understanding Peak Performance
in Organizations and Society
• 1.
• 2.
• 3.
• 4.
• 5.
Understanding
Understanding
Understanding
Understanding
Understanding
IbrahimABajunid
INPUMA11Nov2009
Paradoxes
Uncertainties
Contradictions
Ambiguities
Half Truths
Events that Influence Indigenous
Contents and Perspectives
of Citizenship Education
• Political Events
• Economic Events
• Socio-Cultural Events
• Religious Events
• Educational Events
• Military Events
• Natural Catastrophes
IbrahimABajunid
INPUMA11Nov2009
Building A New Society
• Enlightened and Just Society
• Knowledge society
• Civil Society
• Learning Society
• Developing Society
IbrahimABajunid
INPUMA11Nov2009
Civil Society
• United
• Citizenry Participation
• Democratic
• Liberal
• Progressive and Prosperous
• Happiness
IbrahimABajunid
INPUMA11Nov2009
Pursuit of Balanced
Development
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Economic Growth
Infrastructure Development
Social Development
Human Side of Development
A Kinder, Gentler Society
Caring Communities and Society
Caring Families
Caring Individuals
IbrahimABajunid
INPUMA11Nov2009
Practice of Good Common
Values
• 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
IbrahimABajunid
INPUMA11Nov2009
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.”
IbrahimABajunid
INPUMA11Nov2009
Intelligence
Revolution
• General Intelligence
• Multiple Intelligences
• Adversity Intelligence
• Successful Intelligence
• Emotional Intelligence
• Spiritual Intelligence
IbrahimABajunid
INPUMA11Nov2009
Intellectual Capital
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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.
IbrahimABajunid
INPUMA11Nov2009
Social 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).
IbrahimABajunid
INPUMA11Nov2009
Knowledge 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)
IbrahimABajunid
INPUMA11Nov2009
The Autonomous Human
Organization
• 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
IbrahimABajunid
INPUMA11Nov2009
• The Nature of Autonomy of Decisions
Learning Traditionally for
Enlightened Citizenship
• Problem –Based Teaching
• Inquiry and Discovery Based
Teaching
• Research Based Teaching
• Internet Based Teaching
• Socratic Teaching
• Imagineering
IbrahimABajunid
INPUMA11Nov2009
Learning How to Learn
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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
IbrahimABajunid
INPUMA11Nov2009
Quantum Learning
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Self Knowledge
Personal Knowledge
Self Management and Proficiency
Constructive Self Criticism and Self Talk
Thinking about Thinking
Reading Skills
Research Skills
Reflection Skills
IbrahimABajunid
INPUMA11Nov2009
Council (NITC)
Strategic Agenda and Strategic
Thrusts
• E-Sovereignty
• E-Learning
• E-Economy
• E-Community
• E-Public Services
IbrahimABajunid
INPUMA11Nov2009
IbrahimABajunid
INPUMA11Nov2009
51. Menghayati Idea-Idea Agung dan Nilai
Nilai Murni-Nilai Teras Dalam Keluarga
Ilmu
Keadilan
Kebenaran
Kebebasan
Kebaikan
Kesaksamaan
Kecantikan
Kebijaksanaan
Penyayang
Bermurah hati
Berhati budi
Kecemerlangan
Penolong
Rendah Diri
Berhemah
Disiplin Diri
Bertoleransi
Bersih
Yakin Diri
Berani
Bermaruah
Ikhlas/Jujur
Sabar
Berpada-pada
Taat Setia
Bertanggungjawab Akur
IbrahimABajunid
Pendamai
INPUMA11Nov2009
Bersyukur
Bertawwakal
Berfokus