CONCEPT OF HUMAN CAPITAL&

THE TEACHING PROFESSION

Prepared by;

Melvin

Human Capital and the Teaching Profession as Ibadah

role

Teaching Profession as Ibadah

Personal characteristics

HUMAN CAPITAL

Religious perspective

Philosophers’ perspective

TEACHERS

“Human capital is a necessity, and no longer a luxury. ... Education and continuous skills training will ensure the sustained relevance of the nation’s human capital with industrial and market needs, besides being able to face increasing international challenges and competitiveness.”

-YAB Datuk Seri Abdullah Ahmad Badawi-

(Workers’ Day Message, 1 May 2006)

Source: EDMP (2006:52)

Concept and Characteristics of Human Capital

• This in line with our country’s plans to make her a progressive nation in science and technology based on our own mould as well as to fulfill the aspirations of Vision 2020

Concept of Human Capital

HOW ?

Thrust 2 in EDMP

• Provide more educational choices for parents and students;

• Enhance mastery of knowledge;

• Nurture students’ skills and deportment;

• Enhance a holistic assessment and evaluation system;

• Reinforce discipline;

• Upgrade services dealing with complaints about discipline problems;

• Improve collaboration between the Ministry of Education and other agencies.

THRUST 2 (EDMP)Developing Human Capital

• 3 main aspects:

* Knowledge

* Skills

* Competency

• Human capital is not merely being knowledgeable about varied fields, it encompasses good personal well-being.

• Competent

• Noble character

• Resilient and able to face an ever-changing global environment

• Knowledgeable and highly skilled

• Able to think critically and creatively

• Possess problem-solving skills

• Able to create new opportunities

Characteristics of Human Capital(EDMP-2006)

• Concept of Teacher: Whom do you regard as the person we call “teacher”?

Teaching Profession as Ibadah

TEACHER(Merriam-Webster Online Dict.)

EDUCATORA PERSON

WHO TEACHES

INSTRUCTOR

PEDAGOGIST

TRAINER

TUTOR

• Teaches in an educational institution; or

• Prepares or produces teaching materials or examines answer scripts to be returned in, for or through a distance education center, inclusive of head teacher or principal.

Teacher Definition in Education Act 1996

• Teaching is a noble profession. With the various tasks and responsibilities assigned to us, we will thus be able to mould pupils physically, emotionally, spiritually and intellectually in line with the goal of the National Philosophy of Education.

• Their pupils’ excellent performance or improvement derive so much joy and satisfaction because they do not mind the not so lucrative emoluments they receive at the end of each month.

Concept of Teaching Profession

• Teaching profession has become more challenging.

• Teaching is no more merely confined to knowledge delivery, it requires dedication and commitment of teachers’ time and effort: Collaborative Be involved in professional development programs Assist pupils in developing their generic skills

including communication and thinking skills Guide pupils regardless of gender, ethnics or social

class to achieve a holistic development from the physical, emotional, spiritual and intellectual aspects (JERI).

Concept of Teaching Profession

Teaching Profession as Ibadah

Concept of Ibadah

Language:“Obedience & submission”

Islamic religious law:“worship & adoration, service & subjection & extends to all expressions of servitude to

Allah S.W.T. (abbrev. for Subhanahu Wa Ta’ala)

ISLAM

BUDDHISM

HINDUISMSIKHISM

CHRISTIANITY

Teaching Profession as Ibadah from Religious Perspective

• The teachers known as Tok Guru • Class sessions

• Tok Guru who taught in the pondok schools & madarasah were highly revered & respected by their respective community.

• Tok guru were also regarded as role models and were much sought after when anyone in the community needed help concerning religious matter or other issues.

• During the class sessions, the budak pondok were taught in one way interaction and the students were made to study the holy books again and again to reinforce their understanding.

• Rote learning

Teaching Profession as Ibadah from Islam Perspective

Brahmanic education was conducted in the homes of the teacher (Before Buddhism was taught in monasteries)

Entry requirements depended on the caste system & was reserved only for the djivas (Brahmanas & Kshatriyas)

Buddha was taught in the monasteries (sangha), open for any interested individuals, not restricted to monks and nuns only.

The teaching method used was mainly oral, without the use of books, and the students had to memorize the contents of the Dhamma (truth) and Vinaya (Discipline or laws)

Buddhism perspective

Teaching technique: illustrations, analytical thinking, and experiments.

Other subjects: the principles of other religions, philosophy and so on.

The monasteries develop rapidly that they were accorded university status.

-these Buddhist monks and nuns were highly revered by their followers as they were so knowledgeable and regarded as role models to the Buddhist community.

Buddhism perspective

-Teacher is considered God’s representative in this world.

-as a role model to all his followers.

- Teacher is the most knowledgeable person.

-2 types of teachers: acharyas (superior) teach theoretical knowledge and skills; and upadhayas who only teach theoretical knowledge

-parents and teachers were considered partners in education.

-teaching method: rote learning.

Hinduism Perspective

Sikhism perspective

Guru is likened to a ladder that connects human beings to God

Guru Nanak was the first founder of Sikhism and the first of a chain of 10 Gurus where the last was Guru Gobind Singh

Guru as the lamp that shows the true path to his students.

Guru as a role models to the students

Guru also possess a comprehensive knowledge of the Holy Books.

Christianity perspective

• The role and personality of Christian’s teacher:

• Mentor – guide and assist their students to equip themselves with the knowledge that they seek in the Holy Bible.

• Protector – protect students from certain groups who try to bring negative influence.

• Show the right direction about the truth based on the Holy Bible.

• Give enough motivation to reach heights in their pursuit of religious knowledge.

SOCRATES (469-399BC)

PLATO (427-347BC)

ARISTOTLE (384-322BC)

MAHATMA GHANDI (1869-1948)

Teaching Profession as Ibadah from Philosophers’ Perspective

• His personal tendencies towards critical reasoning and commitment for the truth benchmarked him as a role model.

• He was a soldier during the Peloponnesian War. Later, he worked as a sculptor.

• He is sincere in sharing knowledge.

• He is the Great Athenian teacher.

• Found guilty of destroying the minds of young people and sentenced to death in 399 BC.

Socrates (469-399BC)

• A philosopher who was a student of Socrates and teacher to Aristotle.

• Early works, Dialogue: about Socrates

• Later works, Republic: a combination of several disciplines, namely ethics, political philosophy, moral psychology, epistemology and metaphysics.

• 385BC, established his own school (Academy) later became the most popular school in the world.

• Offering a comprehensive curriculum: astronomy, biology, mathematics, political theory & philosophy.

Plato (427-347BC)

• He was a student of and teacher to Alexander The Great.

• Whenever he taught, he would not stand in front of his students. he preferred to walk up and down.

• He also carried out research in various types of subjects.

Aristotle (384-322BC)

• One of the India’s greatest leaders.

• He was highly respected by the Indians who believed he could solve their political / economical problems.

• Ghandi was successful in almost all his struggles.

Mahatma Ghandi (1869-1948)

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