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August 16th, 2019

Civic or Moral ?

The implementation of Civic Education in schools starting in June will focus on four core values of love, happiness, respect and responsibility.

Last Tuesday, Prime Minister Tun Dr Mahathir Mohamad made the official announcement on National Civic Education day.

Civic Education is conducted for one hour on the fourth week of each month in the subjects of Malay, English, Islamic Education, Moral and History.

These three headlines clearly indicate the importance of implementing 'civic education' which should (probably) already be in "moral education."

I am reminded that whether it is moral or civic education, its implementation is a 'cross-curriculum' method whereby any subject taught by teacher or educators is required to 'inculcate moral values' in teaching and learning.

Similarly to the issue of 'jawi', educators need to incorporate the elements of khat during the teaching and learning and may not be the case except for well-prepared and knowledgeable educators who act as 'facilitators'.

Whether Moral, Civic, Citizenship or whatever, education is, of course, an essential element of a holistic education aimed at fostering students' positive values and attitudes through learning and teaching the various subject areas and providing relevant learning experiences.

For this reason, it is to develop students' ability to identify embedded values, to analyze objectively and to make reasonable judgments on various issues they may face at different stages of development so that they can take appropriate action to address the challenges in their future lives.

The four core values of civility, love, happiness, respect and responsibility are fundamental principles that need to be addressed.

When viewed in the elements of Moral and Civic Education (formerly) there are seven values and attitudes: "Perseverance", "Respecting Others", "Responsibility", "National Identity", "Commitment", "Integrity" and "Caring for others ".

Developing positive values and attitudes as a direction, educators should use daily events to strengthen coordination of learning activities, and improve relationships, across multiple domains across curricula in value education, including moral and ethical education, civic education, basic law education , human rights education, national education, anti-drug education, life education, sex education, education for sustainable development, and more to provide students with a holistic learning experience with comprehensive development.

Most thinkers, educators, and parents acknowledge that children are born helpless and need the care and guidance of adults into adolescents and often beyond, children need to learn how to live in harmony in society.

'Civic Education' has gained support as a political policymaker's choice as a description of the process of empowerment and liberation, but it retains some of the ideals of the socialization mission that educators must wisely implement in order to operate in a varied context.

Given the role of education in redefining this context to make it appropriate for the people and the people to be mindful of their differences and trajectories.

The understanding of civic education always begins with the exploration of democracy and the terms citizenship and civil society.

Those involved in civic education have a vision of citizens empowered to voluntarily advocate for independence and political impact in a society where democracy is representative and engaged in the pursuit of peace, prosperity, and liberation. All of this needs to be fixed.

The primary vision of civic education should focus on the good of the community including mutual respect, tolerance, community responsibility, commitment to the constitution and human rights, as well as mutual co-existence and friendship in local and national matters.

For educators, the application of virtues and behaviour is intertwined. Civic education must adopt behaviors that enable people to build democratic ways of life, regardless of the particular regime in which they live.

Historically, the school's mission is for the development and nurturing of young people both intellectually and morally. Concerns about moral welfare, such as honesty, responsibility, and respect for others, are areas of moral education.

Moral education, then, refers to helping children acquire good habits or attitudes that will help them live a good life and at the same time be productive, contributing to their communities.

With regard, moral education should contribute not only to the students as individuals, but also to the social cohesion of the community.

Moral is derived from the Latin word (mos, moral) and means code or custom of society, a social term that defines how individuals should live together.

Like other formal subjects such as History or Mathematics, both the Moral and Civic Education subjects have set curriculum, objective and contents.

These subjects require teachers who have the knowledge and professional expertise to carry out the most appropriate instruction and guidance in learning the subject

However, due to the lack of teachers specializing in Moral Education methods, many teachers do not receive any form of pre-service and training in Moral Education services actually in teaching subjects in schools.

In short, if the Ministry of Education is serious about implementing Moral and Civic Education as a formal subject, the Ministry of Education (MOE) and universities need to jointly expand the course on both subjects in pre-service teacher education programs to provide professional knowledge and skills teachers as subject matter experts. 839

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