1.

0 Introduction

An uneducated community forms a society that is not able to think on rational lines. In the

ancient time, education was not greatly emphasized hence most people who lived during the

medieval period were illiterate and often partook in mindless wars that eventually led to

bloodshed. As centuries passed, education became a system of support for the human race.

It acted as a basis for people to moralize their conduct and behavior, which ultimately directed

them towards their civilized role in a community. According to Bala (2005), Mahatma Gandhi

views education as an elevation for society. It does not only promote individual development

but also abolish the segregation between people of different social classes. With this in mind,

the education system all around the world has been undergoing a series of transformation to

provide a greater access to knowledge for all. Many significant changes were made when

education began to revolutionize over the years. From teaching aids to curriculum

development, every single aspect of education has been comprehensively re-evaluated for a

top-notch teaching and learning experience.

2.0 Changes in the Education System

2.1 Teaching and Learning Aids

Before technology was incorporated in classrooms, teachers and students were

conformed to the chalk and board method. The history of blackboard classroom dates

back to the time when students in ancient Babylonia used clay tablets and styluses to

take down information during lessons. Many centuries later, people across Europe

and America started using individual slates (painted and framed pieces of wood)

because ink and paper were costly. Unfortunately, this method was deemed

ineffective as teachers found it hard to teach a class as a whole. Instead, they had to

individually write down tutorials and questions pertaining to the lesson on each

student’s slate. It was until 1801 when the first blackboard invented by James Pillans
 (Buzbee, 2014) became the most common instrument that teachers used until the

twentieth century. Today, in this day and age, technology is gradually sweeping

through classrooms for a better learning experience. Practically most schools

nowadays are fully equipped with computers and a local area network (LAN) facility

for internet access. In Malaysia, an allocation for establishing and maintaining ICT

facilities in all schools has been set aside by the Ministry of Education to create an

effective teaching and learning process. A technology-driven classroom enables

students to learn at their own pace (Fullan, 2001) as they can conduct research and

access the most up-to-date information at just a touch of a button. Furthermore, the

use of electronic devices instills a sense of responsibility among students. Bringing

their own gadgets or borrowing the school's devices help students improve their

decision-making skills as well as taking ownership of them. Students will automatically

learn to safeguard their tablets and mobile phones because they know that it is not

cheap to own one.

2.2 Curriculum Development

From the 15th to the 17th century, the sole purpose of education in Malaysia was to

produce religious leaders. Hence, during that period of time, the Malays would often

to go the mosques, madrasah and pondok schools for their Quranic studies. When

British took over the government, they established four types of vernacular school

(Malay, Chinese, Tamil and English) in the hope that this effort would prevent unity

among the different ethnic groups in the country. Under the divide and rule policy, the

Malays were given six years of basic training in ways to handle a business as well as

promoting awareness on hygiene and moral values. The Indians, however, undergone

basic education and was employed as laborers in estates and railways. Autonomy was

given to the Chinese community in setting up their own schools. As a result, teachers
 and books from China were integrated into the curriculum. After independence, the

Parliament passed the bill of The Education Act 1961 based on the Razak Report

(1956) and Rahman Talib Report (1960). Due to this, children are now studying in

schools where the curriculum have been standardized. All of them learn a common

syllabus and are subjected to sit for public examinations regardless of race, gender

and social status. In addition to that, the New (Integrated) Primary School Curriculum

(KBSR) and Integrated Secondary School Curriculum (KBSM) that was fully

implemented in 1983 and 1989 respectively centered the concept of integration in

education. Certain language subjects, moral and Islamic studies as well as Physical

Education were revised to emphasize certain key elements such as patriotism, critical

thinking and lifelong education. Students these days are no longer separated by race

and religion instead they are united by education under the current system.

2.3 Financial Aid

In the past, poverty became the primary factor that restricted many from getting a

quality education. Coming from a family with low income, children living in poverty had

to drop out of school so that they can work to help their parents make ends meet. This

has however changed as financial assistance has now made it possible for everyone

to get themselves educated. In Malaysia, students who further their studies in public

universities would only need to pay a certain amount of the course fees as the rest is

paid off by the government. Most colleges also give bursaries to students who are not

well-to-do. Apart from that, we have the National Higher Education Fund or commonly

known as PTPTN for those who are interested in pursuing their tertiary education. By

acquiring this education loan, their tuition fees are partially waivered. In addition to

that, PTPTN borrowers who graduated with first-class honors are exempted from
 repaying the loan. In other words, this loan is can be turned into a scholarship only if

you do really well throughout the years of studies.

2.4 Rules and Regulations

In the halcyon days of the 1970’s, corporal punishment in schools was an effective

way to discipline students. During that time, a student punished by the teacher would

receive even worse punishment from their parents when they are back at home.

However, times have changed. If the same modes of punishment were to carried out

in schools today, teachers would be charged with assault and have lawsuits filed

against them. Worse still, they might even get harmed. For instance, in the case of

L.Vanitha, a teacher who was slapped by one of her student’s mother. It was reported

that the mother, Tan Seow Yen acted in such a way because Vanitha had pinched her

son (Chok, 2017). It is indeed saddening that teachers these days have to take extra

precautions in disciplining their students to avoid extraneous threats.

3.0 Conclusion

All in all, education is a fundamental human right that aims to reduce disparities. Every

phase of transformation needs to be integrated, inventive as well as metamorphosing to

produce tangible results for all learners. Revolutionizing education is indeed a complex

process that can only be manifested into a reality through collaborative partnerships between

the government and other important parties such as parents, non-governmental organizations

and society as a whole. If we want our children to have a constant hunger for knowledge, a

healthy body and a sound mind, it is our responsibility to bring them closer towards that goal.

At the same time, these bold approaches and initiatives should indeed have their best

interests at heart. A learning environment that is suited to the current generation makes

children feel more involved and responsible for their own growth and learning.