Struggle and Noble Efforts of Educationists

Definition Part of Speech Noun Educationist is one who is versed in the theories of, or who advocates and promotes, education; a specialist in the theory of education 1. A specialist in the theory of education.[Wordnet] 2. One who is versed in the theories of, or who advocates and promotes, education.[Websters].

Sources: WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved. Webster's Revised Unabridged Dictionary (1913)

Western Educationists John Dewey (1859-1952). He was a philosopher, psychologist and educationist and the renowned founder of progressive education. Born in Burlington, Vermont in 1859. Interested in philosophy since undergraduate years. He specialized in philosophy for his postgraduate at John Hopkins University. Worked at University of Minnesota for 10 years before moving to University of Chicago in 1894 as the Head of Philosophy, Psychology and Pedagogy Department. Two years later set-up University Laboratory School better known as Dewey School. Resigned after misunderstanding and worked in Columbia Teachers College which then becomes center of dissemination of Deweys theories. Received invitations to Japan, China, Turkey, Mexico, South Africa and Russia for research and educational reports. Officially retired in 1930 but still retained his post as Professor Emeritus until 1939. Died in New York, 1952. Dewey contributed his ideas on education through his book, Democracy and Education. Some of what he wrote was: i) ii) on the whole, education can be regarded as a process of creating conducive conditions for the individual to adapt better to his physical and moral environment; In our present world which is continuously changing, education is no longer constant and absolute. Conditions and needs differ from one country to another and from one location to another. For this reason, a certain system may be suitable and effective in one place or for a certain target group at a particular point in time, but most likely, not for another place, time or target group. Every individual possesses unique potentials, irrespective of their physical or psychological characteristics. Therefore the goal of education is to assist each individual to achieve his potentials for the good of the society. Educators bear the responsibility of helping the individual understand and

iii) iv)

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vi)

appreciate the norms and practices of each culture. This has implications on the nurturance of creative and critical thinking skills which are important in overcoming existing shortcomings in the present society and to reconstruct a better society. Teaching methods cannot be divorced from subject content as they are not mutually exclusive. An effective educator should strive to relate content with the pupils needs, wants, interests and developmental levels according to their physical, social and political contexts.; Education does not end when the individual leaves school; instead it should be an on-going effort throughout life for the continual development of the individual concerned.

Education is life itself.- John Dewey John Dewey (1859-1952) believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in reallife tasks and challenges: math could be learnt via learning proportions in cooking or figuring out how long it would take to get from one place to another by mule history could be learnt by experiencing how people lived, geography, what the climate was like, and how plants and animals grew, were important subjects

Dewey had a gift for suggesting activities that captured the center of what his classes were studying. Dewey's education philosophy helped forward the "progressive education" movement, and spawned the development of "experiential education" programs and experiments.
Dewey's philosophy still lies very much at the heart of many bold educational experiments, such as Outward Bound.

Maria Montessori (1870-1952) Born in Chiaravalle, Italy (1870) completed her medical studies in 1896 and was declared first woman Italian doctor. Whilst on her daily clinical tasks with child patient she became interested with the way they learn. In 1901, she studied psychology and philosophy and three years later appointed Professor of Anthropology at University of Rome. In 1906, resigned to work full-time with 60 children in the district of San Lorenzo, Rome and died in Noordwijk, Holland in 1952. Was three times nominated for Nobel Peace Prize in 1949, 1950 and 1951. Her struggles continued through the Association Montessori International (AMI) in Amsterdam, Netherlands.

Montessori contributed: i) The Montessori Method. i.e. Casa de Bambani or Childrens House. Upholds two principles: a) Children learn faster if they are given opportunity to interact with their environment as well as with manipulative materials. They are encourage to do so without any adult assistance b) Children are able to teach themselves These two principles inspired Montessoris effort to reform various aspects related to childrens education such as methodology, teaching and training. ii) Classroom exhibition known as Glass House at the International Panama-Pacific Exhibition in San Francisco in 1915 iii) Montessori Training Center in Laren, Netherlands in 1938 iv) Series of teacher training courses in India in 1939 v) Montessori Center in London in 1947 Interested to learn more on Montessori Method go to http://www.michaelolaf.net/1CW312MI.html John Piaget (1896-1980) A prominent figure in disciplines such as philosophy, natural science, psychology. Also interested in general epistemology (study of the development of knowledge) Born in Switzerland in 1896 and grew up in Lake Neutachatel, Switzerland. Very intelligent and extremely curious about nature as a child. At 10, known to master himself at making closed observations of the environment that the answers to most of his questions can be found in the library. His Doctorate was in zoology and died in 1980. In the 70s and the 80s, his ideas emphasized the child-centered approach which inspired educational reforms in Europe and America. In reference to Conversations with Jean Piaget, he remarked for society in general, education means guiding children to become adults according to respective societys mould ... but for me, education means producing creators and designers, not merely conformists. Do you agree? Piaget believed that children are not empty containers to be filled with knowledge as required by traditional pedagogical school. Children are active knowledge builders as well as young scientists who are always creating and testing theories in their world. Obviously, Piaget proposed is, especially in this science and technology era where the computer and internet have given children the freedom to explore the extensive digital world. Carl Rogers (1902-1987) Famous for his individual-centered theory. An approach for understanding human personality

and relationships and is commonly used in psychotherapy, counseling (client-centered therapy) and education (pupil-centered learning). Also the founder of humanistic approach. Born in 1902 in Oak Park, Illinois, Chicago. Read well even when he was a preschooler. Started formal education at Grade Two. Had informal education at home stressed on religion that influenced him to be independent and disciplined. Involved in agriculture at University of Wisconsin-Madison, plus History and religion. Furthered his studies at Teachers College, Columbia University. In 1928 obtained his Masters and Doctor of Philosophy in 1930. Involved in research dealing with children at the Association for the Prevention of Cruelty to Children, Rochester, New York. In 1930, appointed the Director of APCC, died in 1987. Produced his book titled The Clinical Treatment of the Problem Child in 1939. This made him a Professor at the Ohio State University in 1940. His second book Counseling and Psychotherapy: Newer Concepts in Practice stressed the importance of establishing rapport between the therapist and client, where the therapist should be caring and open-minded in order to help the client overcome whatever problems he was facing thus enabling him to gain insight to restructure his life. 1945, set-up a counseling center at University of Chicago. His third book Client-Centered Theraphy was published in 1951. He traveled a lot to spread his individual-centered approach. With his daughter, Natalie Rogers they conducted workshops on cross-cultural communication, self growth, social change and etc from 1975 to 1980. His last visit to Russia at the age of 87 was his last. Bestowed the Award for Distinguished Professional Contribution to Psychology by the American Psychology Association (APA). Won the Humanist of the Year Award 1964. A prominent top 20th century psychologists. Albert Bandura (1925 present) Born in Mundare, Canada in 1925. Masters in Arts in 1951 and PhD from University of Iowa. In 1953, started teaching at Psychology Department , Stanford University till now. In 1974, appointed President of the American Psychology Association. Early years he studied role of social modeling in relation to motivation, ideas and actions. His famous study is Bobo doll experiments. He also wrote i) Adolescent Aggresion (1959); ii) Social Learning and Personality Development (1963) and iii) Aggression (1973). Bandura was named David Starr Jordan Professor of Social Science in Psychology by Stanford University in 1974. Also wrote Social Learning Theory in 1977, which changed the direction of contemporary psychology as compared to the 80s. Never bored with writing, in 1986 he wrote Social Foundations of Thought and Action: A Social Cognitive Theory which explains the social cognitive theory in relation to human functioning. Emphasis was given to the importance of the cognitive process, self-regulation and self-reflection in assisting individual adapt and respond to change. His sixth book entitled Self-Efficacy: The Exercise of Control was published in 1997. He puts his self-efficacy theory and its application in the field of education, health, psychopathology, athletics, business and international affairs. Eastern Educationist

Haji Abdul Malik Karim Amrullah (HAMKA) (1908-1981) An Indonesian theologist and scholar born in Kampun Molek, Maninjau, West Sumatra in 1908. Named Buya meaning a respected person in Minangkabau dialect. Educated in Sekolah Dasar Maninjau until Class Two. At the age of 10, continued his studies in religion and Arabic studies in Sumatra Thawalib, Padang Panjang. Involved in teaching as a religious teacher in Perkebunan Tebing Tinggi, Medan in 1927 and in Padang Panjang in 1929. Assumed post of dosen in Universitas Islam, Jakarta and then in Universitas Muhammadiyah, Padang Panjang from 1957 until 1958. Also a Rector in Perguruan Tinggi Islam, Jakarta and made a Professor at Universitas Mustopo, Jakarta. Made a Senior Religious Officer by the Indonesian Minister of Religion but was forced to resign when President Sukarno directed him to decide between holding a position or be active in politics in the Majlis Syura Muslimin Indonesia. Died in Jakarta in 1981. Active in Islamic movement and politics and interested in studying works of theologians and other prominent Middle Eastern scholars such as Zaki Mubarak, Jurji Zaidan, Abbas al-Aqqad. He also liked western scholars like WIlliam James, Sigmund Freud, Jean Paul Satre, Karl Marx and Pieere Loti. Closed eminent scholars of him include Raden Mas, Surjopratono and Haji Fachrudin thus making him an admired orator. He's also a journalist, writer, editor and publisher. In 1920s, he was a journalist in dailies like Pelita Andalas, Seruan Islam, Bintang Islam and Seruan Muhammadiyah. Editor for magazines like Kemajuan Masyarakat, al-Mahdi, Pedoman Masyarakat, Panji Masyarakat and Gema Islam. Some of his famous works include the following: i) Tafsir al-Azhar consisting five volumes; ii) Tenggelamnya Kapal Van Der Wijck, Dibawah Lindungan Kaabah and Merantau Ke Deli are creative works of novels and short stories which have become texts in Malaysia and Singapore. HAMKA was bestowed two honorary awards that is Doktor Honoris Causa from Universiti AlAzhar (1958) and Universiti Kebangsaan Malaysia (1974). Indonesian government gave him Datuk Indono and Pengeran Wiroguno. Lao Tze (604 - 521 B.C.) Also known as Lao Tze; Lao Tzu , Lao Tse. A Chinese philosopher and founder of Taoism. The word Lao Tze means "Great Teacher or Old Master". Born in Luoyang, the former capital of ancient China in 570 B.C. He was said to be the Keeper o f the Imperial Archives by Emperor Zhou. With the availability of numerous books at his disposal, he wasted no time in reading all the classics. In the end, he became such a widely-read and knowledgeable person. He decided to moved to the West as he situation in Luoyang became unsafe. On the way to the west near Han Gu Pass, he was stopped by a security guards who knew that Lao Tze was fleeing, he asked to share his knowledge and wisdom. He got down from the bull

and started writing an essay of more than 5000 words. And thus, Tao Te Ching was published. After his writing he continued his journey and was never seen again. Heard he died in 490 B.C. Lao Tze concluded that the world is made of sky, earth, human beings and principles which he called dao. Everything in this world is regulated by natural laws. Thus we have concepts like rich and poor; life and death; beautiful and ugly and so on. We may think that all these are opposites but they are actually interdependent, This is to say that if there are no rich people then there will be no poor people; if there no babies born then there will be nobody dying and if there is no pupils then there will be no 'teacher'. Lao Tze's teaching covers a wide area from individual spirituality and interpersonal dynamics to political techniques. It also stresses changes to how human beings do something and not what they do. National Educationist Zainal Abidin Bin Ahmad (Za'ba) (1895-1973) Zainal Abidin bin Ahmad or Za'ba was born on September 16, 1895 in a small remote village of Kampung Bukit Kerdas, Batu Kikir, Jempol, Negeri Sembilan. Born into a very religious family, not surprisingly, by the age of seven Za'ba had completed his reading of the Quran seven times, memorized the Surah Yassin and able to perform the berzanji. Za'ba's school experience only began at the age of 12 when he and 82 other kids registered at Sekolah Melayu Batu Kikir to start their school life. Not long after that Za'ba was transferred to Sekolah Melayu Linggi so he could further his study in Arabic and religious knowledge. In 1915, Za'ba successfully completed his Senior Cambridge. As it was, he was the first Malay student from Negeri Sembilan who completed standard one to Senior Cambridge in six years. Za'ba started to write seriously while he was serving as a temporary teacher at Johor Bahru in 1916. His first article entiled "Temasya Mandi Safar di Tanjung Kling" was published twice in Utusan Melayu. Za'ba's gift was his ability to bring all aspects from language, literature, religion, economy, education and politics into his writings. He was also very keen in writing about the backwardness of the Malays, so much so that the British colonial government became suspicious. Although his writing activities were restrained, he remained active. While he was working at the Sultan Idris Training College, Za'ba focused his effort to adopt the Arabic and English grammar into Bahasa Melayu and to use these grammatical rules in the publishing of school text books and public reading materials. His first marriage in 1917 did not last but he had a daughter, whom he brought up. Za'ba them married again to Fatimah Umar. Za'ba continued his writing career by revising his published religious articles to be compiled into a book. His first effort, Umbi Kemajuan was published in 1932. Za'ba was also very active in community services. These include being the General Advisor for the Persaudaraan Sahabat Pena Malaya (Brotherhood of Pen Friends of Malaya) in 1937, and in 1945 as the Yang Dipertua Persatuan Melayu Selangor (Selangor Malay Association). In 1946, at the congress against the formation of Malayan Union, he was appointed as committee member of the Jawatankuasa Penggubal Rang Piagam UMNO (Legislator Committee of UMNO Charter

Bill) and in the same year he ended his political activity after the UMNO Charter was accepted and passed. In 1947, he started working as a lecturer of Malay Language at the University of London. He retired from government service when he was 55 years old. Za'ba's service was still needed. Therefore in 1953 he was appointed as senior lecturer at the Malay Study Department (JPM) in University Malaya, Singapore. Together with Ungku Aziz, he organized the formation of students' language society and two years later the Federation of Malay Language of University Malaya was established. Za'ba sat for the final examination for the University of London external course and received his Master of Arts Second Class (Lower) when he was 59 years old. Za'ba received the title Pendeta (Scholar) officially, in the form of a Malay cap (songkok) in 1956 at the Third Malay Language and Literature Congress in Johor Bahru. All the sweat and effort that Za'ba poured into his work was because he wanted to put the Malay language on a pedestal. He never asked for recognition. Thus, he purposely declined the medal of honor - Pingat Manku Negara - that carries the title Dato', and also the Bintang Kebesaran Brunei. However in 1962, he finally agreed to accept the award of Pingat Manku Negara that carries the title Tan Sri. Tan Sri Dr. Haji Zainal Abidin bin Ahmad or Za'ba passed away on October 23, 1973 at the age of 78. The nation in general and Negeri Sembilan in particular lost a great statesman. No one can replace or even compare to him. Za'ba or Zainal Abidin bin Ahmad, a language figure has left us since early 70s. But, this son of Negeri Sembilan, who was born in 1895, had left an impact on all of us through his contribution in language and literature. Za'ba was considered as the pioneer of Malay language grammatical rules, which was very vague at that time. He contributed further when he was given the responsibility to plan a curriculum for school children, as an interpreter, lecturer, and during the Japanese era he was given the duty to write books that could be used in Malaya and Sumatera. Za'ba officially received the title Pendita (Scholar) in September 1956 at the Language and Malay Letters Congress in Johor Bharu; Doctor of Letters from University Malaya in 1959 and conferred the Panglima Mangku Negara which carries the Tan Sri by His Royal Highness The Yang Di Pertuan Agong in 1962. Tan Sri Datuk Dr. Haji Zainal Abidin or Za'ba passed away in 1973 at the age of 78. It is not easy to follow the footsteps of a scholar but it is hoped that Za'ba's effort and sacrifice to upgrade the Malay Language will be continued. Za'ba was a linguist who contributed extensively to the development of the Malay language. Some of his works are: i) Pelita Melayu (used as school textbooks until Second World War) ii) Ilmu Mengarang Melayu (used as school textbooks until Second World War) iii) Daftar Ejaan Melayu Jawi/Rumi (opposition from Perak Religous Department; said to be controversial with religious teaching) iv) Falsafah Takdir Penggal I (opposition from Perak Religious Department; said to be controversial with religious teaching) v) Pendapat Perbahasan Ulama Berkenaan Dengan Kadha dan Kadar (opposition from Perak Religious Department; said to be controversial with religious teaching) It was said that Za'ba was able to combine all aspects of language, literature, religion, economics, education and politics in his writings. His work concerning poverty and ways to enhance the economic status of the Malays had already borne fruit whilst economists were thinking of giving serious consideration on that issues. He was given the title 'Explorer of Malay

Grammar' and he was also a school curriculum planner as well as a schoolbook text writer for schools in Malaya and Sumatera during the Japanese era. He was the General Advisor for the Malayan Writers Association in 1937, and Head of the Selangor Malays Association in 1937. In 1946, appointed a committee member responsible for formulating UMNO charter at a Congress to oppose the formation of Malayan Union. Burhanuddin Muhammad Nor Al-Helmi Dr. (1911-1969) Known as Dr Burhanuddin Al-Helmi or 'Pak Doktor', a theologian, mystic, orator, leterary figure and homeopathist. Born in Changkat Tualang, Perak in 29 August, 1911. An ever smiling man who never showed anger and was given the tile "Abi Halim", was changed to "Al Hulaimi" and later 'Al-Helmi' meaning one who does not show anger. A man of principles and practices such as gentleness, honesty, patience, good manners and calm whether in politics or personal affairs. Constantly reminding friends to "emulate Allah's gentleness and accommodate to new plans besides formulating policies based on humanitarians grounds" (Burhanuddin, 1953:86 & 87 - engraving on tombstone in the Taiping Masjid grounds). Remembered not only for his political struggles but also a devout Muslim who loved reading and writing. He enjoyed analyzing the lives of people as well as status of the Malays in Malaya at that time. In 1924, attended Sekolah Agama Sungai Jambu in West Sumatra to pursue Islamic Education, whilst there was inspired by the nationalist spirit and Islamic political aspirations. In 1926, returned to Jitra, Kedah to continues studies at Pondok Pulau Pinang, thereafter transfering to Madrasah AL-Masyhur Al-Islamiyah in Penang where he completed his upper ssecondary schooling (Thanawi) in 1934. Offered a scholarship to visit and further his studies in India where he chose to specialize in homoepathy and become the first Malay to do so. In India, he befriended famous nationalists like Ghandi, Nehru and Mohamed Ali Jinnah. Managed to visit the University in Santinikatan founded by Rabindranath Tagore. Here he was exposed to Indian philosophy, culture and arts. he wfirst wrote during his days in kampung primary school. Amongst his writings were: i) Mutu Kerajinan dan Asuhan Kesihatan (1930's). Teaches diligent and health; ii) Mencari Allah (1930's). Touches on religion and philosophy; iii) Perjuangan Kita (1946); iv) Agama dan Politik (1954). Speeches given during the various political courses sponsored by the Pontian UMNO Youth; v) Ideologi Politik Islam (1957). Contained arranged talks sponsored by Islamic Graduates Association, University Malaya in Singapore; vi) Falsafah Kebangsaan Melayu (1954). Contained texts and speeches published in Mingguan Melayu between 1953 and 1954; vii) Simposium Tasauf dan Tariqat (1960). 26 topics discussed related to the practice in mysticism; viii) Arah Perjalanan Politik Tanah Melayu Sekarang (1963) On his 36th birthday, he started a project to translate the Holy Quran into Malay language. This was dedicated to his parents but stopped during Japanese occupation and later continued during his detention (between 1956-1966) until his death in 1969. He also started a Jawi-Malay-

English-Arabic-Dictionary until the final moments of his death, he had only reached the fifth Jawi letter, that is the letter 'jim'. Aminuddin Baki (1926-1956) Known as as "Malaysia's Father of Education". Born in Chemor, Perak in 1926. Had early education in Sekolah Melayu Chemor, and in 1936 after passing his Standard Five Examination he continued his secondary schooling in Sekolah Anderson, Ipoh, the best English school in Ipoh at that time. In 1946, he formed the Persatuan Pelajar-Pelajar Melayu Insaf (PERMI) in Perak. Though interested in student unions, his involvement was short-lived when he was offered a place in Raflles College in 1947. A year later, he and friends formed the Gabungan Pelajar-Pelajar Melayu Semenanjung (GPMS). In 1949, he was again offered a place in University Malaya, Singapore and he entered teaching profession. Became a temporary teacher at the ANgloMalay Night School from 1949-1951. He was made the Head of GPMS in

1951.

Received his Bachelor of Arts with Honours in 1951, he returned to teach at Sekolah Yusoff English School, Batu Gajah, Perak and in 1952 transferred to his alma-mater until July 1952 before leaving for his Masters at the Education Institute, University of London. With a Masters Degree in 1953, he returned to Malaya and offered the lecturer post at Sultan Idris Training College in Tanjung Malim. In 1936 he was appointed the Selangor Chief Education Officer and then Malaysian Chief Education Advisor (presently known as Education Director-General). He was also a member of the Senate in University Malaya, Dewan Bahasa dan Pustaka, Malayan Historical Society and many more. Died of heart attack in 1965. His contributions include: i) Introduction of Islamic History to teacher trainees of the Sultan Idris Teacher Training College (but excluded from the syllabus); ii) Preparation of the Razak Report in 1955; iii) Completion of Rahman Talib Report in 1960; iv) Proposal for Sijil Rendah Pelajaran (SRP), Sijil Pelajaran Malaysia (SPM) and the Sijil Tinggi Pelajaran Malaysia (STPM); v) Setting-up of the Malaysian Examination Board

Awang Had Salleh (1934 till present)

Tan Sri Professor Dato Dr. Awang Had Salleh, was born on 24 June 1934 in Kampung Bagan Pulau Bentong, Pulau Pinang. He received his early education at the Pulau Betung, Balik Pulau Malay School, Sekolah Melayu Kuala Ketil, Semiling and Gurun where he passed his Standard Three and his secondary education at Seberang Perak Malay School, Kedah. He was the Kedah best student for Standard Six. In 1951, he enrolled himself at the Sultan Idris Teachers Training College, Tanjung Malim, Perak and later at the Language Institute, Bukit Senyum, Johor Bharu in

1958. Then, in 1961 he studied at the University of Malaya, where he graduated with Bachelor of Arts (Honours) degree in 1964 and with a Masters degree in Education from the same university in 1967. Subsequently, he continued his studies further at the Stanford University California, USA where he obtained his doctorate in 1969, specialising in Education and Sociology. He also studied at the University of Lancaster, United Kingdom to enhance his skill and knowledge in the field of Academic Studies and Management. Career. Trainee teacher at the Gunung Malay School, Kedah (1950) Teacher at Derga Malay School, Kedah National Language Teacher at Sultan Abdul Hamid College, Alor Setar, Kedah (1957) Assistant Lecturer at the Day Training Centre (DTC), Alor Setar, Kedah (1959-1961) Lecturer, Language Institute, Lembah Pantai, Kuala Lumpur (1964-1965) Assistant Lecturer / Lecturer at the Education Faculty, University of Malaya (1974-1975) Deputy Vice Chancellor (Students Affairs), University of Malaya (1975-1978) Director, Mara Institute of Technology, now known as Mara Institute of Technology University (UiTM) (1978-1980) Vice Chancellor, National University of Malaysia (UKM) and the first Vice Chancellor of the Northern University of Malaysia (UUM) (1980-1984) Special Advisor, Ministry of Education Chief Executive / Consultant, Malaysia Film Academy (1990-1992) Chairman, National Book Council Member, Executive Board of UNESCO Chairman, Administrative Council of Limkokwing Institute of Creative Technology Honorary Advisor, National Motivators of Aspiration Council Chairman of the Board, Sultan Idris Education University Chairman, Informatics Academic Advisory Board, Malaysia Chairman, Entertainment Village (M) Sdn. Bhd. ProChancellor, Sultan Idris Education University (1999-until now) Apart from being a well-known and active figure in the academic world, Tan Sri Prof. also produced some creative works. 1966 happen to be his most important year in his writing career of which two of his works, 'Merah, Kuning Biru' (anthology of short stories) and Biru Warna (novel) were published a book form. His works on drama Buat Menyapu Si Air Mata was published in 1975. In the field of writing and publishing, he has produced a number of books, articles and working papers which focused more on education, language and culture.

He also worked on: i) Perbendaharaan Kata Itali-Melayu. Translated work of Antonio Piagafetta; ii) Mengikut Novel (an essay); iii) Selindung Bulan Kedah Tua (a short story); iv) Merah Kuning Biru (a collection of short stories); v) Biru Warna (a novel naratting interpersonal relationship) In appreciation of his services and contributions, he was bestowed several awards which, among others, include the Johan Mangku Negara (J.M.N.) in 1975, the Dato' Setia DiRaja Kedah (D.S.D.K) in 1978 which carries the title Dato and the Panglima Setia Mahkota (P.S.M.) in 1982, which carries the title of Tan Sri, from DYMM Seri Paduka Baginda Yang di-Pertuan Agong. In appreciation of his contributions in the field of education, he was awarded the 'Honorary fellow' A.B.E, United Kingdom in 1983, the Honorary Doctor of Law by University of Brock, the Honorary Doctor of Letters by the National University of Malaysia (UKM) and Professor Emeritus by the Northern University of Malaysia (UUM). He was also conferred the Distinguished Follow of ISIS Malaysia. The hearts of educationist were enshrined in the world of education. They were personally involved in the field of education either as a teacher or related task. They were directly involved with the educational developments that were taken place during their era. They were committed to the implementation of the education system and this commitment is evidenced from their contribution in the form of writings, research, readings, publishing They were ever willing to disseminate their ideas concerning new things and findings in education or other related fields. This academic sharing is very valuable for the improvement of the education system currently being enforced. It leads to making recommendations to consolidate the existing education policies.
Created on Nov 12, 2010 and edi ted last 21 January, 2011 by Pengendali @2006