1. Chapter 1
Topic of Research Proposal:
Does holistic education a myth in Malaysia’s tertiary education
level?
1.1 INTRODUCTION
Education is the process of receiving or giving systematic instruction, especially at a school or university.
Education is the most powerful weapon which you can use to change the world (Nelson Mandela, 1918-
2013, South African President). Everyone has been educated since the day they were born. There is a
rapidly growing demand for a higher education in the world today. Although a higher education is difficult
to receive, the rewards of self-improvement, job insurance, a development character, and social
improvements are what is going to satisfy you. The quality in the higher education system is essential for
cultural and economic growth, considering that the mission of universities recognizes the achievement of
both institutional and social objectives, and research provides the basis for the systematic creation of
knowledge and the development of human capital (Di Pietro, Guglielmetti Mugion, & Renzi, 2012§).
While holistic educational thought is the idea that education resides neither in the head, nor in the hands,
nor in the heart, but in the aggregate of all of these. In its modern and contemporary forms, holistic
educational thought emphasizes education that is academic and vocational - not as separate tracks - but as
an integrated curriculum available to all students. At the core, holistic educational thought articulates a
vision of education that is both practical and beautiful. Practical in the sense that education is able to satisfy
the intellectual and ecological needs of civil society and beautiful in the sense that education is designated
to delight the senses and appeal to the imagination. To articulate this relationship - that between beauty and
practicality - is the crux of holistic educational thought.
As reported by the New Straits Times, Prime Minister Datuk Seri Najib Razak on Tuesday, 7th
April 2015,
has launched the Malaysian Education Blueprint (Higher Education), aimed at preparing the country's
tertiary education system to meet the challenges of the future. Holistic education has its root in
humanistic and progressive education, but differs from those approaches in that it
includes the spiritual approaches.
2. Astin, and Lindholm (2011) state:
While higher education continues to put a lot of emphasis on test scores, grades,
credits, and degrees, it has increasingly come to neglect its‘ students ‘inner‘
development—the sphere of values and beliefs, emotional maturity, moral
development, spirituality, and of self-understanding (p. 2).
The purpose of this study is to identify whether holistic education is a myth in Malaysia’s
tertiary education level in developing more sustainable and balance graduates from every
aspects of technical core, human development and human capital. Data collected through
questionnaire, will be analyses then shows the readers in which holistic education is a
myth trend to the higher education nowadays.
1.2 RESEARCH OBJECTIVE
1.2.1 To identify the term of holistic education as the more humanistic types of
alternative education.
1.2.2 To study the approaches of holistic education in Malaysia’s tertiary
education level through Malaysia Education Blueprint 2015-2025 (Higher
Education).
1.2.3 To examine the key factors that are essential to this approach of holistic
education at tertiary level.
1.2.4 To discuss about the rationale for the implementation of holistic education in Malaysia’?
1.3 RESEARCH QUESTIONS
1.3.1 What are the characteristics that determine holistic education?
1.3.2 How does Higher Education Blueprint of holistic education appear in
action?
1.3.3 How does holistic education plays a role in developing the quality of human
3. development among graduate students?
1.3.4 How does holistic education affects the quality of graduates
achievement?
1.4 PROBLEM STATEMENT
The term “learning development” has gained currency in recent years as a more holistic way to support
students in mastering the literacies, discourse and practice of academic study instead of mastering in
examination results only. The concept of holistic education in Malaysia was discussed with based from the
National Philosophy of Education (NPE) and Higher Education Blueprint 2015-2025 in raising the
standard of our higher education system, to build on our strengths, and comparative advantages, and to
meet the demands and needs of the ever-changing education landscape. Thus, this study is done to study the
needs of holistic education as a myth in Malaysia’s tertiary education level.
1.5 SIGNIFICANCE OF THE STUDY
1.5.1 Theoretical Significant
The theory might be useful if the outcome of the study shows that the
approaches of holistic education may benefits the graduates outcomes in
achieving human capital and human development.
1.5.2 Practical Significant
This methods of approach studies will initiate and contribute a new body of
knowledge to the National Philosophy of Education (NPE) in the context of
Malaysia’s tertiary level providing a significance results in measuring the
immense positive externalization derived from holistic education in human
capital.
1.6 LIMITATION OF STUDY
The researcher faced few limitations upon completion of this research. Researcher’s finding is
somewhat arguable because the sample chosen were very limited and it did not portray a good
4. research finding. Besides that, the study does not cover the situation as a whole because of
the sample size limited only to 300 respondents. All of the respondents are from
higher education undergraduates of public and private university at Shah Alam,
Selangor.
