Mr. Idris, the Sun.
- Dr. John Britto, JOBA, Australia
Mr. Idris is the sun. His radiant light touches everyone he meets, illuminating and empowering them to, in turn, empower others. I am one of those fortunate individuals who has been enlightened by his guidance, inspiring me to undertake new initiatives in the field of education. Over the past 25 years, my encounters with Mr. Idris have been transformative, leaving an indelible mark on my life and work.
In this article, I share the profound impact Mr. Idris has had on me and countless others. From our experiments with international students in Malaysia, which continue to thrive today, to our pivotal meetings with the Minister of Education, every experience has been a testament to his vision. We have conducted extensive training sessions for trainers, teachers, teacher trainees, and students, fostering a culture of critical thinking and compassion.
I recount the international and national conferences we attended, which brought about significant changes in educational policies and practices. Inspired by Mr. Idris, I have authored books and articles that advocate for educational reform and decolonization, spreading his message far and wide.
Through this narrative, I invite you to witness the emotional and illuminating moments spent with Mr. Idris. His unwavering dedication to creating an equitable and inclusive education system continues to inspire and guide me. Join me as I reflect on the journey we have embarked upon together and the lasting legacy of Mr. Idris's visionary leadership.
Embracing Indigenous Wisdom: A Vision for Decolonized and Inclusive Education
The decolonization of educational institutions is an imperative step towards fostering an inclusive and representative learning environment. By integrating indigenous knowledge systems and non-Western philosophies, we can make education more holistic and reflective of diverse perspectives,” said S.M. Mohamed Idris, the then President of the Consumer Association of Penang (CAP) and Sahabat Alam Malaysia (SAM), in his keynote address at the ‘International Conference on University Leadership for Integrating Knowledge Diversity for Sustainability.’ This event, held at Albukhary International University (AiU) in Alor Setar, Kedah, Malaysia from October 5-8, 2012, drew a global audience during my tenure as a senior lecturer there.
Mr. Idris's speech resonated deeply with attendees, emphasizing the urgent need to rethink and reform educational systems to better serve diverse cultural contexts. His call to action was a reminder that education should not perpetuate colonial legacies but rather embrace a more inclusive and holistic approach.
Remarkably, it was Mr. Idris who introduced me to Tan Sri Dzulkifli Abdul Razak, the then Vice-Chancellor of AiU and the current Rector of the International Islamic University Malaysia (IIUM). This introduction led to a fruitful collaboration between CAP and the university, aimed at nurturing future leaders who would value indigenous knowledge and work for the welfare of their communities, rather than serving multinational corporations.
We organized workshops and seminars that highlighted the importance of cultural diversity in education. These events provided a platform for students and educators to exchange ideas and learn from each other’s experiences. The impact of these initiatives was profound, as they inspired students to pursue careers in community development and environmental conservation.
Reflecting on the success of these efforts, it is clear that Mr. Idris's vision for a decolonized and inclusive educational system has had a lasting impact. His dedication to promoting indigenous knowledge and sustainable practices continues to influence educational policies and inspire future generations of leaders.
During this collaboration, we initiated several projects that focused on integrating sustainable practices and indigenous knowledge into the university's curriculum. One notable project was the establishment of a 'Healthy Living Club' at AiU.
Nurturing a Greener Future: Empowering Students Through the Healthy Living Club
With the invaluable guidance of Tan Sri Dzulkifli and Mr. Idris, I inspired students to establish the 'Healthy Living Club.' Under the leadership of Mr. Subbarow, an educational officer in the Tamil section, a team from CAP visited AiU and trained club members from over 50 countries. The training covered a wide range of topics, including healthy eating practices, organic farming, vermicomposting, waste management, consumer awareness, and sustainable development.
These sessions were transformative, not only imparting practical skills but also fostering a deep sense of responsibility and community among the students. After several sessions at the university, the students visited CAP in Penang. There, they explored organic gardens and vermicompost models and had an enlightening conversation with Mr. Idris. I still remember his profound words: “Dear students! The organic waste that you get on your campus is green gold.”
Mr. Idris's message resonated deeply with the students, sparking a newfound appreciation for sustainable practices and the potential of seemingly simple actions to make a significant impact. The club members returned to campus with renewed enthusiasm, eager to implement what they had learned. They began by collecting organic waste from the campus to create compost pits, grow earthworms, and produce effective microorganisms. Their efforts culminated in the establishment of a model organic garden, demonstrating the practical application of their knowledge.
The success of the Healthy Living Club extended beyond the university. It inspired similar initiatives in local communities, as students shared their knowledge and experiences with their families and neighbours. This ripple effect highlighted the transformative power of education and the importance of fostering a sense of environmental stewardship among young people.
Reflecting on these achievements, it is clear that the Healthy Living Club has become a cornerstone of sustainable practices and community engagement at AiU. The club's activities continue to inspire and educate new generations of students, ensuring that the values of sustainability and environmental responsibility remain at the heart of the university's culture.
Empowering Change: Students Lead Sustainable Community Development at AiU
The students’ decision to follow sustainable practices such as collection of campus waste, preparation of compost pits, growing of earthworms, production of farmers' effective microorganisms (FEM), and establishment of a model organic garden did not go unnoticed. Tan Sri Dzulkifli initiated two significant projects for the students to engage in community development while they studied: the Sustainable Livelihood Project (SLP) and the Micro Credit Scheme (MCS). These initiatives provided practical opportunities for students to work in nearby villages, contributing to development activities aimed at achieving the UN Sustainable Development Goals (SDGs).
The Sustainable Livelihood Project focused on empowering local communities through sustainable agricultural practices and eco-friendly livelihoods. Students collaborated with village residents to implement organic farming techniques, promote waste management practices, and develop small-scale enterprises that could provide steady incomes without harming the environment. This hands-on experience was invaluable, as it allowed students to apply their knowledge in real-world settings and see the direct impact of their efforts.
The Micro Credit Scheme complemented the SLP by offering small loans to local entrepreneurs and farmers. These loans enabled community members to start or expand their businesses, fostering economic independence and resilience. Students were involved in the entire process, from assessing loan applications to providing business advice and support. This initiative not only benefited the local economy but also taught students important skills in financial management and entrepreneurship.
The involvement with CAP and the motivation from the CAP team encouraged students to actively participate in the Healthy Living Club and the aforementioned development projects. Mr. Idris often emphasized that a university is the heart of a community, and education should help improve the lives of the surrounding community. This philosophy was embodied in every project and initiative undertaken by the students.
The success of these projects underscored the importance of integrating community service with academic learning. Students were able to see the tangible benefits of their education, which extended far beyond the classroom. Their experiences in the field reinforced the lessons learned in their studies and instilled a strong sense of civic responsibility and global citizenship.
Reflecting on these achievements, it is evident that the Sustainable Livelihood Project and the Micro Credit Scheme have made a lasting impact on both the students and the communities they served. These initiatives have not only enhanced the students' educational experience but also contributed to the sustainable development of local villages. The spirit of collaboration and community engagement fostered by these projects continues to inspire new generations of students at AiU, ensuring that the values of sustainability and social responsibility remain at the core of the university's mission.
Project Pearl: Shaping Compassionate Leaders for Global Impact
AiU launched another innovative program to equip students with the competencies needed to face global challenges and return to their communities to help them prosper. A core team of seven individuals from the university, along with a team of experts from Deloitte, coordinated this program. I was privileged to be part of this core team and had the honor of naming the program ‘Project Pearl,’ a name that Tan Sri Dzulkifli and the team greatly appreciated.
The objective of Project Pearl was to equip students with 21st-century skills such as communication, collaboration, critical thinking, creativity, innovation, and universal values like empathy, compassion, and respect. This program was designed to go beyond traditional academic learning, focusing on practical and holistic development. Students were trained in effective communication techniques, emphasizing clarity, persuasion, and active listening. These skills were essential for engaging with diverse audiences and advocating for change within their communities.
Project Pearl fostered teamwork by encouraging students to work on group projects and community initiatives. They learned the importance of cooperation, conflict resolution, and leveraging each other’s strengths to achieve common goals. The program emphasized the ability to analyze complex problems, evaluate different perspectives, and make informed decisions. Students were taught to question assumptions and think independently, which are crucial skills in a rapidly changing world. Recognizing the need for creative solutions to global challenges, Project Pearl encouraged students to think outside the box. They were given opportunities to brainstorm, experiment, and develop innovative ideas that could make a positive impact on their communities.
Universal values were at the heart of Project Pearl. Students were encouraged to develop a deep sense of empathy and compassion for others, fostering a respectful and inclusive mindset. These values were seen as essential for building harmonious and sustainable communities.
The competencies taught in Project Pearl were integrated into various activities and projects. For instance, students participated in community service initiatives, where they applied their skills in real-world settings. They engaged in dialogues with local leaders, organized awareness campaigns, and developed sustainable solutions for community problems.
One notable initiative under Project Pearl was the 'Community Empowerment Workshop,' where students conducted sessions on financial literacy, health awareness, and environmental conservation for local villagers. These workshops not only empowered the community but also provided students with invaluable hands-on experience.
The success of Project Pearl was evident in the transformative impact it had on the students. They emerged as confident, capable, and compassionate leaders, ready to tackle global challenges and drive positive change in their communities. The program’s holistic approach ensured that students were not only academically proficient but also socially responsible and ethically grounded.
Reflecting on the achievements of Project Pearl, it is clear that this program has set a benchmark for competency-based education. It continues to inspire and equip new generations of students at AiU, ensuring that they are well-prepared to contribute to a better and more sustainable world.
From Campus to Global Impact: The Healthy Living Club's Journey to 3G
The bond among the Healthy Living Club members and their commitment to achieving the UN Sustainable Development Goals motivated them to stay connected with me and CAP even after graduating, securing jobs, and starting families.
Following Mr. Idris’s advice, we held a meeting in 2015 at Hotel Lotus, Kuala Lumpur, where key leaders of the club met with Mr. Subbarow and his CAP team to discuss future plans. During this meeting, we rebranded ourselves as the ‘Global Giving Group (3G)’ and continued to operate virtually until I migrated to Australia in 2017.
There, I formally incorporated the association with Dr. Vinothini Vasudevan as the president who was a staff member in the Student Welfare Department at AiU, knew every student by name and had been part of the Healthy Living Club since its inception.
Empowering Change: The Global Impact of 3G Initiatives
For the past 12 years, the students have been involved in charity and awareness programs promoting peace and prosperity, aimed at protecting people and the planet. It is needless to say that the small seed Mr. Idris planted in the hearts of the students has now grown into a tree, helping the poor and marginalized become aware of their rights and participate in sustainable development projects in their indigenous villages and communities.
Empowering Orphans and Uplifting Communities: A Global Mission of Compassion and Conservation - Sri Lanka and Thailand
Ms. Faseeha Harthim and her dedicated team are transforming lives at the Kohombiliwela Buddhist Orphanage in Mathalai, Sri Lanka. They provide essential support for orphaned girls and boys, focusing on education, discipline, and sustainable living practices. In Thailand, Mr. Lukman of Pattani, alongside Ms. Tuan Arinah, Vice-President of 3G Thailand, tirelessly works to uplift underprivileged children at Tadika Nurul Hidayah in Tutung. Their efforts extend beyond personal and skill development, as they collaborate with the Department of Youth Welfare, Government of Thailand, on various environmental conservation projects. Their 'clean seashore' initiative, particularly in Teluk Semilae, is a testament to their commitment. They also sponsor trips for disadvantaged children to Nam Tok Soi Khao National Park, blending public service with the joy of nature.
Global Compassion in Action: 3G Teams Empowering Vulnerable Children in Vanuatu and Malaysia"
In Vanuatu, Ms. Tania has established a vibrant 3G team dedicated to supporting children of single mothers with academic and personal assistance. In Malaysia, Mr. Prabakaran, Ms. Maheswari, and their team from 3G Malaysia have identified the 'United Learning Centre' in Kuala Lumpur as a focal point for their efforts. Here, refugee children from Myanmar receive regular aid in the form of food, play, and motivational classes, ensuring their well-being and development.
Cultivating Culture and Sustainability While Uplifting Marginalized Communities - Cambodia and Australia
Ms. Samboth Nuong and Ms. Patrya Paing lead the 3G Cambodia team, adopting the 'National Action Culture for the Orphan Poor Children Association' in Phnom Penh. They promote sustainable living practices, such as healthy eating and poison-free kitchen gardening, while also supporting the teaching of traditional Khmer music, dance, and drama. Additionally, 3G Cambodia collaborates with Moonlight Humanity Organisation to provide supplementary education to around 50 children on Sa-Ang Kosthom Island in Kandal province. Since its registration in Australia, 3G has formed a core team of like-minded individuals who tirelessly aid the homeless on the streets of Melbourne.
The tireless efforts of 3G teams around the world embody a mission of compassion and empowerment. They work across borders to uplift marginalized communities, instilling hope and fostering sustainable development. Their collective impact is a testament to the power of global solidarity and the unwavering belief in a better future for all. If you want to see how the students work in their communities, you can visit: (http://www.our3g.org).
Igniting a Thirst for Knowledge: Advocating for a Culturally Responsive Education System
Before teaching at AIU, I served as the Director of the Indian Institute of Development (IID) in India. It was in 2005 when Mr. Idris invited me to help his staff gain a new perspective on educational structures and systems. I vividly recall our meeting with the federal Minister of Education at his office in Putrajaya, Kuala Lumpur. Mr. Idris was fiercely critical of the existing curriculum and the training methods for teachers.
During the conversation, Mr. Idris passionately argued that the national curriculum heavily relied on Western ideals and that every child deserves to be educated within their indigenous cultural ecosystem. He highlighted the disconnect between the curriculum and the cultural context of the students, emphasizing the need for an education system that respects and incorporates indigenous knowledge and practices.
One of the officers defended the existing curriculum but criticized the teachers, claiming they lacked the commitment necessary to execute their responsibilities, thus causing the system's failure. The officer remarked, "We can lead the donkey to the pond, but it's the donkey that must drink the water." I strongly opposed this comment, responding, "Our job is not just to bring the donkey to the pond, but to create a thirst in the donkey so it will eagerly run to the pond to drink the water."
This pivotal exchange underscored the fundamental issues within the education system and the need for a paradigm shift. It became clear that merely following a prescribed curriculum without fostering a genuine interest and understanding in students was insufficient. Education should inspire curiosity and a desire to learn, connecting students to their cultural roots and empowering them to think critically and creatively.
The meeting with the Minister of Education was a turning point, sparking a national workshop for educational officials and trainers, where I was honoured to present new perspectives and strategies. We explored innovative approaches to curriculum development and teacher training, emphasizing the importance of cultural relevance and student engagement.
This workshop laid the foundation for subsequent initiatives aimed at transforming the education system. It highlighted the need for a holistic approach that integrates academic learning with cultural awareness and practical skills. By fostering an environment where students feel connected to their heritage and are encouraged to think independently, we can cultivate a generation of compassionate, knowledgeable, and empowered individuals ready to contribute positively to their communities.
Reflecting on this experience, it is evident that the collaboration with Mr. Idris and the insights gained from this meeting have had a lasting impact on my approach to education. It reinforced the importance of advocating for an inclusive and culturally responsive education system that not only imparts knowledge but also nurtures the holistic development of students.
Redefining Education: A National Workshop for an Inclusive and Compassionate Learning Environment
This pivotal meeting sparked a national workshop for educational officials and trainers, where I was honored to present new perspectives and strategies. Federal and state-level officers, trainers, and educators participated in this comprehensive workshop on education. Together, we critically examined the current educational structure and system, exploring its strengths and identifying areas for improvement.
The workshop emphasized the fundamental purpose of education: to liberate individuals from ignorance rather than serve as a mechanism for enforcing the orders of the powerful. We discussed the importance of fostering compassion for all species and discouraging the exploitation of other human beings or natural resources. Participants agreed that learning should be participatory and enjoyable rather than difficult and oppressive. The role of the teacher was redefined as a facilitator of the learning environment, not a dictator.
Throughout the workshop, we explored various innovative teaching methods and strategies to make learning more engaging and relevant. We highlighted the need to integrate cultural and indigenous knowledge into the curriculum, ensuring that education is reflective of and responsive to the diverse backgrounds of students. By doing so, we aimed to create a more inclusive and holistic learning experience.
One of the key outcomes of the workshop was the development of a more flexible and adaptive curriculum framework. This new framework encouraged critical thinking, creativity, and collaboration among students. It also emphasized the importance of ethical and moral education, nurturing students to become responsible and compassionate global citizens.
We also focused on the professional development of teachers, recognizing that they are the cornerstone of any successful education system. The workshop provided training on modern pedagogical techniques, classroom management, and the use of technology in education. We aimed to empower teachers to create dynamic and engaging learning environments that inspire and motivate students.
Reflecting on the current educational roadmap, it is evident that some of the topics we discussed have been incorporated into the system. The workshop catalyzed several reforms and initiatives aimed at transforming education in the country. These included the introduction of experiential learning modules, community engagement projects, and environmental education programs.
The national workshop on education was a significant step towards achieving a more equitable and effective education system. It reinforced the importance of collaboration and continuous improvement in education. The insights and strategies developed during the workshop have had a lasting impact, guiding the ongoing efforts to create an education system that truly empowers and uplifts all students.
By fostering a culture of learning that values diversity, inclusivity, and compassion, we can build a brighter future for our students and communities. The workshop's success is a testament to the power of collective effort and the shared commitment to transforming education for the better.
Empowering Educators: Transforming Classrooms with Compassion, Creativity, and Critical Thinking
Mr. Idris believed that teachers must be trained to cultivate critical and creative minds, along with compassionate hearts, to engage in genuine actions for change. He often discussed the issues plaguing our education system with me, showing clippings of students' and teachers' indiscipline from everyday news. His concern was palpable, and he frequently asked what could be done to address these problems.
In response, we devised a tour of teacher training colleges, conducting sessions on the true objectives and functions of education in society. We emphasized the importance of fostering a learning environment where educators are not just instructors but also facilitators of critical thinking, creativity, and compassion. Our goal was to inspire future teachers to see their role as catalysts for positive change, capable of transforming not only the classroom but also the broader community.
These sessions aimed to instil a sense of responsibility in teachers, encouraging them to nurture students who are not only knowledgeable but also empathetic and socially conscious. We addressed the root causes of indiscipline and disengagement, seeking to create a more supportive and effective educational system. This initiative was a crucial step towards realizing Mr. Idris's vision of an education that truly empowers individuals and fosters a more just and compassionate society.
During these sessions, we introduced various innovative teaching methodologies that emphasized active learning and student engagement. We discussed the importance of contextualizing lessons to make them relevant to the students' lives and experiences. Teacher trainees were encouraged to use storytelling, project-based learning, and collaborative activities to make learning more dynamic and meaningful.
One significant aspect of our training was the focus on emotional intelligence. We conducted workshops on how teacher trainees could develop their emotional awareness and empathy, enabling them to better understand and support their students. By creating a more emotionally supportive classroom environment, we aimed to reduce instances of indiscipline and increase student engagement.
Additionally, we stressed the importance of continuous professional development. Teacher trainees were encouraged to view themselves as lifelong learners, always seeking new knowledge and skills to enhance their teaching practice. We provided resources and networks for ongoing learning, ensuring that teacher trainees could stay updated with the latest educational research and trends.
The impact of these training sessions was profound. Many teacher trainees reported a renewed sense of purpose and enthusiasm for their profession. They felt more equipped to handle classroom challenges and more committed to fostering a positive and inclusive learning environment.
Reflecting on these experiences, it is evident that our efforts made a tangible difference. The training sessions helped to create a cohort of educators who were not only skilled in their subject matter but also deeply committed to their students' holistic development. By empowering teachers to be agents of change, we took significant steps towards creating an education system that nurtures and uplifts every student.
Sowing Seeds of Change: Advocating for Decolonized Education Across Malaysia
In 2002, Mr. Idris organized a meeting with the core team of CAP, urging them to take me on a comprehensive tour of educational institutions across Malaysia. From kindergartens to colleges, teacher training institutes to government departments, we spread the message of 'decolonization' and the inclusion of 'indigenous knowledge.' Accompanied by Mr. Subba Rao, Mr. Azmi, and their dedicated teams, we travelled from Perlis to Johor Bahru, Klang to Terengganu. During this journey, I engaged with around 5000 individuals, including teachers, headmasters, teacher trainees, government employees, students, and parents, planting the seeds for a 'new education' that liberates minds.
Our mission was to challenge the existing educational paradigms and advocate for an approach that honored local cultures and traditions. In kindergartens, we emphasized the importance of early childhood education that fosters creativity, curiosity, and cultural awareness. We introduced playful learning activities that encouraged young children to explore and appreciate their surroundings, laying the foundation for a lifelong love of learning. In one of such trainings, Mr. Idris was present for the whole day from morning to evening where teachers created their own rhymes, locally fit with consumer awareness issues. He appreciated the teachers for their creativity and innovation.
In primary and secondary schools, our focus was on integrating indigenous knowledge into the curriculum. We worked with teachers to develop lesson plans that included local history, folklore, and traditional practices. This approach helped students connect with their heritage and gain a deeper understanding of their cultural identity. We also promoted experiential learning, where students could engage in hands-on projects that linked academic concepts to real-world applications.
Throughout our journey, we encountered a wide range of responses. Some educators and officials were initially resistant to change, while others embraced our ideas with enthusiasm. The conversations we had were often challenging but always enlightening. We listened to the concerns and aspirations of the communities we visited, using their feedback to refine our approach and strengthen our advocacy.
The impact of this tour was profound. It sparked a national dialogue on the importance of decolonizing education and integrating indigenous knowledge, as Mr. Idris wished. Many of the teachers and officials we met went on to implement the strategies and ideas we discussed, creating more inclusive and culturally relevant educational environments. The seeds we planted began to grow, inspiring a movement towards an education system that empowers and liberates minds.
Reflecting on this journey, it is clear that the efforts of Mr. Idris, CAP, and our dedicated teams have made a lasting difference. The message of decolonization and the value of indigenous knowledge continue to resonate, influencing educational practices and policies across Malaysia. Our collective work has contributed to a more just and compassionate society, where education serves as a tool for empowerment and cultural preservation.
Revolutionizing Education: Advocating for a Just and Compassionate System Through U-Turn, Jingu Mangu, and Castro Stories
Inspired by Mr. Idris, I authored three books titled ‘U-Turn’, ‘Jingu Mangu’ and ‘Castro Stories’ advocating for a thorough re-evaluation of an education system steeped in colonial legacies and giving a collection of value-based games and stories. These book explore ways to liberate ourselves and revolutionize education to create an equitable and free system that nurtures the planet and its people, promoting peace and prosperity.
U-Turn delves into the historical context of education systems influenced by colonialism, highlighting the lasting impacts on present-day education. The book calls for a radical shift away from these outdated frameworks, emphasizing the importance of integrating indigenous knowledge and practices into modern education. In the book, I discuss practical strategies for decolonizing curricula, such as incorporating local languages, traditions, and ecological knowledge into everyday learning. I argue that by doing so, we can foster a sense of identity and belonging among students, helping them to appreciate their cultural heritage while also equipping them with the skills to navigate and contribute to a globalized world.
One of the key themes in these books is the role of educators as change-makers. I stress the need for teachers to be trained not only in academic subjects but also in cultural competency, empathy, and critical thinking. By empowering educators to create inclusive and dynamic learning environments, we can inspire the next generation to be compassionate, innovative, and socially responsible.
These books also address the structural changes needed at the policy level. I advocate for educational policies that prioritize equity, sustainability, and community involvement. This includes funding for schools in marginalized areas, support for alternative education models, and initiatives that promote lifelong learning and community engagement.
These books have resonated with many educators, policymakers, and community leaders. They have sparked discussions and inspired actions aimed at transforming education systems worldwide. These books have been used as a resource in workshops, conferences, and training programs, helping to spread the message of decolonization and educational reform.
Reflecting on the journey of writing and sharing these books, I am filled with gratitude for the inspiration and guidance of Mr. Idris. His vision of an inclusive and compassionate world continues to light the way for my work and the efforts of countless others who are dedicated to creating a better future through education.
The impact of these books extends beyond the written word. It has become a catalyst for change, motivating individuals and organizations to rethink and redesign their educational approaches. These books influence can be seen in the growing number of schools and programs that embrace decolonized and sustainable practices, nurturing a generation of learners who are equipped to address the challenges of the 21st century with wisdom and compassion.
Mr. Idris's legacy lives on through these efforts, reminding us that education is not just about imparting knowledge but about cultivating hearts and minds that are attuned to the needs of the planet and its people. As we continue to reflect his light and work towards a more just and equitable world, we honor his vision and commitment to the transformative power of education.
Championing Educational Reform: Presenting a Vision for Child-Centered and Equitable Learning
In 2007, Mr. Idris invited me to attend the 7th International Teachers Conference, held in Kuala Lumpur. This prestigious event brought together educators from around the world to discuss the future of education and share innovative ideas. Inspired by the opportunity to contribute to this global dialogue, I authored two books to present at the conference: ‘Children’s Choice Classes’ and ‘Education – Present Challenges and Opportunities.’
‘Children’s Choice Classes’ explored the concept of child-centered education, emphasizing the importance of giving students a voice in their learning journey. The book advocated for a more flexible and responsive curriculum that adapts to the interests and needs of children, fostering a love for learning and encouraging self-directed exploration.
‘Education – Present Challenges and Opportunities’ provided a comprehensive analysis of the current education system, identifying key areas that required reform. The book highlighted the need to address inequalities, integrate technology effectively, and prepare students for the complexities of the modern world. It also discussed the potential of education to drive social change and promote global sustainability.
At the conference, I presented a paper on the overhaul of the present education system to the participants. The paper drew from the insights and recommendations in my books, proposing a radical shift towards an education model that is inclusive, equitable, and forward-thinking. I emphasized the importance of decolonizing education and incorporating indigenous knowledge, drawing from my experiences and the lessons learned from working with Mr. Idris.
The presentation sparked engaging discussions among the attendees. Educators from diverse backgrounds shared their perspectives and experiences, enriching the conversation with a wide array of ideas and strategies. The collaborative atmosphere of the conference reinforced the notion that meaningful change in education requires collective effort and shared vision.
One of the key points I addressed was the necessity for education systems to be adaptable and resilient. In a rapidly changing world, students must be equipped with skills such as critical thinking, problem-solving, and digital literacy. I advocated for the integration of experiential learning opportunities, where students could engage in real-world projects and develop practical skills.
Another focal point of my presentation was the role of teachers as facilitators of learning rather than mere transmitters of knowledge. I stressed the need for ongoing professional development for educators, ensuring they are well-prepared to foster dynamic and inclusive learning environments. This aligns with Mr. Idris's vision of teachers as pivotal agents of change within the education system.
The conference also provided an opportunity to network with other thought leaders in education. I had the privilege of engaging in meaningful conversations with fellow presenters and participants, exchanging ideas and forging connections that would prove invaluable in future initiatives.
A Beacon of Wisdom: Celebrating Mr. Idris’s Lifetime of Transformative Education
In 2019, Tan Sri Dzulkifli Abdul Razak invited me to a momentous event where Mr. Idris was honored with the ‘Lifetime Achievement Award’ by the International Islamic University Malaysia. It was a gathering filled with admiration and respect for a man who had dedicated his life to transformative education. His close friends, Dr. C. K. Raju and Dr. Claude Alvares, were present alongside Ms. Uma, his devoted secretary.
As Mr. Idris ascended the stage to receive his award, the room was filled with palpable emotion. The audience, a blend of educators, students, and long-time associates, watched in awe of a man who had been a beacon of wisdom and inspiration. After receiving the award, he addressed the gathering with profound words that still resonate in my ears: “It is time to critically examine and dismantle colonial legacies that perpetuate inequality and discrimination. Creating more equitable environments within our educational systems will promote justice and respect for all cultural backgrounds. Furthermore, encouraging critical thinking that challenges dominant narratives will empower students to question established power structures. This approach will enable students to develop a deeper understanding of complex global issues and to contribute more effectively to a diverse and interconnected world.”
His speech was a powerful reminder of his unwavering commitment to educational reform. It encapsulated his lifelong mission to create an education system that not only imparts knowledge but also fosters critical thinking, empathy, and social justice. His words brought tears to the eyes of many in the audience, including myself. They were a call to action, urging us to continue the work he had started and to carry forward his vision of an equitable and inclusive education system.
The event was more than just a ceremony; it was a celebration of Mr. Idris's legacy and the countless lives he had touched. I was overwhelmed with gratitude for having had the privilege to know and work with Mr. Idris. His influence on my life and career has been immeasurable. He taught me the importance of questioning established norms and striving for a more just and compassionate world. His vision continues to guide my work and inspire me to push for change in every aspect of education.
That night, as the event drew to a close, I felt a renewed sense of purpose. I left the venue with a heart full of hope and determination, ready to continue the journey towards an education system that truly empowers and uplifts every student.
The Lifetime Achievement Award was a fitting tribute to a man who had given so much of himself to the world of education. It was a reminder of the profound impact one individual can have and the enduring legacy they leave behind. Mr. Idris's vision and values will continue to inspire and guide us as we work towards a future where education is a force for equality, justice, and peace. That was the last time I saw him physically.
Building a Better Future: Continuing Mr. Idris's Educational Legacy
In 2015, I conducted a transformative training session for the teachers of SJKT Nilai Tamil School on the need to reform the education system. This session culminated in a book titled ‘Joyful Learning’, collaboratively created by the participants. This encounter also led to a pivotal meeting with Dr. Kumaranvelu and Mr. Manoharan from the Ministry of Education, which sparked a series of online workshops for the parents, teachers, and students of SJKT Bandar Sri Sendayan Tamil School.
During this period, I established the John Britto Academy (JOBA) and registered it with the Government of Victoria, Australia. JOBA is built on five pillars: sustainable living, universal values, life and work skills, art and literature, and collaboration and cooperation. These pillars reflect Mr. Idris’s vision of an education system that empowers individuals and fosters holistic development.
We launched the ‘International Course on Sejahtera’ for 200 families across seven Tamil schools. An international team of experts was assembled to provide comprehensive training. This expert team met with Mr. Mohideen Abdul Kader and his team at CAP’s office, Penang to discuss future strategies. By 2024-25, our initiatives have expanded to twenty-five schools, all grounded in the five pillars of JOBA.
This journey is a testament to our commitment to realizing Mr. Idris’s dreams. We continue to develop and implement programs that promote equitable, inclusive, and sustainable education. For more information about our ongoing efforts, please visit http://www.johnbrittoacademy.com.
Through these initiatives, we carry forward Mr. Idris’s legacy, striving to create an education system that not only imparts knowledge but also instills universal values, nurtures creativity, and prepares students for the challenges of the future. His vision continues to inspire and guide us as we work towards a better, more just world.
A Serendipitous Meeting: The Lasting Influence of Mr. Idris on My Life and Work
Our first encounter has an interesting backstory. Mr. Idris was the chief guest at a National Organic Farmers Meet organized by Mr. Nammalwar, where I facilitated a session. The event was buzzing with energy, filled with farmers, educators, and activists passionate about sustainable agriculture and organic farming. It was a gathering of like-minded individuals committed to making a positive impact on the world.
During a break, amidst the lively discussions and exchange of ideas, Mr. Idris approached me with his characteristic warm smile. We began talking about the importance of education in promoting sustainable practices. As the conversation flowed, he inquired if I had written any books. With a mix of nervousness and excitement, I handed him my book, ‘Non-Formal Methods of Education’. He took the book, carefully flipping through its pages, and then looked up with a thoughtful expression.
"Your work resonates deeply with what we are trying to achieve," he said. "Education must go beyond the confines of traditional classrooms and textbooks. It should inspire critical thinking, creativity, and a genuine connection to our environment."
That moment marked the beginning of our collaborative journey. It was as if a spark had ignited a shared vision, and we knew we were on the same path towards transforming education. Mr. Idris's influence, like the sun, never fades. His wisdom and dedication have left an indelible mark on my work and my life. He taught me the importance of perseverance, compassion, and the unwavering belief in the power of education to change the world.
Reflecting on that first encounter, I am reminded of the serendipity of life and the profound impact one person can have on another. Mr. Idris's mentorship and guidance have been invaluable, shaping my approach to education and inspiring me to push boundaries and challenge the status quo.
As I continue my journey, I carry with me the lessons learned from Mr. Idris. His vision of an inclusive, equitable, and sustainable education system continues to guide my efforts. The memory of our first meeting serves as a constant reminder of the power of collaboration and the importance of staying true to one's values.
In every project, initiative, and interaction, I strive to reflect the light that Mr. Idris has shared with me. His legacy lives on through the work we do, the lives we touch, and the positive change we bring to our communities.
Like the sun that nurtures and sustains life, Mr. Idris's influence remains ever-present, inspiring hope and fostering growth in all who have had the privilege to know him.
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