الدور العماني في تعزيز الأخلاق بين التنظير والتطبيق

الدَوْرُ العُماني في تعزيز الأخلاق بين التنظير والتطبيق

Conclusion

The Malaysian Education system is governed by certain policy documents that emphasise the position of values in nurturing students' attributes، such as the National Education Philosophy and the Malaysia Education Blueprint 2013 - 2025. Both documents explicitly include values education and the spiritual/moral development as the component of student attributes. Though at the tertiary level، emphasis is on equipping students with competencies and employability، values and spirituality are included as part of holistic graduate attributes rather than as a separate agenda (Government of Malaysia، 2013; Tan، 2017)

In Uzbekistan، the national reform documents stress the essentiality of "universal values" and "high spirituality" in school curricula rhetoric. Though higher- education reforms prioritise modernization and quality، spirituality and values are addressed indirectly، reflected in the language of the policy. In other words، spirituality and values are part of the picture، but they do not set the agenda or are not the dominant organising principle for tertiary policy (Ministry of Higher Education، Uzbekistan، 2020).

With regard to education system in Oman، its education philosophy has the clearest and most direct statement on the position of Islamic faith and moral

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