21/04/2026

TUESDAY | APR 21, 2026

12

EDUCATION NEWS

Where village life sparks curious minds

Beyond degree: Real path to becoming a pharmacist

PHARMACY remains one of the most sought-after courses among Malaysian students. For many parents, it represents a respected profession, stable career prospects, and an opportunity to contribute meaningfully to public health. But earning a pharmacy degree is only the beginning. In Malaysia, obtaining a pharmacy degree alone does not automatically qualify an individual to practise as a pharmacist. Regulated for public safety Pharmacy is a regulated healthcare profession in Malaysia, with safe guards in place to ensure only quali fied and competent individuals are permitted to practise. All pharmacy degrees whether obtained locally or internationally must be recognised by the Pharmacy Board of Malaysia (PBM) and listed under the First Schedule of the Registration of Pharmacists Act (ROPA) 1951. While some programmes may be academi cally reputable, those not included in the First Schedule, ROPA 1951 may pose unforeseen challenges for graduates intending to practise in Malaysia. The PBM serves as the regulatory body responsible for the registration of pharmacists and the accreditation of pharmacy programmes. Its role is to ensure that graduates are trained in accordance with Malaysia’s healthcare system and uphold the required professional standards. The Malaysian law explicitly stipulates that only individuals who are duly registered as pharmacists have the legal authority to perform the core duties of professional pharmacy practice. As such, registration is a mandatory requirement for anyone seeking to work as a pharmacist in the country. Prospective students and their parents must verify a pharmacy programme’s recognition status before enrolment. The official list of recognised local and international pharmacy degrees published by Pharmaceutical Services Programme, Ministry of Health is the most reliable reference. Taking this essential step is vital to prevent years of financial loss, emotional distress, and career uncertainty. A recognised programme The professional journey begins with the completion of a recognised Bachelor of Pharmacy programme, typically four years in duration. It is designed to integrate scientific foundations with professional and clinical training. Pharmacy education extends far beyond learning about medicines. Students are trained in pharmaceutical chemistry, pharmaceutics, pharmacology, clinical pharmacy, pharmacovigilance, pharmacy law, medicines regulation and professional ethics. The curriculum is designed to ensure graduates are competent and ready to practise safely. Professional readiness is developed through experiential learning in healthcare institutions, community pharmacies, and

Banking & Finance Academy of Pharmacy and as a board member of the Pharmacy Board of Malaysia. industry settings, supported by mentorship and supervision. Simulation exercises and case-based learning expose students to real world decision-making, while interprofessional education fosters collaboration with doctors, nurses, and allied health professionals. These elements ensure graduates are knowledgeable, ethically grounded, and practice-ready. Provisional training Upon graduation, pharmacy gradu ates must undergo supervised prac tice training as Provisionally Registered Pharmacists (PRPs). This mandatory phase bridges academic learning and independent profes sional practice. PRP training is conducted at approved premises, including hospitals, clinics, community pharmacies, pharmaceutical industries, and academia. Approved training sites are listed under the Second Schedule, ROPA 1951 are available on the official website of the Pharmaceutical Services Programme, Ministry of Health to help graduates identify appropriate placements. The training period, prescribed with a minimum duration of one year, focuses on developing professional competency and accountability. Under the supervision of certified preceptors, trainees are assessed using structured training logbooks. During this period, emphasis is placed on ethical conduct, legal compliance, communication skills, teamwork, and patient-centred care. Graduates must demonstrate competence and professionalism before being entrusted with independent duties. Lifelong responsibility Once both a recognised pharmacy degree and provisional training are completed, an individual may apply for full registration as a pharmacist. Registration allows a pharmacist to practise independently and comes with professional responsibility. Pharmacists are required to maintain an Annual Certificate and engage in continuing professional development throughout their careers. Healthcare evolves rapidly, and ongoing learning is essential to maintaining public trust and delivering safe and effective care. Pharmacy should be understood not merely as a degree, but as a regulated professional journey leading to licensure. Developing competent, ethical, and responsible pharmacists is a shared responsibility among educational institutions, regulators, parents, and society. The ultimate goal is not merely to produce graduates, but to uphold public safety through high professional standards. Dr Renukha Sellappans is the head of the School of Pharmacy, Faculty of Health and Medical Sciences, Taylor’s University. She also serves as the principal of the Malaysian

both relevant and engaging, while also rooted in children’s lived realities. In Malaysia, the well-known children’s song “ Di mana Dia Anak Kambing Saya” provides a meaningful illustration of early learning that is closely tied to local identity and everyday experiences. The song, which centres on a child from a village community, reflects the socio-cultural environment that shapes children’s interactions and access to learning. Its playful narrative captures children’s natural curiosity and emphasises exploration, movement and imagination elements that are increasingly recognised as essential in fostering holistic development within early childhood education. Giving children valuable lessons A similar spirit of learning through everyday experiences can be seen in the story of Gilly the Goat at Garden for The Little Star. Each morning, the children eagerly made their way to the playground, not for the usual attractions like slides or sandboxes, but to greet Gilly, a gentle goat who lived beside the garden. With her soft gray fur and bright, curious eyes, Gilly became an important part of their daily routine. She would welcome the children with cheerful sounds and friendly gestures, creating a warm and inviting atmosphere. Over time, this simple interaction evolved into a meaningful daily ritual known as the Morning Greeting Ceremony. Each day, the children would line up to greet Gilly, gently patting her while she responded with her cheerful maa aa-aa , creating a joyful start to their morning. Even on rainy days, when it seemed likely that Gilly would remain in her shelter, she would still appear to welcome them, strengthening their sense of consistency, care and connection. Through these small yet meaningful moments, the children learned valuable lessons about empathy, friendship and the importance of nature in their lives. As one of the adults remarked, Gilly had become part of their family. This story illustrates how learning and relationships can grow naturally from everyday interactions, shaped by shared curiosity and simple experiences. Ultimately, it shows that in environments like Garden for The Little Star, learning does not merely begin in the classroom. It begins with connection, nature and sometimes with the gentle presence of a cheerful goat. Assoc Prof Dr Connie Shin Connie Cassy Ompok and Assoc Prof Lee Bih Ni are with the Unit for Rural Education Research, Faculty of Education and Sport Science, Universiti Malaysia Sabah

o Decline in opportunities for nature-based learning poses considerable challenge for early childhood education institutions

L IMITED access to early childhood education contin ues to pose a major barrier to achieving equitable lifelong learning opportunities, especially for children living in villages and remote communities. Over the past decade, many regions across Asia have witnessed a decline in outdoor play, largely influenced by rapid urbanization and increasing paren tal concerns about safety. In several Asian contexts, there is a strong emphasis on academic preparation rather than play, which further reduces support for nature based learning experiences. As a result, children’s opportunities for exploration, social interaction and holistic development have become increasingly constrained. Early childhood education institutions themselves face considerable challenges. Making education relevant and engaging Among the most pressing issues are limited land availability and insufficient learning spaces. For instance, under the Thirteenth Malaysia Plan (RMK13), many rural areas still do not have adequate access to proper preschool facilities. These structural limitations highlight the need to rethink how learning environments can be designed and utilised, particularly in rural settings.

In contrast to these constraints, village environments offer naturally rich and meaningful contexts for learning. Children in such settings are continuously exposed to daily life activities and the natural world around them. These surroundings support cognitive growth through real-world observation and problem-solving, while also promoting physical development through outdoor play, movement, and exploration. At the same time, regular interaction within the community nurtures social-emotional resilience, encouraging cooperation, shared responsibility, and a sense of belonging. The open ended nature of village life further inspires creativity and imaginative thinking, allowing children to engage with their environment in flexible and meaningful ways. To fully harness these benefits, it is important to integrate traditional and play-based learning approaches. This can be achieved by blending foundational academic skills such as literacy and numeracy with interactive methods like role play and storytelling. In addition, nature-centered activities, including outdoor classrooms, nature walks, and simple farming tasks, can further enrich children’s learning experiences. Such an approach ensures that education remains

Education News/Health & Wellness TUES Nature-centered activities, including outdoor classrooms, nature walks, and simple farming tasks, can further enrich children’s learning experiences. BERNAMAPIC

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