對于教師來說，NPE在他們的職業中很重要，因為NPE是教師追隨的靈感來源。此外，NPE還幫助教師在教學中脫穎而出。同時，NPE對培養具有良好人格、社會責任感和較高道德修養的師范生也具有重要意義。在馬來西亞獨立后，教育體系的形成是由國家教育家的報告，如拉扎克報告(1957)和拉赫曼塔利班報告(1961)，被稱為舊課程或KLSR。拉赫曼·塔里布的報告最終被稱為1961年的教育法案。Te Frendy(2013)將教育體系的發展分為三個階段:第一階段(1963-1965)、第二階段(1966-1970)和第三階段(1971-1975)。這些年來，實施教育制度的目的是為了團結全國，創造全民教育。為了統一國家，所有小學的名字都改成了國立和民族類型的學校(Azizi Ahmad, 2007)。然而，由于KLSR的一些弱點，舊的課程被Kurikulum Baru Sekolah Rendah所取代。例如，教學大綱中有很多重復的內容，而課程只單獨關注每一門課程。此外，使用的教學大綱也考慮太多的學生，使他們感到無聊。KLSR的實施只關注個人在學術上的成就，而不強調JERIS的方面。
For teachers the NPE is important in their profession as the NPE is the source of inspiration for teachers to follow. Besides, NPE also help the teacher to excel in their teaching profession. In the meantime, NPE is also important to train teacher trainees with good personality, social and higher morality.During post-independence, formation of education system took place in Malaysia is from the reports implemented by national educationist such as the Razak Report (1957) and Rahman Talib Report (1961) which were known as the old curriculum or KLSR. The Rahman Talib Report eventually became to be known as the Education Act 1961. According to Te Frendy (2013), the development of education system is divided into three phases which are first phase (1963-1965), second phase (1966-1970) and third phase (1971-1975). During these years the purpose of implementing the education system was to unite the nation of the country and create a universal education for all. As an effort to unite the nation, the names of all primary schools were converted to national and national-type schools (Azizi Ahmad, 2007). However the old curriculum was replaced with Kurikulum Baru Sekolah Rendah due to some weaknesses in KLSR. For example, there are repetitions in the syllabus and the curriculum only focus on each subject separately. In addition, the syllabuses used also considered too much for the students which make them feel bored. The implementation of KLSR only focuses on the achievement of individuals in academic and does not emphasis on aspects in JERIS.