对于教师来说，NPE在他们的职业中很重要，因为NPE是教师追随的灵感来源。此外，NPE还帮助教师在教学中脱颖而出。同时，NPE对培养具有良好人格、社会责任感和较高道德修养的师范生也具有重要意义。在马来西亚独立后，教育体系的形成是由国家教育家的报告，如拉扎克报告(1957)和拉赫曼塔利班报告(1961)，被称为旧课程或KLSR。拉赫曼·塔里布的报告最终被称为1961年的教育法案。Te Frendy(2013)将教育体系的发展分为三个阶段:第一阶段(1963-1965)、第二阶段(1966-1970)和第三阶段(1971-1975)。这些年来，实施教育制度的目的是为了团结全国，创造全民教育。为了统一国家，所有小学的名字都改成了国立和民族类型的学校(Azizi Ahmad, 2007)。然而，由于KLSR的一些弱点，旧的课程被Kurikulum Baru Sekolah Rendah所取代。例如，教学大纲中有很多重复的内容，而课程只单独关注每一门课程。此外，使用的教学大纲也考虑太多的学生，使他们感到无聊。KLSR的实施只关注个人在学术上的成就，而不强调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.