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L10

L10. CONTENTS. Needs for policy making Principals in educational policy making Polities in policy making environment. 1. POLICY MAKING. We need education policies to adress the impact of, eg .. Globalization (PPSMI & Decetralization , Quality Education, Competition, World polity)

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L10

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  1. L10 EDU5810/53

  2. CONTENTS Needs for policy making Principals in educational policy making Polities in policy making environment EDU5810/53

  3. 1. POLICY MAKING We need education policies to adress the impact of, eg.. Globalization (PPSMI & Decetralization, Quality Education, Competition, World polity) 2. Migration (children of migrants) 3. Individualism (Childrens Right-Compulsory education) 4. Political agency (Students aid program) 5. Ecological problems (Environmental education, Green Technology) EDU5810/53

  4. 1. GLOBALIZATION Understood as an economic term; More countries are involved in mutual trading Create economic area that spills national boundaries Expanded role of world financial markets Global impact of individual needs EDU5810/53

  5. Effects of Globalization Creates new demands for regenerating local identities Regional and transnational groups contribute governance Transforms the institutions of societies in which we live – rise of new individualism EDU5810/53

  6. 2. MIGRATION Import of new systems of values Enculturation of host values Unskilled work load to skilled labor ratio Education divide EDU5810/53

  7. 3. INDIVIDUALISM Associated with retreat of tradition and custom New individualism often associated with pressures of democracy Challenge to find new means of production solidarity and social cohesion EDU5810/53

  8. 4. POLITICAL AGENCY Representation of diverse interests Reconcile the competing claims of these interests Provide diversity of public goods Regulate markets in public interests and foster market competition Foster social peace through control of the means of violence and through the provision of policing Promote active development of human capital through education system Foster regional and transnational alliance to pursue global goals EDU5810/53

  9. 5. ECOLOGY Pollution Global warming Sustainable development Ecological modernization - science, technology, political will, political censor - partnership between industries and government - international agreements EDU5810/53

  10. LIFELONG LEARNING Learning to know: the mastery of learning tools rather than the acquisition of structured knowledge Learning to do: education to equip people to do the types of work needed in the future Learning to live together with others: education to avoid conflict or peacefully resolve it Learning to be: education that contributes to a person’s complete development EDU5810/53

  11. LIFELONG LEARNING: WHY? Education for the Future Skills and knowledge to prepare for the eventuality of job diversification and job flexibility. This ensures resiliency in employability of citizens Engagement and commitment in active citizenry roles vis a vis professional activism, community activism and national agenda activism. This ensures a high level of citizenry participation EDU5810/53

  12. Education for the Future iii. A high tolerance for change. As globalization sets in, the rapid flow of information precipitates transformation of life cultures, work cultures, relationships, and identities. iv. Integrity of positive values that are receptive of progress, change, and continuous development. The result of this enlightenment is the people’ sense of being empowered in their quest for a better living EDU5810/53

  13. 2. SOCIAL PRINCIPLES IN EDUCATIONAL POLICY MAKING Unity Individual rights Utilitarianism Expansionism Diversification Entrepreneurialism EDU5810/53

  14. UNITY Education Act 1996 (Act 550) An act to provide for education and for matters connected therewith. And WHEREAS education plays a vital role in achieving the country’s vision of attaining the status of a fully developed nation in terms of economic development, social justice, and spiritual, moral and ethical strength, towards creating a society that is united, democratic, liberal and dynamic. EDU5810/53

  15. And WHEREAS the above (National Educational Policy) is to be executed through a national system of education which provides for the national language to be the main medium of instruction, a National Curriculum and common examinations, the education provided being varied and comprehensive in scope and which will satisfy the needs of the nation as well as promote national unity through cultural, social, economic and political development in accordance with the principles of Rukunegara. EDU5810/53

  16. INDIVIDUAL RIGHTS And WHEREAS it is considered desirable that regard shall be had so far as it is compatible with policy (National Educational Policy) with that provision of efficient instruction and avoidance of unreasonable public expenditure, to the general principle that pupils are to be educated in accordance with the wishes of their parents EDU5810/53

  17. UTILITARIAN, ENTREPRENEURIALISM And WHEREAS it is the mission to develop a world class quality education system which will realize the full potential of the individual and fulfill the aspiration of the Malaysian nation EDU5810/53

  18. UTILITARIAN, ENTREPRENEURIALISIM, DIVERSIFICATION WHEREAS the purpose of education is to enable the Malaysian society to have a command of knowledge, skills and values necessary in a world that is highly competitive and globalize, arising from the impact of rapid development in science, technology and information. EDU5810/53

  19. 3. POLITIES IN POLICY MAKING ENVIRONMENT Populist Democratic populist Democracy Liberal Conservative Socialist Capitalist Federalist EDU5810/53

  20. POPULIST As representative of the people in various sects and creed Preference for local culture and values Focused on local needs Local employment market EDU5810/53

  21. DEMOCRATIC POPULIST Representative of a larger section of the population sharing similar culture, values, mission or purpose Regional interests Exhibit more tolerance and readiness to accept variations and differences between culture and values within the group EDU5810/53

  22. DEMOCRACY Dominance of the majority Representatives from all major and sub groups Recognition of individual differences and differing needs Equitable development of potential Dialogical democracy Guided democracy Pluralist-democracy (organized interest groups) Liberal democracy EDU5810/53

  23. LIBERAL Favor individualism Individualist initiative Low state control on all fronts Difficulty in balancing conservative values in private lives and market fundamentalism in employment EDU5810/53

  24. CONSERVATIVE Adherence to a class structure in the system Hegemony of value systems and culture Selective opportunities to elite Privileged authority in decision making Supports market freedom but wants strong state control over issues such as the family, drugs, abortion EDU5810/53

  25. SOCIALIST Obligation to the development of the public good rather than the individual The welfare state instead of open market competition Tight bloc of “self contained” entities Faced with challenge to develop new identity in socially and culturally more diverse environment EDU5810/53

  26. TERIMA KASIH EDU5810/53

  27. Policy: Extending compulsory schooling to 11 years Data: Education Statistics Implication from data: Additional teachers-Teacher training New classrooms and schools Culture Legislation (Act and Regulations) Students aids Financial implications

  28. EVALUATION 3 (30%): GROUP ASSIGNMENT 3– POLICY PLANNING • In a group of 4 persons, you are required to prepare an educational strategic plan. Choose an educational problem of your interest to prepare the plan. You can use the strategiceducational planning model to guide you in preparing the plan. • As a guide, each assignment must be reported in written form using Times New Roman, Font 12 and margin 1.5 with an estimated total of 5,000 words or 15 pages. Presentyourassigment in week 11 and Submityourassigment in week 12. 7

  29. General Format For Policy Proposal • Title (5 marks) • Elaboration on educational issue (background, policy issue, data) (10 marks) • Elaboration on why issue needs to addressed (10 marks) • Detail of proposed plan to address issue (10 marks) • Implication of plan ( financial, job positions, politics, social etc) (10 marks) • Short summary. (5 marks)

  30. SPE PROJECT WORK Develop a strategic plan for your school, How?

  31. EVALUATION 2 (20%): GROUP ASSIGNMENT 2 – EVALUATION OF AN EDUCATION PROGRAM • In a group of 4 persons, you are required to prepare an evaluation of an educational program. Choose an existing educational program of your interest either at the classroom, school, institution, district, state or national level. You can use the following major questions to guide you in preparing the evaluation. • Describe the program’s background, aim(s), objective(s), organization and implementation (10 marks). • With reference to your organization, analyze the program’s strengths, weaknesses, opportunities and threats (SWOT) (10 marks). • Propose improvements for the program (10 marks). • Pleaseensureyoursubmission has a cover page (EDU 5810: E 2- GroupAssigment 1: Program Evaluation; Tittle of Program; Name; matrixnumber; Name of Lecturer: Dr. RamliBasri);. Presentyourassigment in week 8 and Submityourassigment in week 9. 6

  32. EVALUATION CLASS 5

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