l05 1edu5810/30. 1.educational ideology 2.changes in concept of educational planning 3.types of...

L05

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1. Educational Ideology

2. Changes in Concept of Educational Planning

3. Types of Educational Planning

4. Key Points in Current Malaysia Educational Plans

CONTENTS

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• Educational ideology is “...any package of educational ideas held by a group of people about formal arrangements for education”.

(Matheson, 2008, cited in Bates et al, 2011, 44)

• The influence of political ideology on educational ideology in most countries is very evident.

EDUCATIONAL IDEOLOGY

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“Too many future teachers graduate from prep programs unprepared for success in the classroom," said U.S. Secretary of Education Arne Duncan. "We have to give teachers the support they need to ensure that children get the high quality education they deserve. Our goal is to develop a system that recognizes and rewards good programs, and encourages all of them to improve.”

U.S. Department of Education, September 30,2011URL : http://www.ed.gov/news/press-releases/education-department-proposes-reforms-improve-teacher-preparation-programs-and-b

U.S. DEPARTMENT OF EDUCATION

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“Building a world-leading education system that equips all New Zealanders with the knowledge, skills, and values to be successful citizens in the 21st-century.”

Ministry of Education, New ZealandURL : http://www.minedu.govt.nz/

MINISTRY OF EDUCATION, NEW ZEALAND

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1.Traditionalism2. Progressivism3. Enterprise4. Social Reconstruction

FOUR TYPES OF EDUCATIONAL IDEOLOGY

Bates et al, 2011, 45

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Main Features:

Disciplinary and subject knowledge

Traditions and heritage

Elitism

Teacher-centred learning

Adapted: Bates et al, 2011, p.45

1. TRADITIONALISM

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Main Features:

Student-centred learning

Freedom of choice for students

Subject and disciplinary knowledge not important

Mass access to higher educationAdapted: Bates et al, 2011, p.45

2. PROGRESSIVISM

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Main Features:

Students viewed as future workers

Emphasis on usefulness of the curriculum

Emphasis on use of new technologies and approaches

Concentration on core skills

Adapted Bates et al, 2011, p.45

3. ENTERPRISE

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Main Features:

Education viewed as a force for social change

Radical approach to enterprise

Experiential learning

Focus on subjects

Students become autonomous learners facilitated by teachers

Adapted Bates et al, 2011, p.45

4.SOCIAL RECONSTRUCTION

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• From quantitative to quality;• From emphasizing centralised to decentralised and

equal involvement.• Focuses more on incentives, market forces,

privatisation, out-of-school and non-formal education.• Increasing job related training.• Increasing non-governmental agencies’

involvement; • Increasing adult education program.

CHANGES IN CONCEPTION OF EDUCATIONAL PLANNING

Adapted Courtesy : Mohd Majid Konting, UPM.11EDU5810/30

1. Comprehensive2. Adaptive3. Contingency4. Compulsive5. Manipulative6. Indicative

11 TYPES OF EDUCATIONAL PLANNING

7. Incremental8. Autonomous9. Ameliorative10. Functional11. Educational Programming

Adapted: Courtesy Mohd Majid Konting, UPM, 2011.

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A long range planning, takes 25-40 years General and comprehensive in nature To provide a guideline to be followed by other

related fields; on the use of educational resources, on how to monitor and evaluate educational progress and problems.

Example: Wawasan 2020 (Vision 2020)

1. COMPREHENSIVE EDUCATIONAL PLANNING


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Courtesy : Mohd Majid Konting, UPM, 2011.

To adapt current practices as a result of reaction from external development

Problem solving in the narrowest sense To ensure organizational equilibrium Example: Introduction of English in the Teaching of

Science and Mathematics & MBMMBI

2. ADAPTIVE EDUCATIONAL PLANNING

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As a means to absorb emergency with minimum inconvenience

Example: contingency examination centres during the monsoon season

3. CONTINGENCY EDUCATIONAL PLANNING

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A detailed account on what should be done Rigid, but necessary Motivational instrument: congratulation if

successful and punishment if failed Example: school finances, must pass subject

4. COMPULSIVE EDUCATIONAL PLANNING

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Manipulating various strategies and instruments to get maximum results

Among the strategies used: deals, trades and personal inducements

Example: school cooperatives

5. MANIPULATIVE EDUCATIONAL PLANNING

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Giving the right signals in the hope that they (the actors) in turn will take appropriate actions

Instrument: Check list Example: PTA activities, NCLB

6. INDICATIVE EDUCATIONAL PLANNING


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Planning that takes short steps, correcting mistakes as it proceeds

Such a process, while constituting acceptable short-term adaptability, is accumulative in nature

A sufficient body of mistakes will force the planner to take a completely comprehensive approach.

On the other hand, such planning, if successful, should accumulate a sufficient body of experience to enable the educational planners to attempt comprehensive planning

7. INCREMENTAL EDUCATIONAL PLANNING


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Planning pursued by itself and not as a part of any other planning.

Example: the teacher might exercise her/his own teaching strategies, schools may introduce their own initiatives for school improvement

8. AUTONOMOUS EDUCATIONAL PLANNING


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To put things in their original form without considering what would happen

Its aim is to return to the status quo Example: School fee

9. AMELIORATIVE EDUCATIONAL PLANNING


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Focuses on a particular aspect of the total educational problem.

Essentially, this type of planning is segmented in nature, but still functions as a part of the total planning effort

Example: education for special children(see suplement 2: Buku Dasar Pendidikan)

10. FUNCTIONAL EDUCATIONAL PLANNING

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Specifies the target groups, the program requirement, and the resources needed to achieve a specific objective.

Example: tuition classes

11. EDUCATIONAL PROGRAMMING

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“Educational change depends on what a whole range of people who are more or less directly involved actually do. If they are to do what the change expects them to do, a degree of ‘reculturing’ is often needed. Within any national education system, people work in differing contexts.”Wedell, 2009, p.29.

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Revamp education system to focus on implementation and delivery capability

Reinforce importance of values and ethics in education system

181 Permata centres to be set up throughout country

Pre-school enrollment to be increased from 87 pct by 2012 and to 92 pct in 2015

KEY POINTS OF 10TH MALAYSIA PLAN-EDUCATION SYSTEM

Continued

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Entry age for schooling to be lowered from 6+ to 5+ in line with many developed countries

RM400 million for Literacy and Numeracy Screening (LINUS) programme between 2010 to 2012 to ensure all students have basic literacy and numberacy skills after first three years of primary education

Strengthen learning of Bahasa Malaysia and English

Investments in school infrastructure and facilities especially for rural schools in Sabah and Sarawak

KEY POINTS OF 10TH MALAYSIAN PLAN-EDUCATION SYSTEM

Continued

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RM140 million to develop 100 high performing schools by 2012

RM160 million for reward programme between 2010 and 2012 for head teachers and principals

Leadership training for 14,000 school officials every year by Institute Aminuddin Baki from current level of 8,000

KEY POINTS OF 10TH MALAYSIAN PLAN-EDUCATION SYSTEM

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5 SYSTEM ASPIRATION

FOR THE EDUCATION

SYSTEM

STUDENT ASPIRATION:

6 ATTRIBUTES

11 SHIFTS TO TRANSFORM THE SYSTEM

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URL :http://www.funnytimes.com/cartoons.php?cartoon_id=19960904

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1. “The process of educational policy making, implementation and review is complex.”

2. “... educational policies cannot be understood if divorced from historical context...”

3.”The big question of who should control the education system – the government, local authorities, parents, teachers?”

SUMMARY

Bates et al, 2011, pp.xii, 3 & 8.

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ANY QUESTIONS,THANK YOU

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