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EDU5810/53 1

EDU5810/53

CONTENTS

1. Needs for policy making2. Principals in educational policy

making3. Polities in policy making

environment

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We need education policies to adress the impact of, eg..1. 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)3

1. POLICY MAKING

• 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

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1. 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

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Effects of Globalization

• Import of new systems of values• Enculturation of host values• Unskilled work load to skilled labor

ratio• Education divide

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2. MIGRATION

• 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

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3. INDIVIDUALISM

• 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

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4. POLITICAL AGENCY

• Pollution• Global warming• Sustainable development• Ecological modernization

- science, technology, political will, political censor- partnership between industries and government- international agreements

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5. ECOLOGY

• 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

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LIFELONG LEARNING

Education for the Future

i. Skills and knowledge to prepare for the eventuality of job diversification and job flexibility. This ensures resiliency in employability of citizens

ii. 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

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LIFELONG LEARNING: WHY?

Education for the Futureiii. 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

EDU5810/5312

1. Unity2. Individual rights3. Utilitarianism4. Expansionism5. Diversification6. Entrepreneurialism

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2. SOCIAL PRINCIPLES IN EDUCATIONAL POLICY MAKING

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.

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UNITY

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.

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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

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INDIVIDUAL RIGHTS

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

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UTILITARIAN, ENTREPRENEURIALISM

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.

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UTILITARIAN, ENTREPRENEURIALISIM, DIVERSIFICATION

1. Populist2. Democratic populist3. Democracy4. Liberal5. Conservative6. Socialist7. Capitalist8. Federalist

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3. POLITIES IN POLICY MAKING ENVIRONMENT

• As representative of the people in various sects and creed

• Preference for local culture and values• Focused on local needs• Local employment market

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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

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DEMOCRATIC POPULIST

• 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

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DEMOCRACY

• Favor individualism• Individualist initiative• Low state control on all fronts• Difficulty in balancing conservative values in

private lives and market fundamentalism in employment

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LIBERAL

• 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

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CONSERVATIVE

• 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

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SOCIALIST

TERIMA KASIHEDU5810/53 26

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Policy: Extending compulsory schooling to 11 years

1. Data: Education Statistics

2. Implication from data:

a) Additional teachers-Teacher training

b) New classrooms and schools

3. Culture

4. Legislation (Act and Regulations)

5. Students aids

6. Financial implications

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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 strategic educational 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. Present your assigment in week 11 and Submit your assigment in week 12.

General Format For Policy Proposal

1. Title (5 marks)2. Elaboration on educational issue (background,

policy issue, data) (10 marks)3. Elaboration on why issue needs to addressed (10

marks)4. Detail of proposed plan to address issue (10 marks)5. Implication of plan ( financial, job positions,

politics, social etc) (10 marks)6. Short summary. (5 marks)

SPE PROJECT WORK

Develop a strategic plan for your school,How?

No Content Full Mark Achievement1. Introduction (Cover, Title, Table of Content,

Introduction to institution) 10

2. Internal Environment: a) Strength 10a) Weaknesses 10

3 External Environment:a) Threat 10a) Weaknesses 10

4 Vision and mission 105 Strategic objective (at least 4) 206 Specific objective ( just one) 107 Action Plan (just one) 10

Total 100Mark 40

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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. 1. Describe the program’s background, aim(s), objective(s), organization and implementation

(10 marks).

2. With reference to your organization, analyze the program’s strengths, weaknesses, opportunities and threats (SWOT) (10 marks).

3. Propose improvements for the program (10 marks).

Please ensure your submission has a cover page (EDU 5810: E 2- Group Assigment 1: Program Evaluation; Tittle of Program; Name; matrix number; Name of Lecturer: Dr. Ramli Basri);.

Present your assigment in week 8 and Submit your assigment in week 9.

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EVALUATION

CLASS

1. Group Work Assignment 1 (2 student per group) : Jurnal Article Review (week 4-6)

10%

2. Group Work Assignment 2(4 student per group) : Evaluation of an Educational Plan (week 8 - 9)

20%

3. Group Project : Educational Policy Plan OR Strategic Plan Proposal (week 11 - 12)

40%

4. Final 30%