1. L05
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2. Changes in Concept of Educational Planning
CONTENTS
Educational Ideology
Changes in Concept of Educational Planning
Types of Educational Planning
Key Points in Current Malaysia Educational Plans
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3. EDUCATIONAL IDEOLOGY
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.
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4. U.S. DEPARTMENT OF EDUCATION
“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 30,2011
URL :
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5. MINISTRY OF EDUCATION, NEW ZEALAND
“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 Zealand
URL :
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6. FOUR TYPES OF EDUCATIONAL IDEOLOGY
Traditionalism
Progressivism
Enterprise
Social Reconstruction
Bates et al, 2011, 45
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7. Disciplinary and subject knowledge Traditions and heritage Elitism
1. TRADITIONALISM
Main Features:
Disciplinary and subject knowledge
Traditions and heritage
Elitism
Teacher-centred learning
Adapted: Bates et al, 2011, p.45
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8. Student-centred learning Freedom of choice for students
2. PROGRESSIVISM
Main Features:
Student-centred learning
Freedom of choice for students
Subject and disciplinary knowledge not important
Mass access to higher education
Adapted: Bates et al, 2011, p.45
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9. Students viewed as future workers
3. ENTERPRISE
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
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10. 4.SOCIAL RECONSTRUCTION
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
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11. CHANGES IN CONCEPTION OF EDUCATIONAL PLANNING
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.
Adapted Courtesy : Mohd Majid Konting, UPM.
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12. 11 TYPES OF EDUCATIONAL PLANNING
1. Comprehensive
2. Adaptive
3. Contingency
4. Compulsive
5. Manipulative
6. Indicative
7. Incremental
8. Autonomous
9. Ameliorative
10. Functional
11. Educational Programming
Adapted: Courtesy Mohd Majid Konting, UPM, 2011.
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13. 1. COMPREHENSIVE EDUCATIONAL PLANNING
A long range planning, takes 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)
Adapted: Courtesy Mohd Majid Konting, UPM, 2011.
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14. 2. ADAPTIVE EDUCATIONAL PLANNING
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
Courtesy : Mohd Majid Konting, UPM, 2011.
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15. 3. CONTINGENCY EDUCATIONAL PLANNING
As a means to absorb emergency with minimum inconvenience
Example: contingency examination centres during the monsoon season
Courtesy : Mohd Majid Konting, UPM, 2011.
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16. 4. COMPULSIVE EDUCATIONAL PLANNING
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
Courtesy : Mohd Majid Konting, UPM, 2011.
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17. 5. MANIPULATIVE EDUCATIONAL PLANNING
Manipulating various strategies and instruments to get maximum results
Among the strategies used: deals, trades and personal inducements
Example: school cooperatives
Courtesy : Mohd Majid Konting, UPM, 2011.
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18. 6. INDICATIVE EDUCATIONAL PLANNING
Giving the right signals in the hope that they (the actors) in turn will take appropriate actions
Instrument: Check list
Example: PTA activities, NCLB
Adapted: Courtesy Mohd Majid Konting, UPM, 2011.
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19. 7. INCREMENTAL EDUCATIONAL PLANNING
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
Adapted: Courtesy Mohd Majid Konting, UPM, 2011.
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20. 8. AUTONOMOUS EDUCATIONAL PLANNING
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
Adapted: Courtesy Mohd Majid Konting, UPM, 2011.
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21. 9. AMELIORATIVE EDUCATIONAL PLANNING
To put things in their original form without considering what would happen
Its aim is to return to the status quo
Example: School fee
Adapted: Courtesy Mohd Majid Konting, UPM, 2011.
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22. 10. FUNCTIONAL EDUCATIONAL PLANNING
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)
Courtesy : Mohd Majid Konting, UPM, 2011.
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23. 11. EDUCATIONAL PROGRAMMING
Specifies the target groups, the program requirement, and the resources needed to achieve a specific objective.
Example: tuition classes
Courtesy : Mohd Majid Konting, UPM, 2011.
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24. “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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25. KEY POINTS OF 10TH MALAYSIA PLAN-EDUCATION SYSTEM
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
Continued
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26. KEY POINTS OF 10TH MALAYSIAN PLAN-EDUCATION SYSTEM
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
Continued
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27. KEY POINTS OF 10TH MALAYSIAN PLAN-EDUCATION SYSTEM
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
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28. 5 SYSTEM ASPIRATION FOR THE EDUCATION SYSTEM
11 SHIFTS TO TRANSFORM THE SYSTEM
STUDENT ASPIRATION:
6 ATTRIBUTES
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29. URL :http://www.funnytimes.com/cartoons.php?cartoon_id=19960904
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30. SUMMARY
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?”
Bates et al, 2011, pp.xii, 3 & 8.
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31. ANY QUESTIONS, THANK YOU