1. DAR2014 National Population Conference on the Inter-relationship between Population Dynamics and Development 26 June 2014, Putrajaya

2. DAR2014 Educational Planning (UNESCO) strengthen national capacity to plan and manage changing educational systems in response to the needs of society plan and prepare the education sector through long-term involvement and focused [sustainable] interventions improve the quality of the educational experience itself realise global agenda like ESD, EFA, MDGs and post-2015 Development (Education) Agenda Q: what educational planning do nations need in the 21 st century in the face of a rapidly changing world (including population issues)?

3. DAR2014 Background Aide Memoire on Population Change …overpopulation as not just a problem of resources, but of social cohesion. …the "behavioral sink." This referred to aberrant behaviors such as hyperaggression, failure to breed normally, infant cannibalism, increased mortality, and aberrant sexual patterns in such overcrowded situations. Source: http://www.nlm.nih.gov/news/calhoun_papers_released.html

4. DAR2014

5. “Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani, berdasarkan kepercayaan dan kepatuhan kepada Tuhan [Rukunegara]. Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta mampu memberikan sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara”. Context

6. DAR2014 4Qs of “National Education Philosophy” Intelek (IQ) Emosi ( EQ) Rohani (SQ) Jasmani (PQ*) * a system that translates emotional energy into physical energy and teaches people how to train and trust the body's intelligence (relationship between personality-mindfulness and actions) - Andrea Isaacs. …untuk melahirkan insan yang seimbang dan harmonis…

7. DAR2014 Ad-Din Nyawa Intelek Keturunan Harta Benda Qanun Adab Hidup Maqasid al-Shariah ….kepercayaan dan kepatuhan kepada Tuhan Mengurangkan Beban Hidup Relieving of Burden Menghapuskan Prasangka Eliminating Prejudices Keadilan Justice Life Intellect Posterity Property Way of Life Code of Living

8. DAR2014 SQ EQ/PQ IQ EQ/PQ IQ/EQ

9. DAR2014 Context

10. DAR2014 “Wujud dua pemikiran yang saling bertentangan dan sekali gus mempengaruhi penggubal-penggubal dasar mengenai matlamat pendidikan. Pemikiran pertama ialah pendidikan untuk memenuhi objektif utilitarian, manakala pemikiran kedua ialah pendidikan untuk pembangunan manusia dan perkembangan ilmu. Polemik antara dua aliran pemikiran tersebut menjadi semakin ketara dengan wujudnya fenomena pengangguran di kalangan siswazah di negara ini. Fenomena ini telah dimanfaatkan oleh aliran utilitarian untuk memperteguhkan pandangan mereka bahawa matlamat pendidikan tinggi ialah menyediakan teknokrat, birokrat, saintis, ahli ekonomi dan ahli profesional yang berkepakaran tinggi, yang sangat diperlukan oleh pasaran pekerjaan, yang berkeupayaan untuk menyumbang kepada pembangunan ekonomi dan pembangunan perindustrian dan perdangangan negara.

11. DAR2014 …the dark side of today’s education Today the human population will increase by 250,000. And today we will add 2,700 tons of chlorofluorocarbons to the atmosphere and 15 million tons of carbon. Tonight the Earth will be a little hotter, its waters more acidic, and the fabric of life more threadbare..... It is worth noting that this is not the work of ignorant people. It is, rather, largely the result of work by people with BAs, BSs, LLBs, MBAs, and PhDs.” David Orr (1991) What Is Education For? Six myths about the foundations of modern education, and six new principles to replace them _

12. DAR2014 What was wrong with their education? (Orr, 1991) In Wiesel's words (Global Forum, Moscow, 1990): "It [education] emphasized theories instead of values, concepts rather than human beings, abstraction rather than consciousness, answers instead of questions, ideology and efficiency rather than conscience.“ My point is simply that education is no guarantee of decency, prudence, or wisdom. More of the same kind of education will only compound our problems. This is not an argument for ignorance, but rather a statement that the worth of education must now be measured against the standards of decency and human survival - the issues now looming so large before us in the decade of the 1990s and beyond. It is not education that will save us, but education of a certain kind.

13. DAR2014 Namun, aliran kemanusiaan tetap berpendirian bahawa pendidikan tiada hubungkaitnya dengan membekalkan sesuatu kemahiran khusus dalam sesuatu bidang pekerjaan, atau menyediakan pekerja industri atau melayani tuntutan-tuntutan ekonomi. Matlamat pendidikan mengikut aliran kemanusiaan ialah menghasilkan manusia yang seimbang perkembangan fizikal, intelektual, sosial, emosi dan kerohaniannya, manusia yang berterusan meneroka perkembangan ilmu, manusia yang sarat dengan nilai-nilai murni, dan manusia yang mendukung perpaduan dan integrasi nasional. Jawatankuasa berpendapat bahawa kedua-kedua aliran pemikiran adalah relevan dan penting, dan dengan itu perlu disepadukan dalam gerakan meningkatkan kualiti pendidikan tinggi negara”. Petikan Laporan Jawatankuasa Mengkaji, Menyemak dan Membuat Perakuan Tentang Perkembangan dan Hala Tuju Pendidikan Tinggi Malaysia, 2005

14. DAR2014 Rohani (SC) Emosi (EQ) The “Tension” – Education without heart/soul Rohani (SQ) Jasmani (PQ) Intelek (IQ) Emosi (EQ) Intelek (IC) Jasmani (PI)

15. DAR2014 Ad-Din Nyawa Intelek Keturunan Harta Benda Suicide Violence Divides/Disparities Commodisation Population change: Pressured by education ….kepercayaan dan kepatuhan kepada Tuhan Imbalance Mind vs Heart Inequitable future access and success Intellect Posterity Property Life Way of Life Qanun Adab Hidup Maqasid al-Shariah Mengurangkan Beban Hidup Relieving of Burden Menghapuskan Prasangka Eliminating Prejudices Keadilan Justice Code of Living

16. DAR2014 Context

17. DAR2014 Examples of Potential Impact By 2030 the world would have:  1.2 billion fewer people hungry and in extreme poverty  100 million more children who would otherwise have died before they were five  4.4 million more women who would otherwise have died during pregnancy or childbirth  1.3 billion tons of food per year saved from going to waste  470 million more workers with good jobs and livelihoods  200 million more young people employed with the skills they need to get good work  1.2 billion more people connected to electricity  190 to 240 million hectares more of forest cover  $30 trillion spent by governments worldwide transparently accounted for  People everywhere participating in decision-making and holding officials accountable  Average global temperatures on a path to stabilise at less than 2° C above pre-industrial levels  220 million fewer people who suffer crippling effects of natural disasters - The Report of the High-Level Panel of Eminent Persons on the Post-2015 Development Agenda, p. 31

18. DAR2014 Educational Planning (UNESCO) strengthen national capacity to plan and manage changing educational systems in response to the needs of society plan and prepare the education sector through long-term involvement and focused [sustainable] interventions improve the quality of the educational experience itself realise global agenda like ESD, EFA, MDGs and post-2015 Development (Education) Agenda Q: what educational planning do nations need in the 21 st century in the face of a rapidly changing world (including population issues)?

19. DAR2014 Q EQ Relationships between the 4Qs and 4 Pillars of Education (UNESCO) To Do To Be Together IQ SQ To Know To Live Platform for “National Education Philosophy” Platform for “Education Planning” Suicide Violence Imbalance Mind vs Heart Divides/Disparities Commodisation Inequitable future access and success Population change: Pressure by education Basis for Educational Planning to eliminate: Basis for Educational Planning PQ

20. DAR2014 http://slodive.com/inspiration/deadly-combination-of-photo-manipulation-art/ learning to be (SQ) spiritually aware values: trust multiculturism co-existing co-learning …today’s world, technologically dehumanising An Integrated Approach Basis for Educational Planning

21. DAR2014 http://slodive.com/inspiration/deadly-combination-of-photo-manipulation-art/ education with a heart – caring, giving human being vs human capital (soulless) socially engaged, collaborative commons learning to live together – globally (EQ) …today’s world, poverty stricken An Integrated Approach Basis for Educational Planning

22. DAR2014 http://slodive.com/inspiration/deadly-combination-of-photo-manipulation-art/ learning to know (IQ) learning to do (PQ) transdisciplinary context and relevance …today’s world, ecologically deficit An Integrated Approach Basis for Educational Planning (Inside-Out Process)

23. DAR2014 Population Challenge IQ EQ SQ PQ To know To do Insan, Keluarga, Masyarakat, Negara To be To live together Q

24. DAR2014 Thanks!

25. Acknowledgement & Disclaimer This presentation and the opinions expressed are those of the author as of the date of writing and are subject to change. It has been prepared solely for purposes of education, information and discussion by the recipients. Any reference to past data/indicators are not necessarily a guide to the present and future. The information and analysis contained in this publication have been compiled or arrived at from sources believed to be reliable, and are duly acknowledged. The author does not make any representation as to their accuracy or completeness and does not accept liability for any loss arising from the use hereof. Neither this document nor any copy thereof may be sent to or taken into territories/places where the use and the distribution may be restricted by local law and/or regulation. This document may not be reproduced either in whole, or in part, without the written permission of the author © DAR 2007-2014