L05 EDU5810/30

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 EDU5810/30

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. EDU5810/30

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 : http://www.ed.gov/news/press-releases/education-department-proposes-reforms-improve-teacher-preparation-programs-and-b EDU5810/30

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 : http://www.minedu.govt.nz/ EDU5810/30

FOUR TYPES OF EDUCATIONAL IDEOLOGY Traditionalism Progressivism Enterprise Social Reconstruction Bates et al, 2011, 45 EDU5810/30

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 EDU5810/30

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 EDU5810/30

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 EDU5810/30

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 EDU5810/30

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. EDU5810/30

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. EDU5810/30

1. COMPREHENSIVE EDUCATIONAL PLANNING 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) Adapted: Courtesy Mohd Majid Konting, UPM, 2011. EDU5810/30

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. EDU5810/30

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. EDU5810/30

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. EDU5810/30

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. EDU5810/30

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. EDU5810/30

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. EDU5810/30

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. EDU5810/30

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. EDU5810/30

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. EDU5810/30

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. EDU5810/30

“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. EDU5810/30

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 EDU5810/30

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 EDU5810/30

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 EDU5810/30

5 SYSTEM ASPIRATION FOR THE EDUCATION SYSTEM 11 SHIFTS TO TRANSFORM THE SYSTEM STUDENT ASPIRATION: 6 ATTRIBUTES EDU5810/30

URL :http://www.funnytimes.com/cartoons.php?cartoon_id=19960904 EDU5810/30

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. EDU5810/30

ANY QUESTIONS, THANK YOU