Pedagogical and Cultural SEAMEO, QITEP In Language Education missions: Pedagogical and Cultural Bambang Indriyanto Director SEAMEO, QITEP In Language

Outcomes of Education Missions Topics of Discussion Mandates of Policy A Roles of Education B Outcomes of Education Missions C

A Mandates of Policy Basic Assumption Orientation of Life

Basic Assumptions 1 Achieving education policy is not the goal in itself, it’s a means to achieve broader goals: Economic growth Social harmony Political democracy Sustainable development

Orientations of Life 2 Harmony as Social Foundation The very idea of teaching based on the point of view of education missions is to create social harmony and to make social progress Harmony as Social Foundation Harmony as Social Capital Orientations towards Social Harmony Progress for Competitiveness Progress for Sustainability Orientations towards Making Progress

BB Roles of Education The Path of Education Roles Curriculum as Bases Phases of Internalizing Education Missions School as Entry Point

The Path of Education Role 1 Education has pedagogical and cultural missions to lead every student to become competent individual Educational Process Transferring of knowledge Transcending Transforming of cultural values Intellectual competencies Esthetic competencies Etic competencies Need for achievement Pedagogical Mission Cultural Mission Actualization of knowledge and cultural values

Curriculum as Bases 2 Curriculum serve as bases to implement education missions Policy Environments Curriculum Graduate competencies Market signal Feedback loops Teaching competences of teachers Managerial competences of principals Equipment adequacy Teaching orientations

Phases of Internalizing Education Missions 3 Given the fact that education missions are complex they go through a series of sequential phase. Action Awareness Perception Conception Outcomes: Responsible Attitude and aptitude

Administrative behavior Pedagogical Behaviors School as Entry Point 4 School is the dominant institution where transferring knowledge and transforming cultural values taking places. Managerial factors serve as determinant for the effectiveness of transferring and transforming Administrative behavior Students’ Character Pedagogical Behaviors Mechanism of Transfer and Transform A set of competence and behavior Expected Outcomes School as Education Institution

Teaching in Practices 5 Teaching as a means of empowering students are achieved through three integrated curricular tracks. Curricular Tracks Intra-Curricular Teaching subject matter based on curriculum Co-Curricular Elaborating content of subject matter Extra-Curricular Implementing content of subject matter through activities Comprehending contents of curriculum

Outcomes of Education Mission Educational Taxonomy Perspectives Broader Outcomes Educational taxonomy perspectives Competencies phase

Educational Taxonomy Perspectives 1 The effectiveness of transferring and transforming processes are commonly measured in three domains of education output. Cognitive criteria Affective Psychomotor criteria Curriculum Social sensitivity Personal sensitivity Logical sense Analytical sense Act efficiently Productive oriented

Broader Outcomes 4 Perspective Outcomes Pedagogy Individuals who have cognitive, affective, and psychomotoric competencies to support their life as a member of community Religious Individuals having religious faith consisting of religiosity and religiosim Economy Individuals having skills to boost productivity and economic growth Politic Individuals having democratic attitudes and supporting democracy Social Individuals having competencies to develop and enrich cultural values as a part of ensuring social harmony

Institutionalization Outcomes 3 As knowledge and values have been internalized by students, they are institutionalized through their professional life Religious Awareness Faithful Nature Social life Independent Social Awareness Environmental Awareness Psychological Awareness

Words to ponder The very idea of formulating and implementing education policy is to ensure pedagogical well-being of students non discriminatively If we consider that todays students will be the next productive generations take them assets rather than as consumers

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