1. L09
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2. CONTENTS Needs for policy making
Principals in educational policy making
Polities in policy making environment
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3. We need education policies to address the impact of, eg..
1. POLICY MAKING
We need education policies to address the impact of, eg..
Globalization (PPSMI & Decentralization, 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)
6. Lifelong learning
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4. Understood as an economic term;
1. GLOBALIZATION
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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5. Effects of 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
Eg. PPSMI & Decentralization, Quality Education, Competition, World polity
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6. Import of new systems of values Enculturation of host values
2. MIGRATION
Import of new systems of values
Enculturation of host values
Unskilled work load to skilled labor ratio
Education divide
Eg. Education for migrant children
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7. Associated with retreat of tradition and custom
3. INDIVIDUALISM
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
Eg. Childrens right
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8. 4. POLITICAL AGENCY 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
Eg. Students aids, BRIM, tax cut, GST
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9. Sustainable development Ecological modernization
5. ECOLOGY
Pollution
Global warming
Sustainable development
Ecological modernization
- science, technology, political will, political censor
- partnership between industries and government
- international agreements
Eg. Transboundry aggreements on haze
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10. Indonesia's fires labelled a 'crime against humanity' as 500,000 suffer
Haze has caused havoc, with schools in neighboring Singapore and Malaysia shut down, flights grounded and events cancelled
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11. 6. LIFELONG LEARNING
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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12. Education for the Future
LIFELONG LEARNING: WHY?
Skills and knowledge to prepare for the eventuality of job diversification and job flexibility. This ensures resiliency in employability of citizens
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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13. Education for the Future
iii. 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
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14. 2. SOCIAL PRINCIPLES IN EDUCATIONAL POLICY MAKING
Unity
Individual rights
Utilitarianism
Expansionism
Diversification
Entrepreneurialism
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15. An act to provide for education and for matters connected therewith.
UNITY
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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16. 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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17. INDIVIDUAL RIGHTS
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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18. UTILITARIAN, ENTREPRENEURIALISM
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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19. UTILITARIAN, ENTREPRENEURIALISIM, DIVERSIFICATION
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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20. 3. POLITIES IN POLICY MAKING ENVIRONMENT
Populist
Democratic populist
Democracy
Liberal
Conservative
Socialist
Capitalist
Federalist
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21. As representative of the people in various sects and creed
POPULIST
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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22. DEMOCRATIC 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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23. Dominance of the majority
DEMOCRACY
Dominance of the majority
Representatives from all major and sub groups
Recognition of individual differences and differing needs
Equitable development of potential
Dialogical (different viewpoints)democracy
Guided democracy
Pluralist-democracy (organized interest groups)
Liberal democracy
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24. Individualist initiative Low state control on all fronts
LIBERAL
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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25. Adherence to a class structure in the system
CONSERVATIVE
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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26. The welfare state instead of open market competition
SOCIALIST
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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27. The open market competition instead of welfare state Globalised
CAPITALIST
Obligation to the development of the individual good rather than the public
The open market competition instead of welfare state
Globalised
Faced with challenge to established equitable distribution.
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28. Major policy making power centered of the federal government
FEDERALISM
Major policy making power centered of the federal government
State, region or district minor.
Eg. Malaysia
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29. TERIMA KASIH
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30. Policy: Extending compulsory schooling to 11 years
Data: Education Statistics
Implication from data:
Additional teachers-Teacher training
New classrooms and schools
Culture
Legislation (Act and Regulations)
Students aids
Financial implications

31. EVALUATION 1.
Assignment 1 (individual) : 2 Jurnal Article Reviews (Student presentation, 5 minutes per article during class starting from week 5: 5/10/16
10% 2.
Test 1: Education Policy and Planning Lecture 1 – 7 (week 8: 26/10/16)
20% 3.
Group Project : Educational Policy Plan OR Strategic Plan Proposal (Group presentation from week 10: 16/10/16; hand in proposal week 13: 7/12/16 )
40% 4.
Final 28/12/16
30% 5

32. EVALUATION 3 (40%): GROUP ASSIGNMENT 3 – POLICY PLANNING
In a group of 4 persons, you are required to prepare an educational policy/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. 7

33. General Format For Policy Proposal
Title (5 marks)
Elaboration on educational issue (background, policy issue, data) (10 marks)
Elaboration on why issue needs to addressed (10 marks)
Detail of proposed plan to address issue (10 marks)
Implication of plan to the government ( financial, job positions, politics, social etc) (10 marks)
Short summary. (5 marks)

34. Thank You…end of policy planning