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DAR2014
National Population Conference on the Inter-relationship between Population Dynamics and Development
26 June 2014, Putrajaya
Honorary Professor
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 21st century in the face of a rapidly changing world (including population issues)?
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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
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“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
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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…
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Impak keatas keluarga, masyarkat dan negara
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
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SQ
EQ/PQ IQ
IQ
EQ/PQ IQ/EQ
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Context
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“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.
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…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
_
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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.
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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
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Rohani (SC)
Emosi (EQ)
The “Tension” – Education without heart/soul
Rohani (SQ)
Jasmani
(PQ)
Intelek (IQ)
Emosi (EQ) Intelek
(IC)
Jasmani
(PI)
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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
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A world where extreme poverty has been eradicated and where the building blocks for sustained prosperity are in place. A world where no one has been left behind, where economies are transformed, and where transparent and representative by governments are in charge. A world of peace where sustainable development is the overarching goal. A world with a new spirit of cooperation and partnership. This is not wishful thinking.
Context
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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
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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 21st century in the face of a rapidly changing world (including population issues)?
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Relationships between the 4Qs and 4 Pillars of Education (UNESCO)
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
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
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
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)
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Population Challenge
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Thanks!
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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
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