Understanding education reforms

SUCCESSFUL AND EFFECTIVE OUTCOME: There has to be clarity in the focus of reforms fro practices and reforms for policies:
WITHIN the Malaysian milieu, there has been the compartmentalisation of reality regarding education with the establishment of two ministries, the Education Ministry and the Higher Education Ministry.Typically, those engaged at the school-level exercise taught leadership at the level and those engaged in tertiary education exercise taught leadership at the tertiary level. Under present circumstances, educational reforms are only educational level specific.

Educational reforms are typically macro-level strategic reforms focusing on national intelligence and competitiveness. Educational sector and systems reforms are expected to be in synergy with other sectors and systems, particularly with reforms pertaining to strategic human resource, role of women, families and communities.

Education system reforms are also very closely related to reforms in the science and technology, economic and socio-cultural sectors.

There is the intricate intertwining and juxtapositions of education reforms and school reforms but nevertheless distinctions can be made between the two focuses of reforms. There has also to be clarity in the focus of reforms for practices and reforms for policies.

Educational reforms may not have to mobilise the whole teaching force. Educational reforms may just have to mobilise certain strategic implementers of policies.

However, school reforms and educational practice reforms will have to mobilise all educators. Teachers cannot remain unmoved, unperturbed, uninvolved while other stakeholders come to the front stage to define educational futures.

There could be approximately half a million ideas from half a million teachers in the system, or at least 10,000 ideas from the schools in the country to contribute towards the betterment of educational policies, school policies and professional practices.

Enlightened policies considered, ultimately, the betterment of the education system really rest in the domain of professional practices.

School-level reforms and reforms in professional practices open up new assumptions and paradigms regarding human potentialities and capacities.

School-level reforms and professional practices deal with micro level realities and principles of acts of kindness and of love for every child, that no child is a failure, no child is left behind, that every child and teacher is unique, that no teacher loses dignity.

by Datuk Dr. Ibrahim Ahmad Bajunid.

Read more @ http://www.nst.com.my/opinion/columnist/understanding-education-reforms-1.99557

Comments are closed.