Unit 2-Thoughts and Philosophies of Education in Other Countries-Educational Operations (Apple Grace Marie S. Sebastian)

UNIT 2: THOUGHTS AND PHILOSOPHIES
OF EDUCATION IN OTHER COUNTRIES
Subtopic: Educational Operations
By: Apple Grace Marie S. Sebastian

(Comparative Education)
What is Educational Operations?
Educational operations are also known
as educational activities. There are three
levels of the educational operations:
• Level I, which comprised classroom
based operations
• Level II, which comprised
of school based operations and finally
• Level III, which comprise of state
based operations
What is Educational Operations?
School operational design determines the
leadership's capacity to economically and
logistically accomplish the mission. This is
especially true for those schools that pursue
more advanced instructional strategies
like blended learning.
NINE (9) AREAS OF EDUCATIONAL
OPERATIONS
1. Information Systems
• Network Reliability
• Data Access
OPERATIONS
2. Human Resource
Design
OPERATIONS
3. Enrollment
OPERATIONS
4. Marketing
OPERATIONS
5. Facilities
OPERATIONS
6. Stakeholder
Engagement
OPERATIONS
7. Finance Management
OPERATIONS
8. Vendor Relations
OPERATIONS
9. Support Services
EDUCATIONAL OPERATIONS
IN MALAYSIA
EDUCATIONAL OPERATIONS IN MALAYSIA
Education in Malaysia is overseen by the
Ministry of Education (Kementerian
Pendidikan). ). Although education is the
responsibility of the Federal Government,
each state and federal territory has an
Education Department to co-ordinate
educational matters in its territory. The
main legislation governing education is
the Education Act 1996.
Goals of Education Blueprint:
• Universal access and full enrollment of all
children from preschool to upper secondary
school by 2020.
• Improvement of student scores on
international assessments such as PISA to the
top third of participating countries within 15
years.
• Reduce by half the current urban-rural,
socio-economic and gender achievement
gaps by 2020.
Reforms Implemented to Achieve such Goals of Education Blueprint:
• Increasing compulsory schooling from six to 11 years.
• The introduction of a Secondary School Standard Curriculum
or Kurikulum Standard Sekolah Menengah (KSSM) and revised Primary
School Standard Curriculum or Kurikulum Standard Sekolah
Rendah (KSSR) in 2017 with greater emphasis on promoting knowledge
and skills such as creative thinking, innovation, problem-solving and
leadership.
• The introduction of clear learning standards so that students and parents
understand the progress expected within each year of schooling.
• The introduction of English as a compulsory subject within the school
leaving examination (SPM) from 2016, and an additional language by
2025.
• Increase entry standards for future teachers from 2013, requiring
them to be among the top 30 percent of graduates.
• The definition of clear performance benchmarks (“system
aspirations”) that will help measure progress of the reforms with
Educational system
The education system is divided into
preschool education, primary education, secondary
education, post-secondary education and tertiary
education. It is further divided into public and private
education. Education may be obtained from
themultilingual public school system, which provides
free education for all Malaysians , or private schools ,
or through homeschooling . International and
private institutions charge school fees. By
law , primary education is compulsory.
Principles and General Objectives of Education
The National Education Philosophy (NEP), formulated in
1988, states that “education in Malaysia is an on-going effort
to further develop the potential of individuals in a holistic and
integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced
and harmonious, based on a firm belief in and devotion to
God. Such an effort is designed to produce Malaysian citizens
of high moral standards, knowledgeable and competent,
and who are responsible and capable of achieving a high
level of personal well- being as well as being able to
contribute to the harmony and betterment of the family,
the society and the nation at large.”
Specific Objectives of Educational Programs and Activities
• provide pupils with the essential intellectual, affective and
psychomotor skills in a holistic and integrated manner to produce
individuals who are intellectually, physically, emotionally and
spiritually balanced and functionally literate;
• inculcate and nurture national consciousness through fostering
common ideas, values, aspirations and loyalties in order to mould
national unity and national identity in a multi-ethnic society;
• produce manpower with the requisite skills for economic and
national development;
• inculcate in pupils desired moral values and to promote
personality and aesthetic development as well as the sense
of being responsible and disciplined, and progressively
enabling them to contribute effectively towards nation-
building.
Current Educational Priorities and Concerns
Since Malaysia’s independence in 1957, education has
always figured prominently as an integral part of the
government’s developmental policy. The education sector
has undergone tremendous changes and developments over
the years. The past thirty years were spent on nation-
building and on enhancing national unity through the
development of a unified education system, a national
curriculum, and the use of Bahasa Melayu, the national
language, as the medium of instruction and
communication. There has been a considerable
increase in enrolment and universal access to
education at the primary and lower secondary levels
has been achieved.
The Eighth Malaysia Plan (2001-2005) Measures:
• Giving priority to the teaching of science,
mathematics and languages in primary and
secondary schooling; encouraging the
development of creative and critical thinking
skills and independent learning in pupils.
• Emphasizing positive values such as a sense of
belonging, the drive for excellence,
loyalty and love for the country as well as
discipline, integrity, dedication and other
positive attributes.
• Developing the school curriculum and co-
curricular activities to encourage excellence in
the arts.
• Providing equal opportunity to every child
(increasing accessibility to quality education)
• Setting up a mechanism that links schools with
industries to ensure that the curriculum remains
relevant to the industry.
• Providing appropriate incentives to increase
enrolment in the science stream.
.
• Expanding private and public tertiary education
facilities to produce more professional
manpower.
• Strengthening research and development within
existing institutions of higher learning in order
to develop the future workforce and to create
new knowledge and intellectual capital.
• Promoting and implementing programmes for
lifelong learning through the provision of
training courses and education programs.
Recent Educational Reforms in Malaysia
Recent Educational Reforms in Malaysia
Other Types of Schools in Malaysia
• Islamic religious schools
• Chinese independent high schools
• International Schools
EDUCATIONAL OPERATIONS IN INDIA
Education in India is provided by public schools
(controlled and funded by three levels: central,
state and local) and private schools. Under various
articles of the Indian Constitution, free and
compulsory education is provided as a fundamental
right to children between the ages of 6 and 14.
Under various articles of the Indian Constitution,
free and compulsory education is provided as a
fundamental right to children between the
ages of 6 and 14. The approximate ratio of
public schools to private schools in India is
7:5.
Policy
Education Policy is prepared by the Centre
Government and State Governments at
national and state levels respectively. The
National Policy on Education (NPE), 1986,
has provided for environment awareness,
science and technology education, and
introduction of traditional elements
such as Yoga into the Indian secondary
school system.
Curriculum and School Education
Board
School boards set the curriculum,
conduct board level exams mostly at
10th and 12th level to award the school
diplomas. Exams at the remaining
levels (also called standard, grade or
class, denoting the years of
schooling) are conducted by the
National Council of Educational Research an
d Training
(NCERT):
The NCERT is the apex body located at
New Delhi, Capital City of India. It
makes the curriculum related matters
for school education across India.
State Government Boards of
Education
Most of the state governments have at
least one "State board of secondary
school education". However, some
states like Andhra Pradesh have more
than one. Also the union territories do
not have a board.
Central Board of Secondary Education
(CBSE)
The CBSE sets curriculum from Grades 1 to 12
and conducts examinations at the 10th and 12th
standards that are called board exams. Students
studying the CBSE Curriculum take the All
India Secondary School Examination (AISSE) at
the end of grade 10 and All India Senior
School Certificate Examination (AISSCE) at the
end of grade 12. Examinations are offered in
Hindi and English.
Council for the Indian School Certificate Exa
minations
(CISCE)
CISCE sets curriculum from Grades 1 to 12 and
conducts three examinations, namely, the Indian
Certificate of Secondary Education (ICSE -
Class/Grade 10); The Indian School Certificate
(ISC - Class/Grade 12) and the Certificate in
Vocational Education (CVE - Class/Grade 12).
National Institute of Open Schooling (NIOS)
The NIOS conducts two examinations,
namely, Secondary Examination and
Senior Secondary Examination (All
India) and also some courses in
Vocational Education.
Islamic Madrasah
Their boards are controlled by local
state governments, or autonomous,
or affiliated with Darul Uloom
Deoband or Darul Uloom Nadwtul
Ulama.
International Baccalaureate (IB) and
Cambridge International Examinations
(CIB)
These are generally private schools that
have dual affiliation with one of the school
education board of India as well as
affiliated to the IBProgramme and/or
the CIB.
International schools
Offers 10th and 12th standard examinations
under the International Baccalaureate,
Cambridge Senior Secondary Examination
systems or under their home nations school
boards (such as run by foreign embassies or
the expat communities).
Special education
A special Integrated Education for
Disabled Children (IEDC) programme
was started in 1974 with a focus on
primary education, but which was
converted into Inclusive Education at
Secondary Stage.
Types of schools
• Government schools
• Government aided private
schools
• International schools
• Home-schooling
Public school workforce
The pupil to teacher ratio
within the public school
system for primary education
is 35:1.
Curriculum issues
Modern education in India is
often criticized for being
based on rote learning
rather than problem
solving.
Women's education
Women have a much lower literacy rate
than men. Far fewer girls are enrolled in
the schools, and many of them drop
out. In the patriarchal setting of the
Indian family, girls have lower status and
fewer privileges than
boys. Conservative cultural
attitudes prevent some girls from
Teacher Careers
In the Indian education system, a
teacher's success is loosely defined. It
is either based on a student's success or
based on the years of teaching
experience, both of which do not
necessarily correlate to a teacher's
skill set or competencies.
EDUCATIONAL OPERATIONS IN KOREA
Education in South Korea is provided by both
public schools and private schools. Both types of
schools receive funding from the government ,
although the amount that the private
schools receive is less than the amount of the
state schools. In recent years, Incheon Global
Campus has kick-started, and Yonsei
University opened an international college to
embrace the full English teaching
environment scheme.
Ministry of Education
The Ministry of Education has been responsible for
South Korean education since 25 February 2013. Its
name was The Ministry of Education, Science and
Technology (often abbreviated into "the Ministry of
Education") since 25 February 2008 to 24 February
2013. The former body, the Ministry of Education and
Human Resources Development, was named by the
former Minister of Education, who enhanced its
function in 2001 because the administration of Kim
Dae-jung considered education and human resources
development as a matter of the highest priority.
chnology)
Political Involvement in the
Education System
South Korea still has issues with North
Korea after the Korean War. This has
contributed to South Korea's
confrontational stance against North
Korea in the education field.
English Education
Korea, which is considered the most
difficult Asian nation of people to
communicate with in English, has an
extensive English education history
dating back to the Joseon Dynasty.
Educational Administration
The Ministry of Education is the
government body responsible for
the formulation and implementation
of policies related to academic
activities and public education.
Local Education Offices
With the enactment of The Local
Autonomy Law in 1991, educational
autonomy at the local level was
promoted with the implementation
of new modes of operation.
Educational Policy Advisory
Councils
The Educational Policy Advisory
Council is an advisory body
affiliated with the Minister that
gathers opinions from around the
world to make decisions with
regard to educational policies.
Educational Policy Advisory
Councils
1) establishing fundamental policies
related to education
2) improving educational systems
3) acting as an advisory body for the
Minister regarding educational
issues, reviewing key educational
reforms, and collecting opinions
The Education System
The Korean public education
structure is divided into three
parts: six years of primary
school, followed by three years
of middle school and then
three years of high school.
The School Calendar and School
Days
The school calendar has two
semesters, the first extending from
March through July and the second
from September through February..
EDUCATIONAL OPERATIONS IN NIGERIA
As a British Colony up till 1960, the system
of Education in Nigeria could not but
derive from the British system. Even the
curriculum was British, and it was only on
the eve of independence that people began
to question the relevance of the existing
curriculum to a Nigerian
environment.
There were several attempts at making the
curriculum relevant - attempts which
culminated in the National Curriculum
Conference of 1969. The Federal
Government set up a Committee in 1973 to
study the recommendations of that
conference.
Government’s views on the report of the
committee were published in 1977 in a
White Paper entitled “National Policy on
Education”. This Policy was revised in
1981 to reflect the provisions of the
Nigerian Constitution of 1979. The formal
Education structure of Nigeria’s National
Policy on Education is usually referred to
as “the 6-3-3-4 system of Education”
because it provides for six years of Primary
The formal Education structure of Nigeria’s
National Policy on Education is usually
referred to as “the 6-3-3-4 system of
Education” because it provides for six years
of Primary Education, followed by three
years of Junior Secondary Education, three
years of Senior Secondary Education and
Tertiary Education of varying periods,
provided a first degree in a University shall
be of not less than four years duration.
General Functions of Ministry of Education in
Nigeria
• Formulating a national policy on education.
• Collecting and collating data for purposes of
educational planning and financing.
• Maintaining uniform standards of education
throughout the country.
• Controlling the quality of education in the
country through the supervisory role of the
Inspectorate Services Department within the
Ministry.
General Functions of Ministry of Education in
Nigeria
• Controlling the quality of education in the country
through the supervisory role of the Inspectorate
Services Department within the Ministry.
• Harmonizing educational policies and procedures
of all the states of the federation through the
instrumentality of the National Council on
Education.
• Effecting co-operation in educational matters on
an international scale.
• Developing curricula and syllabuses at the
national level in conjunction with other bodies.
Language Provision
The Policy recognizes the importance of
language to education in a multilingual
setting such as obtains in Nigeria.
Consequently, the Government considers it to
be in the interest of national unity and the
preservation of national culture that each
child should be encouraged to learn one of the
three major Nigerian languages viz
Hausa, lgbo and Yoruba, in addition to his
own mother-tongue.
Language Provision
Because of this importance attached to
language, every child is expected to start
primary education in the mother-tongue,
acquire one of the three major languages
(other than the mother-tongue) as a second
Nigerian language in the Junior Secondary
and compulsorily enter for a Nigerian
language in the Secondary School Certificate
examination - as a measure aimed at fostering
political unity in Nigeria.
REFERENCES:
https
://www.google.com.ph/search?biw=1242&bih=597&sxsrf=ALeKk02aVz6-mmDI50Wt3JCMQWYMnJc0Vw%3A158856012338
6&ei=-4CvXrqWF92Xr7wPxdG0uAU&q=educational+operations+meaning&oq=educational+operations+meaning&gs_lcp=Cg
Zwc3ktYWIQAzIECCMQJzoECAAQRzoGCAAQBxAeOggIABAHEAoQHjoICAAQCBAHEB5Qi7gDWPTVA2D_1wNoAXACeACAAdYB
iAHxCpIBBjAuMTAuMZgBAKABAaoBB2d3cy13aXo&sclient=psy-ab&ved=0ahUKEwj6_-7Ol5npAhXdy4sBHcUoDVcQ4dUDCAw
&uact=5

https://www.schoolgrowth.com/blog/school-operational-design/

https://en.wikipedia.org/wiki/Education_in_Malaysia

http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/ASIA_and_the_PACIFIC/Malaysia/Malaysi
a.htm

http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/ASIA_and_the_PACIFIC/Malaysia/Malaysi
a.htm

https://en.wikipedia.org/wiki/History_of_education_in_the_Indian_subcontinent

https://en.wikipedia.org/wiki/Education_in_South_Korea
http://english.moe.go.kr/sub/info.do?m=020108&s=english
https://asiasociety.org/education/south-korean-education
https://en.wikipedia.org/wiki/Federal_Ministry_of_Education_(Nigeria)

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UNIT 2: THOUGHTS AND PHILOSOPHIES

OF EDUCATION IN OTHER COUNTRIES

Subtopic: Educational Operations

By: Apple Grace Marie S. Sebastian

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