Current Education Issues and Challenges

Ariel Libau anak EkomMohamad Aliff bin Mt Nawi

Sidi Omar Alfoadi bin Jamaludin

Pillars of Education

UNESCO’s Pillars of Education

#1 Learning to know

#2 Learning to do

#3 Learning to live together

#4 Learning to be

UNESCO’s Pillars of Education

#1 Learning to know

Learning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity.

UNESCO’s Pillars of Education

#1 Learning to knowIt is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects. Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn.

UNESCO’s Pillars of Education

Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks.

#2 Learning to do

UNESCO’s Pillars of Education

As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.

#2 Learning to do

UNESCO’s Pillars of Education

Learning to live together is the pillar that the UNESCO Commission emphasizes more than any other. It refers first of all to developing an understanding of others through dialogue—leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves.

#3 Learning to live together

UNESCO’s Pillars of Education

Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.

#3 Learning to live together

UNESCO’s Pillars of Education

Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality.

#4 Learning to be

UNESCO’s Pillars of Education

It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.

#4 Learning to be

Globalisation in Education

Globalisation in Education

Globalisation refers to a way of life a world without borders and intertwined with each other. Although globalisation more generally affect the world economy, but other areas such as education is no exception.

Globalisation in Education

Education is an area that will be affected or impacted directly from the era of globalisation because education is associated with the development of human resources that is strongly influenced by the environment (RMK-9, 2006). If viewed from the perspective of education in the globalisation era, many of the effects of good and bad to be received by the country.

Globalisation in Education

Benefits of Globalisation on Education

Competitive: this aspect of competitiveness if occurred among international students can highlight the quality of education and to create a healthy competition.

The existence of the relationship of educational resources and research facilities in the greater

area. This will provide great benefits to the teaching and learning programs.

Globalisation in Education

Benefits of Globalisation on Education

Cross-cultural communication can lead to better preparation for students to meet the international labor market. This means skills such as language and communication skills will be used more towards international trade or business.Awareness about the importance of education in

a globalized world will lead educators and students to make better preparations to deliver

products and services that meet the global requirements or the demand.

Globalisation in Education

Benefits of Globalisation on Education

Understanding of the international value will enhance the capacity to understand the universal human values, and this can lead to a peaceful world.

Dissemination of information technology will occur and is seen capable of providing full

educational opportunities.

Negative Effect of Globalization on Education

• However, globalization can bring some negative impact on the world of education. Among them are:

1. The rich countries will take advantage of oppressing the weak countries to seize the opportunity and resources to develop their own education system.

2. The occurrence of injustice in a partnership because of the biased decision made by the countries that are already developed.

3. Requires in-depth monitoring of anti-social aspects of the problem.

4. Changes in the education system will occur as a result of labor market demand and production of high added value to a consumer. This is contrary to the goals and roles of educational institutions, particularly universities.

5. In an attempt to meet the global requirements, an education policy that the old forms will stray from the goal actually to meet the demands of the local public sector. Education is seen as a commodity or an investment . Therefore, education will become less liberal for being controlled by the requirements of the market.

• Differences and socio-cultural diversity is difficult to doubt in a country like Malaysia which is born of the multi-ethnic communities of Malays, Chinese and Indians who are the overwhelming majority, and the natives of Sabah and Sarawak as well as indigenous peoples and races - the other being the minority .

• Each ethnic bring different socio-cultural, inherited from ancestors - the ancestors of the past.

• In the context of education, socio-cultural diversity of individuals is not only seen from the race, ethnicity and culture and their own. But it also covers a larger scope. According to Papalia (2001) human individual is different in terms of gender, body size, health, energy level, personality and emotion. And Slavin (1997) relate to individual differences in the context of teaching and learning.

• He said the diversity of students in the level of performance, rate of learning, cognitive styles, ethnicity, culture, social class, language, gender, talents and interests.

Implication To The Teachers

• Each of the people of Malaysia should strive to fully meet the terms of their self development without thought of gender, responsibilities and mandate lies in the teachers who teach literacy to know.

• Teachers need to be skilled in teaching and learning that includes the planning and implementation of teaching and learning that will ensure optimal student progress.

• As a teacher, things - things like tree planning appropriate teaching and learning, specific and relevant to the learning objectives, classroom environment, time slot and profile of students by level of intelligence.

• Elements that need to be mastered by every teacher to make teaching effective teaching covers the suitability of materials, learning resources, active participation of students, evaluation of performance, measurement and improvement.

• The teachers need to be skilled in managing and integrating ICT classrooms. Students are customers while teachers are individuals who offer services. The services provided must be in accordance with the standards set by the employer of the MOE.

• Refer to Policy Statement on Standards of High Quality Education, (2001), the teaching and learning process should be planned and implemented in accordance with the principles outlined.

• Among them are: Approaches, methods and teknk diversified by involving students actively; Based on materials - materials that are relevant to support the current level of achievement, potential and progress of pupils;

• Teachers should be sensitive to the socio-cultural diversity of students - students. Wise approach should be used with no distinction of social class pupils. Students should be treated equally regardless of whether they are from the upper class or lower class. Differences in the level of intelligence of students should also be of concern to a teacher in the delivery of education.

• Teachers should do various teaching methods appropriate to the level of the students. This is necessary to prevent children - pupils become bored and will result in disciplinary problems intractable. Teachers should also be wise sparked a friendly learning situations.

• Activities that involve interaction among students should always be carried out so that students can establish more friendly relations with each other, regardless of social background and intelligence of the individual.

• As a service, customers, students should always be respected and to be fair to them. Flogging and humiliating form of punishment should not be implemented because it will cause the relationship between teacher and students will be weaker and lose interest for them to continue learning.

• Learning activities planned by the teacher should be able to provide opportunities for all students regardless of ethnicity and gender. The issue of bias element to any - any sex must be avoided to provide equal opportunity to all students to explore learning activities.

• For pupils disorders of sex, be the responsibility of the teacher to create a positive perception among students that they should not continue to live with the disorder.

References

1. http://www.groept.be/www/over_groep_t/group_t_-_leuven_universi/leuven-education-college-1/becoming-a-teacher-at-gro/vision-on-teaching/four-pillars/

2. http://iltizamskg.blogspot.com/2010/02/implikasi-kepelbagaian-budaya-edu3106.html

3. http://www.unesco.org/delors/ltolive.htm4. http://www.unesco.org/delors/ltodo.htm5. http://www.unesco.org/delors/ltoknow.htm6. http://www.unesco.org/delors/ltobe.htm7. http://myais.fsktm.um.edu.my/4909/1/12.pdf8. http://mazlan66.wordpress.com/2009/05/25/kes

an-globalisasi-terhadap-bidang-pendidikan-di-negara-ini/