REFLECTION ON 2ND DAY OF INTERNATIONAL CONFERENCE ON EDUCATIONAL REFORMS:

REFLECTION ON 2^ND DAY OF INTERNATIONAL CONFERENCE ON EDUCATIONAL REFORMS:

Darvesh Karim

Assistant Instructor

Professional Development Center, North

University Road, Konodass, Gilgit.

Ph. No: (+92) 05811-454132-4 Ext: 3017

Fax No: (+92) 05811-454135

Cell No: (+92) 03465419307

Email (Official): darveshkarim@pdcn.edu.pk

Email (Private): dk_hunzai@yahoo.com, darvesh.karim@gmail.com

Online Blogs: www.dkhunza.blogspot.com; www.scribd.com/dk_hunzai

Importance of Quality Education:

Education is the right of every human being, because it is a source of International economic power and globalization of learning outcomes.

Educational Reforms Process:

The process is complex to delineate and implement changes in the policy. The process relates to Educational reforms through involvement of Executives and Administrative organizations. It is not negative if channelized and controlled.

Players in Educational Reforms:

·         Federal/Provincial/District Governments.

·         Education Ministry.

·         Governors/Chief Ministers.

·         Education Ministers.

·         Institutional heads.

·         Educational Experts.

·         Political/Religious Parties.

·         Teachers’ Unions.

·         Student Organizations.

·         Charity Organizations.

·         NGOs and civil society organizations.

·         Legislative and judiciary.

Foundations of Politics of Education Reforms:

·         Religion – philosophy and ideology i.e. essentialism, progressivism, pragmatism etc. (capitalism, socialism, Islamic socialism)

·         Economic conditions of the country.

·         Geo political situations.

·         Customs and social values.

·         History and traditions in Education.

·         Political philosophies.

·         Globalization.

·         International treaties, declarations and conventions.

Areas of Education Reforms:

·         Vision, aims and goals of Education.

·         Standards to learning outcomes (National and International)

·         Access and Equity in Education at different levels (Gender and disadvantaged groups)

·         Quality of Educational inputs.

·         Educational processes.

·         Financing Education.

·         Curriculum and instructional material.

·         Level and nature of stakeholders’ participation in different process levels.

·         Capacity building and human resource development.

·         Role of private sector in Education.

·         Teacher quality.

·         Medium of instruction.

·         Role of teachers and students.

Quantities Reforms:

·         Access reforms – opening new schools, increase enrolment etc.

·         Quick cost beneficent results.

·         Easily acceptable to all.

·         No threat to any stakeholder.

Qualitative Reforms:

·         Most concentrated costs and slow benefits.

·         Enhancing learning outcomes.

·         Less favored by politicians in power.

Obstacles to reforms:

·         Heavy Patronage.

·         Political parties prefer fast results.

·         Some direct players resist quality reforms.

·         Political instability.

Documents shaped the Educational Reforms:

·         Reports and National Educational Policies since 1947 – 2001.

Reforms Focus:

·         Political, ideological basis.

·         Incremental approach.

Recommendations:

·         Political participation should be viewed positively.

·         Ensure participation of all stakeholders.

·         Balance between traditional and structural reforms.

·         Educational leaders must learn/be trained in handling the political elements.

·         Combine fast benefits access and slow benefits.

·         Incremental and priority based strategy.