National Population Conference on the Inter

National Population Conference on the Inter-relationship between
Population Dynamics and Development
26 June 2014, Putrajaya
Honorary Professor
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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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Background
…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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Aide Memoire on
Population Change
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Context
“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”.
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4Qs of “National Education Philosophy”
Intelek
(IQ)
Emosi
(EQ)
Rohani
Jasmani
(SQ)
(PQ*)
…untuk melahirkan insan yang
seimbang dan harmonis…
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* 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.
….kepercayaan dan kepatuhan
kepada Tuhan
Keadilan
Justice
Menghapuskan
Prasangka
Eliminating Prejudices
Mengurangkan
Beban Hidup
Relieving of Burden
Qanun Adab Hidup
Code of Living
Maqasid al-Shariah
Way of Life
Ad-Din
Life
Nyawa
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Intellect
Intelek
Posterity
Keturunan
Property
Harta Benda
Impak keatas keluarga, masyarkat dan negara
EQ/PQ
IQ
IQ
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IQ/EQ
SQ
EQ/PQ
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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The “Tension” – Education without heart/soul
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Intelek
Intelek
(IQ)
(IC)
Emosi
Emosi
(EQ)
(EQ)
Rohani
Rohani
(SC)
(SQ)
Jasmani
(PI)
(PQ)
….kepercayaan dan kepatuhan
kepada Tuhan
Keadilan
Justice
Menghapuskan
Prasangka
Eliminating Prejudices
Mengurangkan
Beban Hidup
Relieving of Burden
Qanun Adab Hidup
Code of Living
Maqasid al-Shariah
Way of Life
Ad-Din
Population change:
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Pressured
by education
Life
Intellect
Nyawa
Intelek
Suicide
Violence
Imbalance
Mind vs Heart
Posterity
Keturunan
Inequitable future
access and success
Property
Harta Benda
Divides/Disparities
Commodisation
Context
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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.
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
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- The Report of the High-Level Panel of Eminent Persons
on the Post-2015 Development Agenda, p. 31
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)?
DAR2014
Basis for Educational Planning
Relationships between the 4Qs and
4 Pillars of Education (UNESCO)
Platform for
“National
Education
Philosophy”
Platform for
“Education
Planning”
Population change:
Pressure by education
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Basis for Educational Planning to eliminate:
Suicide
Violence
Imbalance
Mind vs Heart
Inequitable future
access and success
Divides/Disparities
Commodisation
An Integrated Approach
Basis for Educational Planning
• learning to be (SQ)
• spiritually aware
• values: trust
• multiculturism
…today’s world,
• co-existing
technologically dehumanising • co-learning
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http://slodive.com/inspiration/deadly-combination-of-photo-manipulation-art/
An Integrated Approach
Basis for Educational Planning
…today’s world,
poverty stricken
• education with a heart – caring, giving
• human being vs human capital (soulless)
• socially engaged, collaborative commons
• learning to live together – globally (EQ)
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http://slodive.com/inspiration/deadly-combination-of-photo-manipulation-art/
An Integrated Approach
(Inside-Out Process)
Basis for Educational Planning
• learning to know (IQ)
• learning to do (PQ)
• transdisciplinary
• context and relevance
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…today’s world,
ecologically deficit
http://slodive.com/inspiration/deadly-combination-of-photo-manipulation-art/
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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