By: Tak C. Chan
ABSTRACT Educational planning phenomena, processes, and functions can be more vividly illustrated by the use of appropriate symbols and their interactions. The creation of new confi gurations by using symbols further inspires one’s ideas in educational planning. This paper focuses on the interpretation and implication of symbols used in educational planning.
By: C. W. S. Sukati
ABSTRACT: Poverty is a global problem that affects multitudes of people around the globe and leads to illiteracy, hunger, disease and death, and hence needs to be eradicated. This article examines the role that education plays in poverty reduction, and how the education system in Swaziland should be planned to assist in alleviating poverty in that country. This article compares previously published information on the relationship between education and poverty reduction with current plans, policies, and practices in education in Swaziland, to reveal the shortcomings and the necessary transformations required for the current system to play a key role in poverty reduction. The analysis points to the need for systemic education reform to ensure that access to a quality education is increased; the curriculum, teaching methods, teacher quality and motivation is improved; relevant technical, practical and health education is offered; and courses on research, innovation and entrepreneurship are introduced.
By: Zehra Keser and Habib Ozgan
ABSTRACT: Many countries cannot completely solve problems concerning education, health and environment because of rapid population growth and political and economic problems. Today there are 19 million students in Turkey and they are in need of school buildings, structures and all types of instructional materials. In order to solve fi scal problems, the Ministry of National Education (MoNE) aimed to attract public support in fi nancing the construction of school buildings. For this reason, a campaign called “100 % Support for Education” was started in 2003. The aim of this descriptive study is to analyze the contributions of this campaign, and explain it within the framework of philanthropy focusing on five dimensions. In fact, 21.6% of the total number of classrooms, which were built between 2004 and 2008, were constructed within the realm of this campaign. The campaign, which continues today with great success, has contributed much towards solving the financial and organizational problems of Turkish national education.
By: Ming Tak Hue
ABSTRACT: Many Hong Kong schools are concerned about the effective use of educational planning for fulfilling the diverse needs of ethnic minority students particularly given their growing numbers. No matter what educational plans for ethnic minority students are made, how they are implemented becomes critical. This article examines teachers’ narratives of the cross-cultural experiences of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students’ different learning needs. Qualitative data were collected from interviews, through which the constructs of thirtytwo teachers from three secondary schools were explored. This paper argues that when devising and implementing an educational plan for promoting the welfare of ethnic minority students, it is not only necessary for the plan to promote the intercultural sensitivity of all practitioners, but it is equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school, and home.
By: Steve Myran, Karen S. Crum, and Jennifer Clayton
ABSTRACT: Continued calls for greater accountability in the PK-12 U.S. schools have placed increased demands and accountability upon universities to help schools meet state and federal student achievement requirements. This is evidence of a trend that is here to stay and will have profound effects on postsecondary education (Kolb, 1995). This trend amplifies the need to better understand how to effectively plan for, create and maintain university-school district partnerships. These partnerships also offer significant promise for simultaneous educational renewal in both PK-12 and higher education (Goodlad, 1994). Based upon a number of partnership efforts with public schools dating back to 2004, we suggest four key pillars necessary for successful partnerships: 1) the need to take a developmental view and recognize that change, understanding of new structures, and deep engagement take time to develop and transfer to generalizable teaching and leadership practices; 2) the need to find balance between theory and practice; 3) the need to develop clear shared goals and maintain an effective communication system to keep these goals central; and 4) the need to develop and support the instructionally focused leadership practices required to shepherd in a new normative structure. We suggest that these four pillars are critical to effective planning of university-school district partnerships.