What constitutes a curriculum? The Indonesia and Finland cases
In brief, many things might constitute and influence curriculum development in a nation. This review will highlight two factors that affect curriculum, which is political and cultural transmission. As a country with a long history of an authoritarian regime from 1966 to 1998, also known as Orde Baru [new order], the political structure in Indonesia was a highly centralized system. Consequently, it also affects the development of educational curriculum in Indonesia (Lamb & Coleman, 2008). Considering Apple 's theory of direct reproduction (Apple, 2004), where he points out how ideology and power play a significant role in shaping the knowledge and school culture institution in the
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No single thing can fully explains the situation that perpetuated Indonesia system nor describes why Finland education becomes a top performing system. There is also worth to note that no such thing as perfect system in this world, everything has flaws, including in Finland. The contention is, however, that Indonesia can learn from Finland in the way that their management seems to be in the right direction. Indonesia can learn the management system and make its own unique way especially in shaping and developing education-related policy. In the light of the reflection, Sahlberg (2010) identification of some practices that contribute to Finland education might guide future direction on how to improve our …show more content…
In fact, anyone can enter this education regardless their qualification and passion. OECD (2015) reported that there is no systematic monitoring of teacher training program in the universities. Moreover, there are large and uncontrolled of expansion teacher education enrolment in recent year. Top performing school system, as Finland, attract more able candidates and consistently apply rigorous and strict process, and developing effective selection procedure to select the right candidate (OECD, 2015; Sahlberg, 2010). Concern also arises when the teacher educator institution quality is still low (OECD,
The gift of knowledge is pursued throughout the world; what people may do with the wisdom has infinite possibilities. Muhammad Pak Sukma, an Indonesian tri-baccalaureate, urges for the removal of past prejudice of education as a means of self promotion, and argues that it as a tool for enriching oneself in order to participate in political and social activities. His personal, argumentative piece titled “Going Home” explained how his perspective on education progressed and evolved as he gained more experience in his academic career. Sukma’s upbringing was a source for his initial relationship with education.
This assignment has discussed two examples of curricula and it has been concluded that the Finnish curriculum is more suited to preparing individuals to life in the modern society. It has been stated that Finnish schools are ‘the schools of civilisation in an information society’ (Sarajala, 2001b) and therefore, they arguably educate and prepare young adults more sufficiently than the schools of England, who simply provide basic foundations for future development after education.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
Culture: our internalized beliefs, values, and behaviors we learn to function as a member in society. Culture is everything we pick up on as we grow up, all the little things we never even notice that we do. It can be as apparent as the type of clothing you wear or as subtle as how you interact with others. There are many cultural differences between the United States and other societies around the world. Defined, society is a group of people with the same learned behavior, or culture. Every country, city, and even neighborhoods can have their own traditions and culture that is entirely different from one other. This being said, generally, after being consistently exposed to certain traditions, people find it very difficult to adapt to another tradition or culture. This reluctance to easily adjust to different cultures, and to not judge them negatively, can potentially create vast barriers between people of different cultures. Quite often, people refuse to accept other’s cultural views, because they are so different. In this paper, I will be comparing the educational systems in Japan and the United States, including the importance of education, expectations of students, and xxxxxx .
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
Torres, C. (1996). State and Education Revisited Why Educational Researchers Should Think Politically About Education. Review of Research in Education: 1995-1996 (pp. 255-331). .: AERA.
Reforms in education always occur when the educational system is in a period of unrest or crisis. Century after century show how hotly debated this topic is. Moreover, individuals, including, business leaders, parents, school boards and presidents feel they have the right ingredient to solve the problems of our educational system. It is unfortunate, but history is repeating itself, and we are now in a period of crisis in the education system in the 21st century (Tyack and Cuban, 1995).
In a society where kids must go to school up to the collegiate level, teaching is an impactful career choice. Teachers help contour the minds of future leaders of the world. Furthermore, teachers play a crucial role in guiding students to the knowledge, skills, and abilities they need to succeed in life, and teachers lead students to make informed decisions on any topic the meet in the future. As a teacher, a person must relinquish their knowledge onto students. Finally, they must prepare their students for all the obstacles they will face later in life.
Sirozi, M. (2004) 'Secular religious debates on the Indonesian National Education System: colondial legacy and a search for national identity in education'. Intercultural Education. Vol. 15:2.
Just then, the country had a poorly educated population and few schools or universities. Even though the education system has expanded to a great extent since then, debate continues about the curriculum, and, apart from a few elite institutions, quality remains a critical concern of educators till date.
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
This section addresses the matter of power in education. Since education is a larger context in which schools and classrooms are the microelements, understanding the way power residing in the education system can uncover the correlation between power on educational macro and micro scale, education, school and classrooms. To prevail the power of education, the starting points for this section discussion is the function or the capabilities of schools. A section following after looks at the bigger picture of the education structure wherein school, educational institutions and classrooms constituted. These reviews are subsequently followed by another section discussing about teachers’ position within the multi-dimensional entity as such of an education. Vietnamese context and teachers are also included in this section as a backdrop for the subsequent chapters.
The Japanese school system, following WWII, is based upon the push of General Douglas MacArthur to ‘democratize and demilitarize’ the nation. The new policy pushed for the eradication of the old system, especially in relation to the function of science and technology. Later, the focus was less on university building and more on setting up and maintaining the new education system. Thus, the creation of new knowledge was put on hold. In addition, money left the universities and more money was being used for those areas that were already in existence. This change left Japan’s education system with less than desirable traits. Furthermore, the need to rebuild Japan created conformity and a work ethic that placed the individual on hold (Cummings, 399-402).
It provides the fundamental and advanced knowledge needed to improve the well-being of a country. Education is critical to the development of a country’s youth, as the popular saying goes, children are the future. The education received from teachers can either leave a lasting impact or have little or no effect on understanding. The Woodrow Wilson National Fellowship Foundation asserted that there is a need for “new paradigms, new practices and new people” (as cited in Holaday et al, 2007, 99). Professional development of teacher is required, as mentioned by the Woodrow Wilson National Fellowship Foundation, “to build a culture supportive of a new generation of scholar citizens” (Holaday et al, 2007, p.99). Thus, it is imperative that the teachers’ in all institutions in a country receive the best possible training and resources needed to fulfil the responsibilities set before
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).