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The trouble with programs and courses that are not as yet needed by the country is that they often find difficulties to get sponsors for related projects or experiments (both natural and social sciences), they often do not have appropriate faculty with appropriate qualifications and teaching/learning experience and they often have little if any infrastructural support, resulting in poor quality programs being offered and of course poor quality graduates. The vicious cycle continues and the next “generations” of students, graduates and teachers clearly  manifest these impacts.

Given that developing countries also carry a much larger population than developed countries, the challenges of employment are significantly higher as well.  As a result, the roles of education and training in developing countries had to be thoroughly evaluated and assessed, and a more appropriate Education Master Plan be established. The essentials have to be prioritized and the non-essentials be left in the back of their minds for now.

In Indonesia for example, 70% of its workforce only have primary school education (Idrus, 1999, 2002a). Given that the world is progressing many times faster than during the steam engine era, and that everybody is leapfrogging to the future, developing countries simply cannot afford to continue with something that has been proven to be ineffective.

The faculty and their development

It goes without saying that once the problem has been thoroughly and accurately defined per Grayson Model discussed above, all the other aspects of education follow.  It is known that the quality of all the elements of a system, including education, will need to be very high to ensure that the quality of the whole system is also high. This is an imperative as the quality of the system is a product of all the qualities of the elements.

N IDRUS  TRANSFORMING QUALITY FOR DEVELOPMENT KEYNOTE PAPER 7QHES, 29-31 OCTOBER 2002, MELBOURNE, AUSTRALIA

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