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In this essay, I will firstly highlight the key points of the reading by Tokai, E (2005) on 'Global Perspectives on strategic planning in education'. Secondly I will discuss the some aspect of PRIDE projects recognized by Teasdale, G R & Colleagues (2006) in 'New approaches to the planning and delivery of education in the Pacific region'. The aspects that will be emphasized are strengthening of pacific values in relation to the values of Fiji, how lifelong learning is promoted in my school, and talking about how capacity building is carried out referring to the school that I teach.
To begin with Tokai (2005) in his reading, underline on the global perspectives on strategic planning in education. One of the key issues of concern is what educational development really is. As far as I see it is an ongoing learning process, rooted in the values of unity, egalitarianism, inclusion and collaboration. It allows people to shift from basic consciousness of international developmental concerns, through in view of the roots and effects of global issues to individual involvement and knowledgeable actions. Development education encourages the full involvement of all general public in world-wide poverty abolition, and the battle against exclusion.
The author is also concern about planning; national and educational planning where the he is addressing the question of why educational planning is compulsory providing a conceptual framework for planning.
Planning is a psychological exercise of gathering the opportunities. It is a human cognitive course and a rational thinking tool for methodically putting into action the intentionally chosen activities. Educational planning as defined by (Bebby, 1967) in an online article on mynews.in is
the exercise of foresight in determining the policy, priorities and costs of an educational system having due regard for economic and political realities for the system's potential for growth, and for the needs of the country and of the pupils served by the system. (2009).
The conceptual framework for planning includes the planning for change in the government, economy, ministry and the society and cultural norms. It also considers planning for maintenance for growth, human resources, and buildings and day to day activities. Finally it concerns planning for improvement of the vision and mission and short and long term goals.
Tokai's viewpoints coincides with the attributes of the PRIDE project in regards to expending educational facilities, encouraging life-long learning, increasing teaching learning situations to meet the demands of the society, creating relationships between economic and social development and promoting social, economic and political development.
In this part of the essay I will discuss the some aspect of PRIDE projects recognized by Teasdale, G R & Colleagues in his reading. Firstly the objective of the PRIDE project is strengthening Pacific values and culture development which encourages citizenship education and helps toÂ sustain ongoing. Values are a central part of every culture. Along with the way of life and worldview assumptions, they cause conduct. Being part of a culture that shares a common core set of values creates prospect and inevitability without which a culture would fall to pieces and its members would lose their personal uniqueness and sense of worth. For example one of the pacific values that are prominent in Fiji is sharing and social life. In our country we value cooperation and collaboration; this is very much in practice in the village life styles and also in schools where we promote peer education and group work in the classroom.
The second key feature of the PRIDE project is the focus on lifelong learning. This can be done by incorporating a holistic approach to learning using TVET program into all levels of education. Hands-on-experience need to be part of the curriculum implementation as well as assessment because formal education is unable to meet the demands of the society due to lack of problem solving skills. An important goal of education therefore should be to help students learn how to think productively and creatively. In other words combine creative and critical thinking to look for possible solutions to lifelong tribulations.Â Prasad (2010) urges that "exposing children to problem solving skills in classrooms using real life situations will help them in their decision making in future leading them to become productiveÂ members of their community and country".
Finally I will look into how capacity building is carried out referring to Tailevu North College. The PRIDE Project seeks to reinforce the capacity of each fifteen island countries to distribute quality education to children and youth across all areas of education. In my school his is promotedÂ at class level through the moral values education and letting the students to involve in different cultural programs organized in the school. This promotes them to appreciate, accept and respect each other's cultures. The teaching of moral values is not on its own but often integrated into other subjectsÂ for the children to better understand and apply to theÂ real life situations. My school offers vocational education for students get feel of real life activities that TWET supplies them with.
Furthermore, the children are encouraged to participate in creative arts program during each of the departmental weeks organized in various weeks in term and also in the weekly clubs that the students are part of. Enabling the children to participate in these kinds of activities will help them to acquire values, knowledge and skills and at same time maintain their cultural identity enjoying their stay in the school.Â Â Â
To conclude, in this essay I have summarized Tokai's (2005) reading on global perspectives on strategic planning in education highlighting on educational development and planning enlightening into the conceptual framework of educational planning for change. In the second part of the essay I have discussed with referenced to Fiji and Tailevu North College on how to strengthen pacific values in schools, promoting lifelong learning and finally on how capacity building is done in my school.