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Stakeholders and sustained outcomes

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Stakeholders and sustained outcomes

  1. 1. 1 A) Stakeholders and Sustained Outcomes The first step of stakeholder analysis is to identify the relevant stakeholders. In an education institution, a stakeholder analysis should start by identifying the key stakeholders such as students, faculty, and administrators. At the same time educational institutions need to consider, among others, their alumni, the parent body, the community where they are located, and the entities--both public and private—that will be employing their graduating students. Various types of stakeholders are involving within the system of higher education. Kasetwar (2008) has identified main stakeholders in higher education institutions point of view and their role of improving quality of institutions. They are namely as parents, students, educationalist, faculties, head of institution, academic heads of the universities, statutory bodies, industries, trainers, educational loan providers, researches and academic scientists, society, politicians, judiciary. The important stakeholders can be identified as students, academic staff, nonacademic staff, employers, training organization, graduates, government, professional organizations, and parents, funding agencies, other interesting parties, administration and society. Most important key stakeholders are students, staff, administration and employers. B) Roles of stakeholders There are many stakeholders in education each of whom needs to play his role effectively in order to help all our children learn better and reach their fullest potential. This part spells out the roles of the respective stakeholders in education. The statements which are student-centered, outline the roles and qualities we expect of each stakeholder—the child himself, his parents and family, his teachers, his Principal, the Community, Business and Industry, the Alumni Association as well as the School Advisory/Management Committee—in helping the child learn and grow. With these statements there will be a common understanding of
  2. 2. 2 the type of partnerships that can be undertaken and how the respective roles can be fulfilled. At the heart of these statements is the ultimate aim of helping all our children achieve the Desired Outcomes of Education. STUDENTS:  Value education and want to learn, desiring to get the most out of the experience schools offer  Stand firmly by what is right, having understood what is right and wrong from parents and teachers  Respect authority and have a sound sense of civic responsibility  Work well independently and with others, with purpose, passion and pride in their work  Demonstrate spirit of caring and sharing towards others  Have identity and pride as Singaporeans PARENTS/GRANDPARENTS:  Support schools in their efforts to educate the child  Take ultimate responsibility for the upbringing of their children/grandchildren and set good examples for them to follow  Instill a sense of responsibility in their children/grandchildren, helping them to become good citizens  Show care and concern for their children/grandchildren by being interested in what they do TEACHERS:  Inspire love for Singapore in students  Care deeply for the character and moral development of students by word and example  Promote teamwork, enterprise, innovation and creativity in students  Motivate, challenge and help students find the potential within themselves  Seek to learn continuously
  3. 3. 3  Believe in their calling to influence the young PRINCIPALS:  Are effective translators of educational policies into practices, interpreting and applying these appropriately to suit school conditions  Lead by example, conveying a deep sense of mission  Build a supportive community by forging links with parents, alumni and the community  Create an environment to nurture growth and learning for staff and students  Facilitate sharing of vision with parents and students COMMUNITY:  Welcomes and encourages our young to be involved in the life of the community  Upholds and transmits the right values and attitudes to our young  Recognizes the variety of abilities and talents displayed by our young and sees the worth in each child  Offers scholarships and bursaries to students and teachers  Provides support to families and students who are in need of assistance BUSINESS/INDUSTRY:  Provides opportunities for the young to experience the world of work  Collaborates with schools to formulate effective programs for the young such as offering work related projects  Supports placement opportunities for the professional development of teachers  Offers scholarships and bursaries to students and teachers ALUMNI ASSOCIATIONS:  Demonstrate loyalty and responsibility for future generations by supporting the school  Provide the school with a sense of history
  4. 4. 4  Act as mentors and role models to students in the school  Offers scholarships and bursaries to students and teachers SCHOOL ADVISORY/MANAGEMENT COMMITTEE:  Serves in an advisory and voluntary capacity to support school programs, functions and activities  Offers sponsorship and helps the school raise funds for developmental, infrastructural and enrichment activities to benefit students and staff  Provides links and encourages networking between the school on the one hand and the community, industry and parents on the other for mutual benefit and quality education  Acts as role model of active citizenship for students  Provides moral support and encouragement to the Principal and staff C) Stakeholder Satisfaction What are the want and needs of stakeholders of higher education. Students want quality service and facilities which can make them as responsible and employable graduates. Academic staff wants better teaching and working environment with appreciation of work quality and benefit. Employers want quality graduates with knowledge, skills and attributes who can contribute to their organizational success. Government wants smooth functioning of the universities with the facilities provided by them. The selected stakeholders in the higher education institutions and their wants and needs. However pointing out the specific need and wants from each stakeholder is not an easy task when considering the higher educational institutions. Because educational institutions consisted with multiple stakeholders and each stakeholder are having multiple needs and wants and also requirement of needs and wants also different. D) Stakeholders’ contribution
  5. 5. 5 Formulating strategies to add value to stakeholders and to fulfill stakeholder needs are more important. Higher educational institutions need to look into existing and required institutional processes and institutional capabilities. At the same time strategies, processes and capabilities need to be linked to each other. Formulated strategies cannot be implementing without proper process and capabilities, such as committed employees, practices and infrastructure. In the other way what we expect from our stakeholders. We expect proper involvement from the students’ side in teaching, learning process and functioning of the activities and also feedback to enhance the process. Employers need to provide their expectations and needs and also the proper feedback on existing product. Academic staff also need to provide their contribution, innovative thinking on improvement of the program, commitments towards working. Then after examine the reciprocal relationship with each stakeholders. This paragraph focuses on Malaysian stakeholders in education in lifelong learning project. The Malaysian people too need to be more aware of lifelong learning and what its potential outcomes may be for the country. There are some strategies that can encourage lifelong learning. These strategies will take into account the different roles, responsibilities, capacities and potential of all education stakeholders. The current actual status of lifelong learning in Malaysia is difficult to pinpoint, although any effort to encourage better understanding, awareness and participation across all levels of society will certainly benefit the lifelong learning agenda in this country. The numbers of school and university enrolments nationwide continue to witness positive developments, signifying a steady general growth in education. However, other forms of learning are more complex to measure, as they take place outside the formal education system. One of the most important forms often mentioned in the sphere of lifelong learning is the continued learning of the labour force. At the end of 2013, the Malaysian labour force was made up of about 13.2 million individuals. Higher education institutions, post-secondary institutions such as polytechnics, community colleges, industrial and skills training institutes as well as professional training outfits are in the business of offering programmes at various study levels, from formal degrees to professional certificates. A lifelong learning structure, implemented nationwide, monitored and managed by a relevant Government body potentially under the purview of Ministry of Education (MOE), will be able to consolidate and reorganize all relevant courses and programmes.
  6. 6. 6 Other relevant agencies apart from MOE, for example Ministry of Human Resources, Ministry of Rural and Regional Development and Majlis Amanah Rakyat need to take part in the policy making process of this structure as well as in implementing the various initiatives proposed in the Blueprint. All higher education institutions, whether public or private, as well as polytechnics, community colleges and various training providers must also play a role in the establishment of this national structure. These institutions need to conform to designated niche areas to avoid overlaps and to streamline the courses categorized as lifelong learning in Malaysia. Project: my project is about saving animals. Students will go to the zoo to feed animals. Students will learn to save animals and learn about the wild animals and how to behave with them and the importance of keeping their habitants clean. The project undertakes with the animal protection organization, parents, and astro. Astro can provide an advertisement to ask people for participation in this program. Also, it can contribute to people about the importance of the animal protection. Animal protection organization would provide and manage the program for schools to visit the zoo. They would play an important role to target the aim for the students. They would encourage students to keep the animal habitants clean and to teach students behave nice with animals. This organization would teach students how to feed animals as well as teaching them about caring themselves from wild animals. Teachers will develop and encourage students’ abilities and desirability to the target as well as enjoying and fulfill the activity.
  7. 7. 7 Poster
  8. 8. 8 E) CONCLUSION Identifying all stakeholders’ needs and creating value to all stakeholders are key concern areas within the performance management in the knowledge management society. The higher education institution needs to understand the stakeholder perspective in making their decisions. The successful implementation of this type of model depends heavily on the accurate definition of its concepts, the way of identifying of all related activities and pattern of linking those activities within organization. However, balancing all areas is not an easy task in the higher education. All the parties should engage with the activities in the organization and hard work and commitment of all stakeholders is important in the higher education sector. REFERENCES Kasetwar, R.B. 2008, November 17-23. Quality and Relevance in Indian Higher Education. University News. 46 (46), 86-92. Economic Planning Unit. (2013, December 26). The Malaysian Economy in Figures 2013. Retrieved November 4, 2014, from http://www.epu.gov.my/en/the-malaysian-economy-in- figures-2013 Freifeld, L. (2011, October 13). Creating a Culture of Lifelong Learning. Retrieved November 5, 2014, from http://www.trainingmag.com/content/creating-culture-lifelong-learning

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