Rallies or public demonstrations – what do these suggest? Be it in the labourers, ordinary citizens, group of minorities, or sectors – their cry is for difference and this only comes in the shape of reform.
In the sector of public education, reform is simply called education reform. Browsing at its history, this reform has quite a colourful story of success and failure. Unsurprisingly, the most effective form of reforms are still existing and being employed at several public schools.
However, if there is something worth delving in its history, it would be the nature of failure, specifically, those that question its sustainability. Consequently, provided below are issues behind the reforms:
* Reform-focus instead of Reformist-focus is an important and transitional perspective to take for all reform participators. Contrary to general perception, perspective affects the manner of doing reformation. Such transitional focus allows participators to ask: “to whom am I loyal – to the reform, or the reformist?”
* Elements of duration and feedback/results affect the reform. There is considerable duration for the impacts of the education reform to take actual effect on its intended recipients (i.e., students, teachers). Though this is a fact, people and reformers get too eager to see results and aim for a lesser duration. On the other hand, the method of gathering results and feedback is another crucial area in the reform process.
* Prioritising issues and conflict of judgement on which education issue to first address. In another term, participators in an education reform may argue on which reform to put their heads on.
Interestingly, these issues are not avoidable. In fact, they seem to creep up as soon as the reform planning and process begins. Thus, it is important that they be immediately recognised and addressed to weed out potential or escalated problems in the reformation.
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