Unraveling the myth of madrasah formal education quality in Indonesia: a labor quality approach

2021 ◽  
Author(s):  
Faizal Rahmanto Moeis
Keyword(s):  
Formal Education ◽  
Education Quality ◽  
Labor Quality ◽  
Quality Approach

scholarly journals MEMAKNAI KEMBALI PENINGKATAN PROFESIONALISME TENAGA PENDIDIK PENDIDIKAN NONFORMAL

2007 ◽  
Vol 2 (2) ◽  
pp. 21-27
Author(s):  
S. Wisni Septiarti ◽  
Mulyadi Mulyadi
Keyword(s):  
Quality Improvement ◽  
Program Development ◽  
Education System ◽  
Formal Education ◽  
Point Of View ◽  
Education Quality ◽  
Competency Development ◽  
Education Personnel ◽  
Points Of View ◽  
Over Time

Professionalism of the non-formal education personnel, which is understood as competency development, is a necessity. If we see from various points of view particularly from sociocultural aspects, the study on the dynamics of non-formal education personnel’s profession, becomes the essential part of this articel. The flexibility, which tends to be biased over time, age, materials or presentation approaches and sosiocultural aspects within the process of learning, becomes the reference for the personnel’s quality improvement efforts. Even though, in common public point of view, the existence of formal teachers is stronger than non-formal education personnel, but the NFE program development in reality is largely required. This happens because many people have not been served by the formal education system. In order to re-defined the meaning of professionalism of the NFE as an effort of the education quality improvement normatively, there is a necessity to improve the culture of operation and the dialogues among education personnel up to the education managers.

STUDENTS’ NATURAL SCIENCE CONTEST: TASK ANALYSIS IN THE ASPECT OF KNOWLEDGE AND UNDERSTANDING

2019 ◽  
Author(s):  
Rita Makarskaitė-Petkevičienė ◽  
Keyword(s):  
Primary School ◽  
Natural Science ◽  
Formal Education ◽  
Living Environment ◽  
Education Quality ◽  
Primary School Students ◽  
Science Knowledge ◽  
School Students ◽  
Primary School Teachers ◽  
Natural Science Education

National contest “Lithuanian naturalist” 1st -2nd form students’ team (15) performed task (from animate nature and people’s living environment sphere) analysis was carried out. The attention was paid to students’ natural science knowledge and understanding. The research was grounded on the attitude that this contest as a non-formal education form is an effective device because it contributes to natural science education quality in primary school: 1) develops primary school students’ natural science literacy; 2) makes possibilities for teachers to reflect on their experience and proposes ideas for the education process improvement; 3) for students – future primary school teachers – provides a possibility to acquire new experience (task creation, conducting theoretical and practical parts of the contest, preparation of evaluation instructions, students’ work evaluation). Keywords: natural science knowledge, natural science contest, primary school students, pre-service teachers.

scholarly journals Teachers’ Perception toward the Policy of Eliminating National Exam

2020 ◽  
Vol 5 (2) ◽  
pp. 307-315
Author(s):  
Abd Aziz ◽  
Khabibur Rohman
Keyword(s):  
Secondary School ◽  
Online Survey ◽  
Formal Education ◽  
Secondary Data ◽  
Qualitative Approach ◽  
Education Quality ◽  
Quality Teachers ◽  
Internal Motivation ◽  
Teachers Perceptions ◽  
Primary And Secondary School

This study analyzed teachers' perceptions toward the national exam elimination policy, starting in 2020 at both the primary and secondary school levels. This research implemented an explorative qualitative approach to teachers' perceptions of eliminating the national exam issue. This research employed interviews with 21 purposively chosen informants who were teachers of primary and secondary schools. Accordingly, this research also employed a secondary data collection method in the form of an online survey of 190 formal education teachers. The result of the study showed that the teachers argued about the national exam in many aspects. The curriculum is considered too narrow, too much attention for cognitive aspect, and does not accommodate students’ potential diversity. The national exam is also defective on both juridical and theoretical. However, eliminating the national exam worried the teachers regarding the drop in students' learning motivation and the gap in schools’ education quality. Teachers need to know that national exams are not the only reason to make students study hard. Teachers should foster students' internal motivation by emphasizing that learning should not occur because of exams.

scholarly journals Teacher Competence And The Academic Achievement Of Sixth Grade Students In Uganda

2012 ◽  
Vol 9 (1) ◽  
pp. 83-90
Author(s):  
Robert Wamala ◽  
Gerald Seruwagi
Keyword(s):  
Academic Achievement ◽  
Primary Schools ◽  
Formal Education ◽  
Sixth Grade ◽  
Education Quality ◽  
Teacher Competence ◽  
Urban Residence ◽  
Teacher Competency ◽  
Geographical Regions ◽  
Sixth Grade Students

The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The percentage scores of students and teachers in reading and numeracy tests were adopted as measures of academic achievement and competence, respectively. The analysis was carried out using a multiple linear regression clustered by six geographical regions in Uganda eastern, western, southern, northern, southwestern, and northeastern. In addition to teacher competency, students academic achievement in the various disciplines was modeled by the student characteristics of age, sex, rural-urban residence, class repetition status (any class), and length of pre-primary education. The results showed students high academic achievement in reading and numeracy was significantly associated with high teacher competency in the same disciplines. However, this generalization may not hold for all students in all countries because of variations in learner characteristics and the learning environment. Nevertheless, the findings suggest the need to strengthen teacher competence as a measure to enhance students academic achievement in formal education.

scholarly journals KOMPETENSI TENAGA PENDIDIK PENDIDIKAN NONFORMAL DALAM MEMBANGUN KEMANDIRIAN WARGA BELAJAR

2007 ◽  
Vol 2 (2) ◽  
pp. 11-20
Author(s):  
Mustafa Kamil
Keyword(s):  
Formal Education ◽  
Nonformal Education ◽  
Education Quality ◽  
Two Factors ◽  
Education Personnel

Non-formal education quality will be reached if it is developed by professional and competent nonformal education personnel. Two factors needed by non-formal education personnel in strengthening their professionalism and competencies are the skills and abilities in developing and improving learners’ autonomy. This article discusses (1) the definitions of non-formal learners’ autonomy, (2 ) the roles and tasks of non-formal education personel in performing non-formal learners’ autonomy, and (3) a set of competencies and skill of non-formal education personnel in performing non-formal learners’ autonomy. In conclusion some suggestions to improve the quality of non-formal education personnel presented.

scholarly journals Socialization Of The Accreditation Asessment System (SISPENA) Of The National Accreditation Board For Early Childhood Education (PAUD) And Non Formal Education (PNF) In Bengkalis, Riau Province

2020 ◽  
Vol 1 (1) ◽  
pp. 23-29
Author(s):  
Hadion Wijoyo
Keyword(s):  
Formal Education ◽  
Quality Education ◽  
Education Quality ◽  
Quality Of Education ◽  
Childhood Education ◽  
Form Of Government ◽  
The Republic ◽  
The Government ◽  
Quality Map

Accreditation aims for the government to control and guarantee the quality of education. Accreditation is one form of government public accountability for the quality of PAUD and PNF programs and units in the territory of the Republic of Indonesia. By getting the results of an ongoing education quality map, the government can develop the coaching programs that are needed even as well as the controls that need to be carried out so that the participants in the field of education participate in efforts to provide good quality education services. In submitting accreditation, PAUD and PNF institutions are required to use the SISPENA Application.

scholarly journals THE ROLE OF LABORATORY IN THE EFFORTS OF INCREASING VOCATIONAL EDUCATION QUALITY IN INDUSTRIAL REVOLUTION 4.0

2019 ◽  
Vol 7 (1) ◽  
pp. 1-5
Author(s):  
Muhammad Hudan Rahmat ◽  
Marko Ayaki Lumbantobing
Keyword(s):  
Vocational Education ◽  
Formal Education ◽  
Industrial Revolution ◽  
Training Programs ◽  
Education Quality ◽  
Vocational Program ◽  
Working World ◽  
And Training

The competition of working world in the industrial revolution era 4.0 requires many countries to improve themselves in producing the quality of human resources. Therefore, vocational education institutions as producers of workforce that ready to work have to produce the top notch output. This demand have to be immediately reflected and implemented in formal education and training programs. By the existence of laboratory, students are able to do anything to learn and practice their skills due to the characteristics of vocational education are more underlined in the development of learners' psychomotor aspects. Hence, the existence of laboratory has a crucial role for vocational education in order to enhance the quality of vocational education thus the improvement of vocational program quality for final graduates are achieved greatly.

scholarly journals Ugdymas dirbant su jaunimu: jaunimo neformaliojo ugdymo kokybės paieškos

2014 ◽  
Vol 9 ◽  
pp. 64-80
Author(s):  
Justina Garbauskaitė-Jakimovska
Keyword(s):  
Quality Improvement ◽  
Formal Education ◽  
A Priori ◽  
Education Quality ◽  
Youth Work ◽  
The Core ◽  
Liberal Societies

Vilniaus universitetasUniversiteto g. 9/1VilniusTel. (8 5) 266 76 25El. paštas: [email protected] Straipsnyje nagrinėjamas jaunimo neformaliojo ugdymo (JNU1) bruožų ir principų (ne)suderinamumas su poreikiu gerinti šio ugdymo kokybę. Laikomasi pozicijos, kad kokybės siekis liberalioje visuomenėje yra būdingas visoms sritims ir pripažįstamas legitimiu a priori, tačiau priemonės, kuriomis yra siekiama kokybės, neretai pasižymi autoritarinėmis, ribojančiomis ir formalizuojančiomis savybėmis, kurios iš esmės yra nesuderinamos su JNU vertybėmis, principais ir tikslais. Aprašomas jaunimo neformaliojo ugdymo reiškinys Europos ir Lietuvos kontekstuose, nagrinėjama jaunimo neformaliojo ugdymo kokybės samprata, kriterijai ir esamos kokybės gerinimo praktikos.Pagrindiniai žodžiai: jaunimo neformalusis ugdymas, kokybė, pripažinimas, laisvė. EDUCATION IN YOUTH WORK: IN SEARCH FOR QUALITY IN YOUTH NON-FORMAL EDUCATIONJustina Garbauskaitė-Jakimovska SummaryThe main focus of the article is put on the core principles of youth non-formal education (NFE) and their (non)compatibility with the need to improve and maintain the quality of NFE. The aim for quality is a priori legitimate in the liberal societies in all spheres of life. Nevertheless the means for quality improvement often have authoritarian, restrictive, formalising or standardising characteristics that are not compatible with main values, principles and aims of non-formal education: freedom, voluntarism and development of a conscious individual. The article describes the phenomenon of non-formal education in European and Lithuanian contexts, the concept and criteria of quality in non-formal education and existing practices for quality improvement are analysed.Key words: youth non-formal education, quality, recognition, liberty.

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