Character Education...Our Shared Responsibility

2005 ◽  
Author(s):  
Keyword(s):  
Character Education ◽  
Shared Responsibility

scholarly journals GRAND DESIGN OF EDUCATIONAL INSTITUTIONS IN CHARACTER EDUCATION (An analysis of problems and New Formulations, in the approach to character education)

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Reksiana, Reksiana
Keyword(s):  
Character Education ◽  
Qualitative Approach ◽  
Shared Responsibility ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Library Research ◽  
Grand Design

the existence of differences of view to education children character, and can be classified in several categories and theories. This difference is seen as some figures say families or tualah people are the most important in providing character education. Others argue sekolahlah that is most vital in respect of containers of character education. This article uses a qualitative approach, with the kind of Library Research. Therefore, the overall data focuses on books or papers relating to discussion of "rightmost character Education". Quant à la méthode d’analyse de données technique utilisée est descriptive analyse qualitative méthodes, car les données sont traitées sous la forme d’un écrit de données telles que : livres, revues, articles de journaux, caractère education curriculum directives structures formelles en 2013 en ligne En ligne) et comprend le produit brut standard sous forme de législation relative à la formation du caractère. From the results of the discussion and anlisa above, concrete conclusions can be taken, that the person in charge character education namely Educational Institutions not the independence of each other, but rather inherently. Summary this rests on a concrete analysis of the various figures such as: Thomas Lickona, Jun Sung Hong and James Garbarino, David w. Johnson, and Roger t. Johnson, even from muslim figures like Abdul Majid, Jamal ‘Abdur Rahman, Moh. Solikodin Djaelani, Muchlas Samani dan Abdullah Nashih ‘Ulwan, first product reinforced by legislation which clearly explains the RI character education is the shared responsibility of educational institutions.

scholarly journals TANTANGAN KARAKTER DI ERA REVOLUSI INDUSTRI 4.0 DALAM MEMBENTUK KEPRIBADIAN MUSLIM

2019 ◽  
Vol 3 (1) ◽  
pp. 198-226
Author(s):  
Dian Arif Noor Pratama
Keyword(s):  
Character Education ◽  
Ethnic Group ◽  
Shared Responsibility ◽  
Nation State ◽  
Next Generation ◽  
Human Identity ◽  
Alternative Process ◽  
The Family ◽  
Central Pillar ◽  
As If

Indonesia as a nation-state and ethnic group that the majority is Muslim, has many of heritage value that can shape its personality into a superior character. Seeing the phenomenon of the industrial era 4.0 as if forgetting the character values as human identity which inevitably lost the divine values. To build the nation's next generation with good character is the responsibility of all lines of life, because education is truly our shared responsibility, for sure this is not an easy matter, therefore awareness of all parties is needed that character education is very important to be implemented. Although all parties are responsible for character education, but the family is the central pillar as the first means for instilling character education so that a solid Muslim personality is shaped. Family failure in instilling character values towards a child will complicate other institutions outside of the family (including schools) in an effort to improve the character of the child. Transfer of habituation based values is an alternative process that must be carried out continuously, so that the formation of children's  character individually, restoring divine values in Muslim personality. thus it will form socio-culture in society and socio-cultural shape the country that has character.

scholarly journals Administrasi pendidik dan tenaga kependidikan

2019 ◽  
Author(s):  
Fani futiani
Keyword(s):  
School Culture ◽  
Character Education ◽  
School Administration ◽  
Shared Responsibility ◽  
Administrative Services ◽  
Excellent Service ◽  
Development Approach ◽  
Character Building ◽  
Personnel Administration ◽  
School Committees

Abstract - Character education in schools cannot be carried out by only a number of parties. Likewise the implementation is not only through teaching. All citizens schools have a shared responsibility in strengthening school culture for the implementation of character education. Besides by the teacher, character education also carried out by school administrative staff. This paper intends to express the writer's ideas or thoughts about an important role school administration staff in strengthening school culture for implementation character building. The writing method used is the study of literature with a descriptive qualitative approach. School administration staff consists of the head of the school administration, the affairs officer, and the service officer special. They are those who support the implementation of the process education in school. Schools as a center for civilization play a role implementing character education through a development approach school culture. School administration personnel as citizens schools are obliged to form a school culture that is conducive to implementation of character education. They provide excellent service to the parties involved in the education process at school, such as the head schools, teachers, students, school committees, and other stakeholders. Excellent service performed sincerely, friendly, careful, polite, and orderly would be an example for students and those who are need administrative services. Character that must be possessed by personnel administration is implicitly included in personality competence, social competence, and technical competence. When the competency implemented well, so is a strong school culture formed and ideal for the implementation of character education.

scholarly journals School Staff and Parents’ Beliefs About the Role of School for Pupils’ Character Education in Latvia

2021 ◽  
Author(s):  
Svetlana Surikova ◽  
◽  
Manuel Joaquín Fernández González
Keyword(s):  
Character Education ◽  
Virtue Ethics ◽  
Mixed Method ◽  
Character Development ◽  
Shared Responsibility ◽  
School Staff ◽  
Academic Excellence ◽  
Mixed Method Research ◽  
Open Questions

This paper presents a mixed-method research aimed at identifying how school and teachers’ role for character education at school is understood in Latvia. The theoretical framework of the study is based on the principles of virtue ethics. The viewpoints of 1116 respondents (parents, teachers, and school leaders) from all five regions of Latvia were collected in 2018-2020, using two questionnaires containing closed and open questions. The results provided new insights into how parents and school staff perceived the role of the school and the teachers in pupils’ value and virtue education in Latvia. Schools should promote pupils’ character development alongside academic excellence, but, while teachers should encourage good morals and values in pupils, using both ‘caught’ and taught’ strategies, the main responsibility for children moral growth is on parents and families, not on teachers and the school. The majority of both school staff and parents were favourable to a shared responsibility and collaboration between school and family to promote character education inside and outside of the classroom.

Food Safety Security: A new Concept for Enhancing Food Safety Measures

2012 ◽  
Vol 82 (3) ◽  
pp. 216-222 ◽  
Author(s):  
Venkatesh Iyengar ◽  
Ibrahim Elmadfa
Keyword(s):  
Food Safety ◽  
Hazard Analysis ◽  
Warning System ◽  
Shared Responsibility ◽  
Fine Tuning ◽  
Strategic Action ◽  
Surveillance Network ◽  
Measurement Systems ◽  
Critical Control Points ◽  
The Impact

The food safety security (FSS) concept is perceived as an early warning system for minimizing food safety (FS) breaches, and it functions in conjunction with existing FS measures. Essentially, the function of FS and FSS measures can be visualized in two parts: (i) the FS preventive measures as actions taken at the stem level, and (ii) the FSS interventions as actions taken at the root level, to enhance the impact of the implemented safety steps. In practice, along with FS, FSS also draws its support from (i) legislative directives and regulatory measures for enforcing verifiable, timely, and effective compliance; (ii) measurement systems in place for sustained quality assurance; and (iii) shared responsibility to ensure cohesion among all the stakeholders namely, policy makers, regulators, food producers, processors and distributors, and consumers. However, the functional framework of FSS differs from that of FS by way of: (i) retooling the vulnerable segments of the preventive features of existing FS measures; (ii) fine-tuning response systems to efficiently preempt the FS breaches; (iii) building a long-term nutrient and toxicant surveillance network based on validated measurement systems functioning in real time; (iv) focusing on crisp, clear, and correct communication that resonates among all the stakeholders; and (v) developing inter-disciplinary human resources to meet ever-increasing FS challenges. Important determinants of FSS include: (i) strengthening international dialogue for refining regulatory reforms and addressing emerging risks; (ii) developing innovative and strategic action points for intervention {in addition to Hazard Analysis and Critical Control Points (HACCP) procedures]; and (iii) introducing additional science-based tools such as metrology-based measurement systems.

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