How can we regulate the supply and at the same time improve the quality of candidates legally available to enter the public school service as "novice teachers"? C. How can we set up defensible policies and work out effective programs for the selective admission of entrants to teacher-training institutions

Dynamic development of society, they want the public bureaucracy to be able to provide the public services more professional, effective, simple, transparent, open, timely, responsive and adaptive. With excellent public service, to build a human quality in the sense of increasing the capacity of individuals and communities to determine actively its own future. Actualization of democratic precepts in the public services delivery in Indonesia starting point on the importance of community participation ranging from formulating criteria for the services, how the delivery of the services, arranging each engagement, public complaints mechanism set up by the monitoring and evaluation of the implementation of the public services in order to co-together build a commitment to create quality of the public services. It’s all been contained in the Law 25 of 2009 on Public Services, certainly it has been based on the precepts of the democracy of Pancasila. Rembug of the public services as an actualization of the public services based on the democracy of Pancasila.

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Intervention Services

Don't Wait and See! ◽

10.1093/med-psych/9780190081300.003.0004 ◽

2020 ◽

pp. 165-192

Author(s):

Emily Papazoglou

Keyword(s):

Public School ◽

School System ◽

Grade Retention ◽

Individualized Education Program ◽

Public School System ◽

Early Intervention Services ◽

The Public ◽

Therapeutic Preschool ◽

Intervention Services ◽

Set Up

This chapter introduces the reader to the different types of intervention available. This includes state-based early intervention services as well as the supports available through the public school system. Information on services provided by the public school system will be discussed including how to set-up an individualized education program, what steps to take if you are told your child does not qualify for school-based services, and whether you should consider grade retention. Private therapies and therapeutic preschool programs also will be discussed. Strategies to help you recognize when an intervention might be based on pseudoscience will be presented along with tips for identifying good quality information, including research articles that might be relevant for your child.

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PROCAMPO: FIELD EDUCATION POLICY

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v12i30.9777 ◽

2019 ◽

pp. 189-206

Author(s):

Marilene Santos ◽

Andréa Rosana Fetzner

Keyword(s):

Public Policy ◽

Teacher Training ◽

Education Policy ◽

Rural Areas ◽

Field Education ◽

Ministry Of Education ◽

The Public ◽

Education Degree ◽

Definition Of

PROCAMPO: FIELD EDUCATION POLICY Abstract: The article integrates researches that focus on the analysis of the Field Education policy as an alternative to improve the quality of education and contribute to the development of rural areas, it also discusses the Field Education as public policy and its implementation through specific programs. The empirical material analyzed is the Programme of Support to Field Higher Education Degree ‘Procampo/Pronacampo’. The analysis focuses in reflecting on the history and definition of concepts in the discussion of Field Education by social movements forefront State bodies represented by the Ministry of Education. In addition, it also discusses Procampo as a significant action of implementation and expansion of Field Education as part of teacher training. The conclusions highlight advances in this implementation; it considers Procampo as an innovation in teacher training, however, to ensure the public policy challenges ahead and a long way by conflicts and clashes of intermingled divergent interests.Key words: Field Education - Public Policy - Procampo

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The Underlying Indicators of Good Governance in Vietnam

VNU Journal of Science Policy and Management Studies ◽

10.25073/2588-1116/vnupam.4260 ◽

2020 ◽

Vol 36 (4) ◽

Author(s):

Bui Phuong Dinh ◽

Nguyen Thi Hoai Thu

Keyword(s):

Good Governance ◽

First Century ◽

The Public ◽

The Common ◽

Governmental Institutions ◽

Using Data ◽

Set Up ◽

Measurement And Evaluation ◽

Near Future

The concept of "Good governance" was brought to the world in the 1990s in the context of increasing globalization and expanding democratization worldwide. It can be seen that the common factors needed to implement good governance include: (i) Capacity of the state - the degree of problem-solving by governments and leaders religion; (ii) Responsiveness - whether public policies and institutions meet the needs of citizens and uphold their rights; (iii) Accountability - the ability of citizens, civil society and the private sector to monitor the responsibilities of public and governmental institutions. In Vietnam, from the first decade of the twenty-first century, efforts have been made to set up indicators and measure the effectiveness of the public authority aligning to the principles of "good governance". Using data from the four sets of indicators in Vietnam namely PAR, SIPAS, PCI, and PAPI, this article reviews the process of developing the good governance’s indicators, compares the areas where each set of indicators measures and assesses the effectiveness, analyzes the strengths and weaknesses of each set of indicators, and reviews some local government efforts in using the measurement and evaluation results of the four sets of indicators to improve the quality of governance in their respective localities. The article also asserts that these four sets of indicators reflect a large part of the content to be measured according to the principle of "good governance", and presents some recommendations to improve the four sets of indicators themselves to better reflect the principles of "Good governance" in the near future.

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