scholarly journals New forms of rental dwelling in contemporary Poland

2021 ◽  
Vol 12 (2) ◽  
pp. 445-454
Author(s):  
Maciej Wojciech Kowalczyk ◽  
Agnieszka Lewandowska
Keyword(s):  
Private Sector ◽  
Age Groups ◽  
Present Situation ◽  
Real Estate Market ◽  
For Profit ◽  
Communist System ◽  
The Subject ◽  
The Government ◽  
European Statistics ◽  
Rental Dwelling

Aim. The subject of the article are types of rental dwelling in contemporary Poland. The aim of this paper is to present the forms of contemporary living in terms of age groups, way of study or work and financing possibilities of Poles compared to other countries in the world. Methods. The authors of the article present selected new forms of rental dwelling in Poland in context of changes after the collapse of communist system in 1989. The article discusses the present situation of Polish real estate market basing on European statistics. It indicates the problem of limited availability of housing and presents solutions implemented by the government and the private sector market. Results and Conclusion. Poland is one of the European countries with the highest rate of people living in overcrowded apartments or houses. The solutions introduced by the state in order to increase the availability of housing and allowing the alternative to buying a flat, encounter difficulties with spatial planning regulations. In the absence of sufficient support of the government private sector market see its chance for profit in constructing and renting apartments. Cognitive value. The article describes the phenomenon of a growing private rental, that could be a shift in dwelling characteristic of Poles and influence the housing market. It presents new forms of developments, showing the background of their creation.

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI PEMANFAATAN TIK OLEH GURU

2015 ◽  
Vol 3 (2) ◽  
pp. 121
Author(s):  
Sri Lestari
Keyword(s):  
Private Sector ◽  
Learning Strategies ◽  
Subject Matter ◽  
Central Government ◽  
Learning Activities ◽  
Policy Support ◽  
Intensive Training ◽  
Ict Tools ◽  
The Subject ◽  
The Government

Not all teachers utilize ICT in organizing learning activities although they have understood that such learning strategies which really support or help level the learners mastery of the subject matter. Constraint the use of ICT by teachers are: no access, no adaanya means of ICT, learning does not integrate ICT, teachers have no knowledge of ICT, and no lack of willingness of teachers to utilize ICT. So the solution of problems utilization of ICT are: conducted socialization constantly about the potential, the benefits and importance of ICT in learning activities so that there is policy support, not only from the central government, local government, private agencies but also from the head school, (2) conducted more intensive training with a more lax or inadequate so it is possible for teachers to put into practice the results of training in the classroom, (3) the teachers responded to the advancement of ICT positively by action through the use of ICT in learning activities be a professional duties, and (4) implemented the procurement of ICT tools in schools gradually and berkelajuta, either through the government, the private sector and the community. AbstrakBelum semua guru memanfaatkan TIK dalam menyelenggarakan kegiatan pembelajaran yang diampunya walaupun mereka telah memahami bahwa strategi pembelajaran yang demikian ini sangat menunjang atau membantu tingkat penguasaan peserta didik terhadap materi pelajaran. Kendala pemanfaatan TIK oleh guru adalah: tidak adanya akses, tidak adaanya sarana TIK, pembelajaran tidak mengintegrasikan TIK, guru tidak memiliki pengetahuan tentang TIK, dan tidak adanya kemauan guru untuk memanfaatkan TIK. Sehingga solusi dari kendala pemanfaaatan TIK adalah: dilakukan sosialisasi yang terusmenerus tentang potensi, manfaat, dan pentingnya TIK di dalam kegiatan pembelajaran sehingga ada dukungan kebijakan, tidak hanya dari pemerintah pusat, pemerintah daerah, instansi swasta tetapi juga dari kepala sekolah, dilaksanakan pelatihan yang lebih intensif dengan waktu yang lebih longgar atau memadai sehingga dimungkinkan bagi guru untuk mempraktekkan hasil pelatihan di dalam kelas, para guru merespons kemajuan TIK secara positif dengan tindakan nyata melalui pemanfaatan TIK di dalam kegiatan pembelajaran yang menjadi tugas profesionalnya, dan dilaksanakan pengadaan perangkat TIK di sekolah secara bertahap dan berkelajutan, baik melalui pemerintah, pihak swasta maupun masyarakat.

Private Initiatives in School Reform in India

2021 ◽  
Author(s):  
Disha Nawani ◽  
Shinjini Sanyal
Keyword(s):  
Private Sector ◽  
The State ◽  
School Education ◽  
Indian Children ◽  
Government Schools ◽  
Government School ◽  
For Profit ◽  
The Rich ◽  
The Government ◽  
And Performance

School education in independent India was recognized as an important priority for state support, as it was neglected under the colonial regime. However, due to perceived financial challenges, it was placed in the newly (1950) drafted Constitution under Directive Principles of State Policy, which were nonjusticiable. Although the state provided for school education for the majority of Indian children, there remained several limitations in terms of access, equity, and equality for children belonging to disadvantaged communities. As a result, in India, the private sector, both for profit and nonprofit, played an important role in providing educational access to children. Between 1950 and the 1990s, the government school system struggled, and several learning surveys reported poor learning of school children, especially those studying in government schools. Concurrently, the private sector spread its influence and work in spaces not just for the rich but for the poor as well, and profit became a legitimate central concern. In the mid-1990s, the state initiated a rather aggressive policy of structural economic reform, leading to liberalization, privatization, and globalization. All this was justified in a neoliberal environment where the state started to withdraw from social sectors like health and education, on one hand, and private sector participation was hailed, on the other, in the name of efficiency, accountability, and performance. Public–private partnership became the new buzzword justifying any kind of relationship between the state and private actors.

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI PEMANFAATAN TIK OLEH GURU

2015 ◽  
Vol 3 (2) ◽  
pp. 121
Author(s):  
Sri Lestari
Keyword(s):  
Local Government ◽  
Private Sector ◽  
Learning Strategies ◽  
Learning Activities ◽  
Policy Support ◽  
Intensive Training ◽  
Ict Tools ◽  
The Subject ◽  
The Government

AbstractNot all teachers utilize ICT in organizing learning activities although they have understood that such learning strategies which really sup- port or help level the learners mastery of the subject ma er. Constraint the use of ICT by teachers are: no access, no adaanya means of ICT, learning does not integrate ICT, teachers have no knowledge of ICT, and no lack of willingness of teachers to utilize ICT. So the solution of problems utilization of ICT are: conducted socialization constantly about the potential, the bene ts and importance of ICT in learning ac- tivities so that there is policy support, not only from the central govern- ment, local government, private agencies but also from the head school, (2) conducted more intensive training with a more lax or inadequate so it is possible for teachers to put into practice the results of training in the classroom, (3) the teachers responded to the advancement of ICT positively by action through the use of ICT in learning activities be a professional duties, and (4) implemented the procurement of ICT tools in schools gradually and berkelajuta, either through the government, the private sector and the community. AbstrakBelum semua guru memanfaatkan TIK dalam menyelenggara- kan kegiatan pembelajaran yang diampunya walaupun mereka telah memahami bahwa strategi pembelajaran yang demikian ini sangat menunjang atau membantu tingkat penguasaan pe- serta didik terhadap materi pelajaran. Kendala pemanfaatan TIK oleh guru adalah: tidak adanya akses, tidak adaanya sa- rana TIK, pembelajaran tidak mengintegrasikan TIK, guru tidak memiliki pengetahuan tentang TIK, dan tidak adanya kemauan guru untuk memanfaatkan TIK. Sehingga solusi dari kendala pemanfaaatan TIK adalah: dilakukan sosialisasi yang terus- menerus tentang potensi, manfaat, dan pentingnya TIK di da- lam kegiat-an pembelajaran sehingga ada dukungan kebijakan, tidak hanya dari pemerintah pusat, pemerintah daerah, instansi swasta tetapi juga dari kepala sekolah, dilaksanakan pelatihan yang lebih intensif dengan waktu yang lebih longgar atau memadai sehingga dimungkinkan bagi guru untuk mempraktekkan hasil pelatihan di dalam kelas, para guru merespons kemajuan TIK secara positif dengan tindakan nyata melalui pemanfaatan TIK di dalam kegiatan pembelajaran yang menjadi tugas profe- sionalnya, dan dilaksanakan pengadaan perangkat TIK di seko- lah secara bertahap dan berkelajutan, baik melalui pemerintah, pihak swasta maupun masyarakat.

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI PEMANFAATAN TIK OLEH GURU

2015 ◽  
Vol 3 (2) ◽  
pp. 121
Author(s):  
Sri Lestari
Keyword(s):  
Local Government ◽  
Private Sector ◽  
Learning Strategies ◽  
Learning Activities ◽  
Policy Support ◽  
Intensive Training ◽  
Ict Tools ◽  
The Subject ◽  
The Government

AbstractNot all teachers utilize ICT in organizing learning activities although they have understood that such learning strategies which really sup- port or help level the learners mastery of the subject ma er. Constraint the use of ICT by teachers are: no access, no adaanya means of ICT, learning does not integrate ICT, teachers have no knowledge of ICT, and no lack of willingness of teachers to utilize ICT. So the solution of problems utilization of ICT are: conducted socialization constantly about the potential, the bene ts and importance of ICT in learning ac- tivities so that there is policy support, not only from the central govern- ment, local government, private agencies but also from the head school, (2) conducted more intensive training with a more lax or inadequate so it is possible for teachers to put into practice the results of training in the classroom, (3) the teachers responded to the advancement of ICT positively by action through the use of ICT in learning activities be a professional duties, and (4) implemented the procurement of ICT tools in schools gradually and berkelajuta, either through the government, the private sector and the community. AbstrakBelum semua guru memanfaatkan TIK dalam menyelenggara- kan kegiatan pembelajaran yang diampunya walaupun mereka telah memahami bahwa strategi pembelajaran yang demikian ini sangat menunjang atau membantu tingkat penguasaan pe- serta didik terhadap materi pelajaran. Kendala pemanfaatan TIK oleh guru adalah: tidak adanya akses, tidak adaanya sa- rana TIK, pembelajaran tidak mengintegrasikan TIK, guru tidak memiliki pengetahuan tentang TIK, dan tidak adanya kemauan guru untuk memanfaatkan TIK. Sehingga solusi dari kendala pemanfaaatan TIK adalah: dilakukan sosialisasi yang terus- menerus tentang potensi, manfaat, dan pentingnya TIK di da- lam kegiat-an pembelajaran sehingga ada dukungan kebijakan, tidak hanya dari pemerintah pusat, pemerintah daerah, instansi swasta tetapi juga dari kepala sekolah, dilaksanakan pelatihan yang lebih intensif dengan waktu yang lebih longgar atau memadai sehingga dimungkinkan bagi guru untuk mempraktekkan hasil pelatihan di dalam kelas, para guru merespons kemajuan TIK secara positif dengan tindakan nyata melalui pemanfaatan TIK di dalam kegiatan pembelajaran yang menjadi tugas profe- sionalnya, dan dilaksanakan pengadaan perangkat TIK di seko- lah secara bertahap dan berkelajutan, baik melalui pemerintah, pihak swasta maupun masyarakat.

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI PEMANFAATAN TIK OLEH GURU

2015 ◽  
Vol 3 (2) ◽  
pp. 121
Author(s):  
Sri Lestari
Keyword(s):  
Private Sector ◽  
Learning Strategies ◽  
Subject Matter ◽  
Central Government ◽  
Learning Activities ◽  
Policy Support ◽  
Intensive Training ◽  
Ict Tools ◽  
The Subject ◽  
The Government

Not all teachers utilize ICT in organizing learning activities although they have understood that such learning strategies which really support or help level the learners mastery of the subject matter. Constraint the use of ICT by teachers are: no access, no adaanya means of ICT, learning does not integrate ICT, teachers have no knowledge of ICT, and no lack of willingness of teachers to utilize ICT. So the solution of problems utilization of ICT are: conducted socialization constantly about the potential, the benefits and importance of ICT in learning activities so that there is policy support, not only from the central government, local government, private agencies but also from the head school, (2) conducted more intensive training with a more lax or inadequate so it is possible for teachers to put into practice the results of training in the classroom, (3) the teachers responded to the advancement of ICT positively by action through the use of ICT in learning activities be a professional duties, and (4) implemented the procurement of ICT tools in schools gradually and berkelajuta, either through the government, the private sector and the community. AbstrakBelum semua guru memanfaatkan TIK dalam menyelenggarakan kegiatan pembelajaran yang diampunya walaupun mereka telah memahami bahwa strategi pembelajaran yang demikian ini sangat menunjang atau membantu tingkat penguasaan peserta didik terhadap materi pelajaran. Kendala pemanfaatan TIK oleh guru adalah: tidak adanya akses, tidak adaanya sarana TIK, pembelajaran tidak mengintegrasikan TIK, guru tidak memiliki pengetahuan tentang TIK, dan tidak adanya kemauan guru untuk memanfaatkan TIK. Sehingga solusi dari kendala pemanfaaatan TIK adalah: dilakukan sosialisasi yang terusmenerus tentang potensi, manfaat, dan pentingnya TIK di dalam kegiatan pembelajaran sehingga ada dukungan kebijakan, tidak hanya dari pemerintah pusat, pemerintah daerah, instansi swasta tetapi juga dari kepala sekolah, dilaksanakan pelatihan yang lebih intensif dengan waktu yang lebih longgar atau memadai sehingga dimungkinkan bagi guru untuk mempraktekkan hasil pelatihan di dalam kelas, para guru merespons kemajuan TIK secara positif dengan tindakan nyata melalui pemanfaatan TIK di dalam kegiatan pembelajaran yang menjadi tugas profesionalnya, dan dilaksanakan pengadaan perangkat TIK di sekolah secara bertahap dan berkelajutan, baik melalui pemerintah, pihak swasta maupun masyarakat.

RELASI ULAMA DAN PENGUASA MASA KOLONIALISME

2020 ◽  
Vol 8 (2) ◽  
pp. 126-134
Author(s):  
Agung Perdana Kusuma
Keyword(s):  
The Netherlands ◽  
Private Sector ◽  
General Public ◽  
18Th Century ◽  
The Government ◽  
Colonial Government ◽  
The Way

In the 18th century, although the Dutch Company controlled most of the archipelago, the Netherlands also experienced a decline in trade. This was due to the large number of corrupt employees and the fall in the price of spices which eventually created the VOC. Under the rule of H.W. Daendels, the colonial government began to change the way of exploitation from the old conservative way which focused on trade through the VOC to exploitation managed by the government and the private sector. Ulama also strengthen their ties with the general public through judicial management, and compensation, and waqaf assets, and by leading congregational prayers and various ceremonies for celebrating birth, marriage and death. Their links with a large number of artisans, workers (workers), and the merchant elite were very influential.

The quantitative and qualitative contributions of faith based organizations to healthcare: The Kenya case

2017 ◽  
Vol 4 (3) ◽  
pp. 60-71 ◽  
Author(s):  
Alfredo Fort
Keyword(s):  
Health Facility ◽  
Management Practices ◽  
Developing World ◽  
Weighted Average ◽  
Relative Strength ◽  
For Profit ◽  
Faith Based ◽  
Non Governmental Organizations ◽  
Faith Based Organizations ◽  
The Government

Though difficult to ascertain because faith based organizations (FBOs) might keep a low profile, be confused with other non-governmental organizations (NGOs), or survey respondents may not know the nature of facilities attended to, these organizations have a long presence in teaching health personnel and delivering health services in many rural and remote populations in the developing world. It is argued that their large networks, logistics agreements with governments, and mission-driven stance brings them closer to the communities they serve, and their services believed of higher quality than average. Kenya has a long history of established FBOs substantial recent health investment by the government. We aimed to find the quantitative and qualitative contributions of FBOs by analyzing two recent data sources: the live web-based nationwide Master Health Facility List, and the 2010 nationwide Service Provision Assessment (SPA) survey. Using this information, we found that FBOs contribute to 11% of all health facilities’ presence in the country, doubling to 23% of all available beds, indicating their relative strength in owning mid-level hospitals around the country. We also constructed an index of readiness as a weighted average from services offered, good management practices and availability of medicines and commodities for 17 items assessed during the SPA survey. We found that FBOs topped the list of managing authorities, with 70 percent of health facility readiness, followed closely by the government at 69 percent, NGOs at 61 percent and lastly a distant private for profit sector at 50 percent. These results seem to indicate that FBOs continue to contribute to an important proportion of health care coverage in Kenya, and that they do so with a relatively high quality of care among all actors. It would be of interest to replicate the analysis with similar databases for other countries in the developing world.

GOOD GOVERNANCE, AKUNTANSI PEMERINTAHAN DAN EKONOMI KERAKYATAN

2007 ◽  
Author(s):  
Yuskar Yuskar
Keyword(s):  
Private Sector ◽  
Social Welfare ◽  
Natural Resources ◽  
Good Governance ◽  
Financial Economic ◽  
Strong Impact ◽  
Governance Mechanism ◽  
Literature Study ◽  
The Public ◽  
The Government

Good governance is a ware to create an efficient, effective and accountable government by keeping a balanced interaction well between government, private sector and society role. The implementation of a good governance is aimed to recover the public trust for the government that has been lost for the last several years because of financial, economic and trust crisis further multidimensional crisis. The Misunderstanding concept and unconcerned manner of government in implementing a good governance lately have caused unstability, deviation and injustice for Indonesia society. This paper is a literature study explaining a concept, principles and characteristics of a good governance. Furthermore, it explains the definition, development and utility of an efficient, effective and accountable government in creating a good governance mechanism having a strong impact to the democratic economy and social welfare. It also analyzes the importance of government concern for improving democratic economy suitable with human and natural resources and the culture values of Indonesia.

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