Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

scholarly journals Comparison of regulatory models of higher education in Europe: the Portuguese situation

2009 ◽  
Vol 14 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Pedro Rei Bernardino ◽  
Rui Cunha Marques
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Quality Assurance System ◽  
Higher Education System ◽  
Assurance System ◽  
European Higher Education ◽  
Portuguese Higher Education ◽  
Quality Assurance Standards ◽  
Regulatory Models

The regulation of Portuguese Higher Education is now in a period of evolution and undergoing profound changes. The quality assurance system implemented was criticised from the beginning, raising many doubts, and was often associated with some weaknesses. The pressure put on the Portuguese government to meet quality assurance standards in the scope of European Higher Education is enormous and several reforms and policy developments show that Portugal's Higher Education system is on the move. This paper compares the regulatory models in other European countries and analyses the new Portuguese model.

scholarly journals Quality Assurance in Ghana: Accomplishments and Challenges

2018 ◽  
Vol 94 ◽  
pp. 28
Author(s):  
Patrick Swanzy ◽  
Patricio V. Langa ◽  
Francis Ansah
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Lessons Learned ◽  
Higher Education System

This article examines Ghana’s efforts to revitalize its higher education system using quality assurance (QA). Specifically, we discuss the accomplishments and challenges of the QA system. Ghana has one of the oldest QA systems in Africa, so lessons learned there are worth sharing with scholars and practitioners.

scholarly journals PENDIDIKAN KARAKTER DAN EKSISTENSI PEMUDA

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Arhanuddin Salim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Education System ◽  
Tertiary Education ◽  
National Development ◽  
Learning System ◽  
National Education ◽  
Childhood Education ◽  
National Education System

To realize the vision of national development, namely to realize a society of noble character, morality, ethics, culture and civilization based on the Pancasila philosophy, the national education system must be the main focus that must be addressed. Based on the functions and objectives of national education, it is clear that education at every level must be organized systematically to achieve that goal. This concerns the reality of education in educational units from early childhood education to tertiary education which is currently experiencing fading and degradation in terms of forming the character of its students. All of this is due to the absence of a learning system focused on the direction of the formation of superior character values. Keywords:education, character education, youth and the future of the nation Untuk mewujudkan visi pembangunan nasional, yaitu mewujudkan masyarakat berakhlak mulia, bermoral, beretika, berbudaya dan beradab berdasarkan falsafah Pancasila, maka sistem pendidikan nasional harus menjadi fokus utama yang harus dibenahi. Berdasarkan fungsi dan tujuan pendidikan nasional, jelas bahwa pendidikan di setiap jenjang, harus diselenggarakan secara sistematis guna mencapai tujuan tersebut. Hal ini menyangkut realitas pendidikan di dalam satuan pendidikan dari pendidikan usia dini sampai perguruan tinggi yang saat ini mengalami pemudaran dan degradasi dalam hal pembentukan karakter peserta didiknya. Semua ini disebabkan karena tidak adanya sistem pembelajaran yang terfokus pada arah pembentukan nilai-nilai karakter unggul. Kata Kunci:pendidikan, pendidikankarakter, pemuda dan masa depanbangsa

scholarly journals The Objectives and Practical Aspects of Quality Assurance System of Higher Education

2020 ◽  
Vol 9 (7) ◽  
pp. 119
Author(s):  
Dora H. Ivanova ◽  
Olga V. Goray ◽  
Nadiia I. Horbachova ◽  
Iryna M. Krukovska ◽  
Svitlana D. Poplavska
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Educational Services ◽  
Quality Assurance System ◽  
The European Union ◽  
Higher Education System ◽  
Assurance System ◽  
The World

Each country in the world has its own individual approaches to the quality assurance system of higher education, so the quality of educational services in each country is different. The developing countries should be guided by the standards and recommendations put forward by the world’s leading countries in the field of the assurance system of higher education in order to improve the quality of education services. The purpose of the scientific investigation is to formulate the objectives and analyze the practical aspects of functioning of the quality assurance system of higher education. In the study’s framework of the practical aspects of the higher education’s quality in European Union’s countries, the methods of general analysis have been used, including comparison and grouping; at the same time, the presentation of statistics is also demonstrated by graphical methods. The practical aspects of quality assurance of higher education in European Union’s countries have been analyzed, which is reflected in the dynamics of the number of students who have received higher education, the structure of higher education degree seeking applicants, the employment rate of graduates who have graduated from higher education institutions (Employment rates of recent graduates), the World University Rankings, the Europe Teaching Rankings, rating of the strength of the higher education system (the QS Higher Education System Strength Rankings). Proposals for ensuring the proper quality of higher education and a high level of educational services to educational institutions of the European Union have been presented.

scholarly journals Impact of Education on Sustainable Economic Development in Emerging Markets—The Case of Namibia’s Tertiary Education System and its Economy

2020 ◽  
Vol 12 (21) ◽  
pp. 8814
Author(s):  
Moritz Jellenz ◽  
Vito Bobek ◽  
Tatjana Horvat
Keyword(s):  
Economic Development ◽  
Education System ◽  
Tertiary Education ◽  
Qualitative Interviews ◽  
National Development ◽  
Development Program ◽  
Multidimensional Poverty ◽  
Transformation Process ◽  
Economic Sectors ◽  
Sustainable Economic Development

The research’s fundamental investigation elaborates on interactions between tertiary educational factors and Namibia’s sustainable economic development. Sequential mixed-research-method guides the investigation towards its results: A quantitative statistical data analysis enables the selection of interrelated educational and economic factors and monitors its development within Namibia’s last three decades. Subsequent qualitative interviews accumulate respondents’ subjective assessments that enable answering the fundamental interaction. Globally evident connections between a nation’s tertiary education system and its economic development are partially confirmed within Namibia. The domestic government recognizes the importance of education that represents a driving force for its sustainable economic development. Along with governmental NDP’s (National Development Program) and its long-term Vision 2030, Namibia is on the right track in transforming itself into a Knowledge-Based and Sustainable Economy. This transformation process increases human capital, growing GDP, and enhances domestic’s living standards. Namibia’s multiculturalism and its unequal resource distribution provoke difficulties for certain ethnicities accessing educational institutions. Namibia’s tertiary education system’s other challenges are missing infrastructures, lacking curricula’ quality, and absent international expertise. The authors’ findings suggest that, due to Namibia’s late independence, there is a substantial need to catch up in creating a Namibian identity. Socioeconomic actions would enhance domestic’s self-esteem and would enable the development of sustainable economic sectors. Raising the Namibian tertiary education system’s educational quality and enhancing its access could lead to diversification of economic sectors, accelerating its internationalization process. Besides that, Namibia has to face numerous challenges, including corruption, unemployment, and multidimensional poverty, that interact with its tertiary education system.

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