scholarly journals PROFESSIONAL-VERBAL FORMAL EDUCATION AND FORMATION THEREOF IN PEDAGOGICAL HIGHER SCHOOL BACHELORS

2019 ◽  
Vol 7 (4) ◽  
pp. 1163-1172
Author(s):  
Alla А. Evtyugina ◽  
Baktigul Z. Kurmanova ◽  
Viktoriya Z. Islamgaliyeva ◽  
Marina V. Sturikova
Keyword(s):  
Intellectual Capital ◽  
Education System ◽  
Formal Education ◽  
Empirical Method ◽  
Living Standards ◽  
Professional Activity ◽  
The Social ◽  
Study Results ◽  
Necessary And Sufficient ◽  
Qualitative Characteristics

Purpose of the study: The relevance of the issue under study is conditioned by the necessity to form professional-verbal formal education in the bachelors of pedagogical universities. The goal of this article is to determine qualitative characteristics of professional-verbal formal education in bachelors of pedagogical higher school, substantiation of use of forms and methods for generation of professional-verbal formal education. Methodology: The empirical method is a leading method for studying of this problem, as it allows to observe the process of formation of professional-verbal formal education of bachelors, to measure and compare indicators of the level of the professional-verbal formal education by means of performing specialized tasks; methods of mathematical statistics and graphical imaging of the study results are also used. Results: The concept of formal education is presented by the authors as a totality of personalistic and professional-verbal properties of a teacher and is regarded as a property which determines living standards of the man as an indicator of the human and intellectual capital, as an indicator of the efficiency of the social and professional activity. Applications of this study: The materials of this article can be of use in practical work for teachers of linguistic disciplines of not only universities but also secondary schools and colleges; they also can be of interest to teachers and psychologists of the education system and for all related to vocational-pedagogic activity. Novelty/Originality of this study: A set of measures has been developed and approbated which is necessary and sufficient for the generation of the professional-verbal formal education in bachelors; use of game situations at academic classes and conducting of various events in out-of-classes time, etc. were proposed.

scholarly journals Assessment of Instructors’ Technology Competency to be Used in the Settings of Formal and Non-Formal Education

2019 ◽  
Vol 8 (5) ◽  
pp. 29
Author(s):  
Myroslava P. Vovk ◽  
Halyna I. Sotska ◽  
Olena V. Trynus ◽  
Olga Ja. Muzyka
Keyword(s):  
Formal Education ◽  
Professional Competence ◽  
Value Orientations ◽  
Professional Activity ◽  
Teaching Staff ◽  
Self Assessment ◽  
Teaching Technology ◽  
Technology Competency ◽  
Cognitive Aptitude ◽  
Study Results

The purpose of this study was to test the model of diagnostic assessment of the level of formedness of the competency of pedagogical staff to use teaching technologies when applied in the settings of formal and non-formal education and to see whether the model creates opportunities for designing a strategy for professional lifelong development of teaching staff. A convergent (computer-oriented and traditional) methodology was used in this study including: the methodology for examination of the motivation drivers of professional activity (K. Zamfir); “Square of Values” methodology by O. Murzina; methodology of self-assessment of vocational and pedagogical motivation, Bass’s questionnaire on orientations entitled “Personality orientations”, Henning’s methodology called “Structure of Interests”, Criteria Cognitive Aptitude Test. It has been proved that the majority of teaching staff demonstrated the imitative and reproductive level of formedness of the professional competency consistent with all criteria. It seems that educators strive for self-improvement and self-development in using teaching technology in formal and non-formal education settings. This study results can be well used either to develop the structure and content of the professional development or post-graduation programs for the teaching personnel at the instructional institutions or to assess of the level of formedness of the professional competence of pedagogical staff to use teaching technologies in the settings of formal and non-formal education. The study attempts for the first time ever to assess professionalism-related competency in using teaching technology in formal and non-formal education settings and to specify the value orientations, motives, needs, spectrum of knowledge, skills, and abilities comprising the level of proficiency in this area as it is viewed through the needs of the labour market.

scholarly journals Sistem Pendidikan Pesantren Salafiyah Syafi’iyah Sorong

2017 ◽  
Vol 3 (2) ◽  
pp. 1-5
Author(s):  
Agus Yudiawan
Keyword(s):  
Education System ◽  
Formal Education ◽  
Boarding School ◽  
Social Program ◽  
Quality Of Education ◽  
General Science ◽  
Traditional System ◽  
Inhibiting Factor ◽  
The Social

Salafiyah Syafi'iyah Islamic Boarding School is a combination of Religion and general science. This Islamic boarding school still maintains its traditional system by using the method of sorogan and wetonan in carrying out the process of its education system especially in the study of classical books while the quality of education in the Salafiyah Syafi'iyah Islamic Boarding School is quite good. Educational programs in the Salafiyah Syafi'iyah Islamic Boarding School, namely formal education programs including Madrasah Ibtidaiyah (MI) and Madrasah Tsanawiyah (MTs), non-formal education in the form of diniyah education for 6 years for SD/MI graduates and 3-year program for graduates MTs. The social program includes preaching and social activities of students. One of the factors supporting the implementation of the education system in the Salafiyah Syafi'iyah Islamic Boarding School which is urgent and important is the building. From year to year, Salafiyah Syafi'iyah Islamic Boarding School experienced a development starting with buying land or land until now it has become a building that can be occupied and to study Islam. The inhibiting factor in the implementation of the Salafiyah Syafi'iyah Islamic Boarding School is the most urgent matter in terms of dormitory because, with the increasing number of students, a large place for students to live or live is needed.

scholarly journals Construction of Dual Curriculum in Indonesian Education System During the New Order Government

2015 ◽  
Vol 2 (1) ◽  
pp. 47-60
Author(s):  
Muhammad Zuhdi
Keyword(s):  
Social Constructionism ◽  
Education System ◽  
Formal Education ◽  
Dual System ◽  
New Order ◽  
Ministry Of Education ◽  
Religious School ◽  
Educational Law ◽  
Historical Method ◽  
The Social

Abstract Indonesian education system, beside the fact that it has a single system with a single educational law, accommodates two different official curricula administered by two different ministries, i.e. The Ministry of Education and The Ministry of Religious Affairs. This kind of dual system was officially initiated by the New Order Government in 1970s.  Using the social constructionism as a perspective, this study tries to re-construct the debates on educational policies during the New Order Era. While the Era has passed, the policy of having dual system remains relevant.The study is conducted using a qualitative-historical method, meaning that data are gathered from various resources using the qualitative approach combined with the historical perspective. Data are collected from various written documents as well as interviews with some resource persons. General conclusion of the paper is that the dual curriculum system has existed before the New Order government took the power. The different is that the New Order Government made the dual system official, while the previous system did not recognize religious school as parts of formal education system. Abstrak Meskipun Indonesia memiliki satu sistem pendidikan nasional dan satu Undang-undang pendidikan yang berlaku, namun ada dua kementerian yang mengelola pendidikan, yaitu Kementerian Pendidikan dan Kementerian Agama. Inilah yang dimaksud dengan dualisme sistem pendidikan Indonesia. Awalnya, pendidikan Islam berada di luar system, sehingga dualism itu tidak begitu Nampak. Namun sejak tahun 1970an dualisme ini mulai mewujud seiring dengan diakuinya pendidikan Islam sebagai bagian dari sistem pendidikan nasional oleh Pemerintah Orde Baru. Tulisan ini mencoba merekonstruksi dualisme sistem pendidikan di Era Orde Baru dengan menggunakan metode kualitatif-hsitoris. Tulisan ini membuktikan bahwa sebenarnya dualisme pendidikan telah ada sebelum masa Orde Baru. Namun, di masa Orde Baru-lah dualisme itu muncul secara aksplisit, ketika pendidikan Islam diakui sebagai institusi resmi yang berbeda dengan pendidikan sekuler. How to Cite:  Zuhdi, M. (2015). Construction of Dual Curriculum in Indonesian Education System During the New Order Government. TARBIYA: Journal Of Education In Muslim Society, 2(1), 47-60. doi:10.15408/tjems.v2i1.1819. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1819

Recognition and measurement of intellectual capital in Spanish universities

2014 ◽  
Vol 15 (1) ◽  
pp. 173-188 ◽  
Author(s):  
Yolanda Ramírez ◽  
Silvia Gordillo
Keyword(s):  
Intellectual Capital ◽  
Design Methodology ◽  
Professional Literature ◽  
Content Type ◽  
Empirically Supported ◽  
The Social ◽  
Study Results ◽  
Spanish Universities ◽  
Spanish Public Universities ◽  
Practical Implications

Purpose – The purpose of this paper is to provide a model for recognition and measurement of intellectual capital (IC) in Spanish universities. Design/methodology/approach – In this study the authors developed a questionnaire which was sent to members of the social councils of Spanish public universities in order to identify which intangible elements university stakeholders demand most. The study results served as a basis to develop a model of IC measurement for Spanish universities. Findings –The results of the empirical study are used to identify which intangible elements need to be measured and to define a battery of indicators. Practical implications – This paper aims to provide a set of IC indicators to help universities on the path to presenting useful information to their stakeholders, contributing to a greater transparency, accountability and comparability in the higher education sector. Originality/value – Although the scientific and professional literature has provided numerous proposals for measuring and reporting a firm's IC, further research is still needed since there are few empirically supported models for the measurement and reporting of IC in universities. This need is especially relevant when considering empirical supported IC models.

The State, the Family, and Education: Ideology, Reproduction, and Resistance in Western Australia 1900–1929

1983 ◽  
Vol 27 (2) ◽  
pp. 121-136 ◽  
Author(s):  
Paige H. Porter
Keyword(s):  
Western Australia ◽  
Education System ◽  
Social Reproduction ◽  
Formal Education ◽  
Division Of Labour ◽  
The State ◽  
The Political ◽  
Complex Process ◽  
The Social ◽  
The Family

This paper argues that gender-related inequalities in education (and other areas) are most crucially understood as embedded in ideology about the family, and that that ideology is at least partially reproduced through the education system itself. The prevalent ideology about the family corresponds to the nature of the political economy and works to maintain and reproduce the social and sexual division of labour both within the family and in the society at large. This study describes one period of educational reform, 1900–1929 in Western Australia, and examines the ideology about the family that was perpetuated by the state through the formal education system at this time. However, social reproduction is seen as a complex process and subject to human mediation Consequently resistance to the state ideology is described, as are contradictions within the ideology itself. It is hoped that, by looking not only at reproduction but also at resistance and contradiction, the entire process will be seen as a more dynamic one.

scholarly journals SOCIAL WORKERS TRAINING IN CONTINUING EDUCATION SYSTEM

2019 ◽  
pp. 27-34
Author(s):  
Tеtiana Spirina ◽  
Tеtiana Liakh
Keyword(s):  
Continuing Education ◽  
Social Workers ◽  
Education System ◽  
Professional Activity ◽  
Education Systems ◽  
Social Transformations ◽  
Ability To Act ◽  
The Social ◽  
State And Society ◽  
Agents Of Change

The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles. The rapid changes in current development of society, related to the humanization of education, the high demands on each member of society, both individual and professional, and make the relevance of adult education as an integral part of continuing education and expanding research in this field. Particularly valuable are studies on the lifelong learning of social workers who are mediators between the state and society, agents of change and improvement of social and educational policies. Recognizing the competence approach in education and training of social workers, which should be reflected in updating the content of education in response to social transformations, engages the creation of conditions for the development of lifelong education in the field of professional activity of a social worker as a generalized condition for the ability to act effectively in a particular professional situation. The article deals with the problem of professionals training in the social field in continuing education system, which provides the professional development of adults, in particular social workers. The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles.

scholarly journals Paradoxes of Students’ Non-formal Education

2019 ◽  
pp. 303-321 ◽  
Author(s):  
Galina Z. Efimova ◽  
Evgeniy V. Zyuban ◽  
Marina N. Kicherova ◽  
Ekaterina O. Muslimova
Keyword(s):  
Education System ◽  
Formal Education ◽  
System Transformation ◽  
Theoretical Concepts ◽  
Time Period ◽  
Foreign Countries ◽  
Study Results ◽  
Regulation Mechanisms ◽  
Two Stages ◽  
Short Time

Introduction. The research topicality lies in the inference that formal education system loses its ability to respond quickly to socio-cultural and technological changes in society. The purpose of the article is to study the international and domestic experience of non-formal education, to identify the practices of non-formal education among students, and to examine the prospects and para doxes of non-formal education. Materials and Methods. The study encompassed such levels as macrosocial, mesosocial, and microsocial. The authors’ methodology comprised two stages. The first part of the research was theoretical. The second part included in-depth interviews (N = 126) and questionnaire results processing (N = 894). Results. The examples of foreign countries show institutional opportunities, regulation mechanisms, and means of recognition of non-formal education. The scale of distribution of non-formal education in the world is presented. The empirical research shows that the absolute majority of the Russian students are not involved in non-formal educational practices. The main objective of non-formal education is to obtain actual knowledge, living and vocational skills within a short time period. Only a third of respondents admit that non-formal education has had a positive ef fect on their employment. Discussion and Conclusion. The study allows to deepen knowledge about the education system transformation, to identify possible strategies to remove young people’s qualification gaps and retards and overcome barriers existing on the labor market. The study results can be used to develop theoretical concepts and conduct a comparative analysis, as well as in practical activities of educational organizations. The study will help identify the opinion of employers regarding their readiness to recognize qualifications earned through non-formal education.

scholarly journals Strategi untuk Mengatasi Permasalahan Wanita Rawan Sosial Ekonomi (WRSE)

2017 ◽  
Vol 31 (1) ◽  
pp. 22
Author(s):  
Alia Fajarwati ◽  
Eva Latifah Puspita Sari ◽  
Nirania Galuh Putrie Soewarno
Keyword(s):  
Social Welfare ◽  
Poverty Alleviation ◽  
Formal Education ◽  
Education Level ◽  
Target Groups ◽  
The Social ◽  
Study Results ◽  
Low Education ◽  
And Training ◽  
Descriptive Method

Di Indonesia, dalam upaya untuk mengentaskan kemiskinan, Dinas Sosial mengelompokkan penduduk yang menjadi target, yaitu kelompok penduduk Penyandang Masalah Kesejahteraan Sosial (PMKS). Menurut Dinas Sosial, setidaknya terdapat 22 definisi operasional dan karakteristik dari masing-masing jenis PMKS, salah satunya adalah Wanita Rawan Sosial Ekonomi (WRSE).  Metode deskriptif baik kuantitatif maupun kualitatif digunakan dalam studi ini. Metode yang digunakan dalam studi ini adalah  deskriptif baik dengan pendekatan  kualitatif maupuan pendekatan kuantitatif.  Lokasi penelitian adalah di Kabupaten Temanggung.  Survei lapangan dilaksanakan di Desa Tepusen, Kecamatan Kaloran.  Metode sensus digunakan dalam studi ini, yaitu dengan mewawancarai seluruh WRSE yang ada di Desa Tepusen.  Hasil studi menunujukkan: 1) jumlah WRSE terbesar di Kabupaten Temanggung menurut data statistik adalah di Kecamatan Temanggung yaitu sebanyak 691 WRSE dan terkecil di Kecamatan Bulu yaitu sebayak 22 WRSE; 2) faktor-faktor yang menyebabkan wanita menjadi WRSE di desa ini adalah perceraian/kematian suami, tingkat pendidikan rendah, pekerjaan dengan gaji rendah; 3) upaya-upaya yang telah dilakukan Dinsos untuk mengatasi WRSE yaitu dana ternak, pelatihan pembuatan kue dan pelatihan sulam pita; 4) faktor-faktor penghambat dalam upaya pengentasan WRSE adalah terbatasnya waktu senggang, tingkat pendidikan rendah, usia, jumlah tanggungan, terbatasnya akses finansial; dan 5) strategi yang dapat direkomendasikan untuk mengentaskan WRSE dari kemiskinan: akses ke pendidikan formal, pelatihan untuk meningkatkan kapabilitas, bantuan dana untuk penghidupan dan anak-anak WRSE, membuka akses pada keuangan mikro, pendampingan spiritual/psikologis, memperkuat jaringan pendukung WRSE dan pelibatan WRSE dalam perencanaan maupun program pengentasan kemiskinan. In Indonesia, as an effort to a poverty alleviation, Department of Social Welfare in Indonesia has a program with the target groups such as ‘Penyandang Masalah Kesejahteraan Sosial (PMKS)- The Social Welfare Problems People’.  There are at least 22 operational definitions and characteristic from each category of PMKS.  One of group of women who included in this group is ‘Wanita Rawan Sosial Ekonomi (WRSE)- Economic Social Prone Women-group.  This study uses descriptive method, both with quantitative and  qualitative approach. The research location is in the District of Temanggung. The field survey was conducted in Tepusen Village, Kaloran District. Census method used in this study, which by interviewing the entire WRSE in the Tepusen Village. The study results show: 1) factors that cause women to be WRSE in this village is divorcement or the husband’s death, low education level, low-salary occuption; 2) the efforts that have been made to overcome WRSE’s poverty by Dinsos namely livestock funds, cullinary training and training of stitching ribbon; 3) the factors inhibiting reduction WRSE is limited leisure time, low education level, age, number of dependents, limited access to finance; and 4) strategies can be recommended to alleviate WRSE of poverty are opening access to formal education, holding trainings to improve capability, funding for WRSE’s livelihood and WRSE’s children, opening access to microfinance, mentoring WRSE’s spiritual / psychological, strengthening the WRSE’s supporters network and involving WRSE in WRSE’s poverty alleviation planning or program.

Putting ‘the social’ back into social policy

2017 ◽  
Author(s):  
Steve Corbett ◽  
Alan Walker
Keyword(s):  
Secondary Education ◽  
Social Policy ◽  
Social Mobility ◽  
Education System ◽  
Living Standards ◽  
British Society ◽  
The Social ◽  
Meaning And Purpose ◽  
The Uk

This chapter illustrates how the dominant neoliberal approach to economic and social policy in the UK is becoming increasingly fragmented with a generation of people set to experience worse living standards than their parents. This includes a decline in social mobility within and across generations, a vast chasm emerging between the haves and have nots, a long term squeeze on wages and living standards, health crises relating to underfunding, and the move towards a mechanical learning based secondary education system geared towards a low wage, low skill economy. As a result, it is important to reassess the meaning and purpose of social policy and where it fits within the overall direction of contemporary British society.

scholarly journals A Study of Teachers Views about the Students of Non-Formal Institutes

2021 ◽  
Vol 2 (2) ◽  
pp. 63-67
Author(s):  
Saima Riaz ◽  
Mudassar Yasin
Keyword(s):  
Social Sciences ◽  
Education System ◽  
Social Life ◽  
Formal Education ◽  
Educational Institutions ◽  
Human Right ◽  
The People ◽  
Educational Institute ◽  
The Social ◽  
And Behavior

Education plays a very crucial role in the development of child’s abilities, attitude, and behavior. It develops a positive change in the social life of the children. Therefore, many developed and developing nations highly encourage the spread of education through non-formal means. The non-formal education system is usually planned to provide effective knowledge and skills among the people. The present study was conducted with an aim to evaluate the views of non-formal institutions teachers about the students. This study was carried out in district Toba Tek Singh of Punjab province. The present study was descriptive in nature, and a survey was conducted to evaluate the non-formal education systems. All the non-formal educational institutions were the population of the study. The sample size of 50 teachers working in the non-formal educational institute of district Toba Tek Singh was chosen. The researcher for data collection developed a self-designed questionnaire. The collected data were analyzed through Statistical Package for Social Sciences (SPSS). The results of this study showed significant differences received from the respondents of non-formal education schools. The obtained results showed that respondents are getting good benefits from the non-formal education system. It is concluded from this study that education is very important for the development of any nation, and it is considered a fundamental human right.

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