scholarly journals MEMAKNAI KEMBALI PENINGKATAN PROFESIONALISME TENAGA PENDIDIK PENDIDIKAN NONFORMAL

2007 ◽  
Vol 2 (2) ◽  
pp. 21-27
Author(s):  
S. Wisni Septiarti ◽  
Mulyadi Mulyadi

Professionalism of the non-formal education personnel, which is understood as competency development, is a necessity. If we see from various points of view particularly from sociocultural aspects, the study on the dynamics of non-formal education personnel’s profession, becomes the essential part of this articel. The flexibility, which tends to be biased over time, age, materials or presentation approaches and sosiocultural aspects within the process of learning, becomes the reference for the personnel’s quality improvement efforts. Even though, in common public point of view, the existence of formal teachers is stronger than non-formal education personnel, but the NFE program development in reality is largely required. This happens because many people have not been served by the formal education system. In order to re-defined the meaning of professionalism of the NFE as an effort of the education quality improvement normatively, there is a necessity to improve the culture of operation and the dialogues among education personnel up to the education managers.

Author(s):  
Declan Fahy

Objectivity and advocacy have been contentious topics within environmental journalism since the specialism was formed in the 1960s. Objectivity is a broad term, but has been commonly interpreted to mean the reporting of news in an impartial and unbiased way by finding and verifying facts, reporting facts accurately, separating facts from values, and giving two sides of an issue equal attention to make news reports balanced. Advocacy journalism, by contrast, presents news from a distinct point of view, a perspective that often aligns with a specific political ideology. It does not separate facts from values and is less concerned with presenting reports that are conventionally balanced. Environmental reporters have found it difficult to categorize their work as either objective or advocacy journalism, because studies show that many of them are sympathetic to environmental values even as they strive to be rigorously professional in their reporting. Journalists have struggled historically to apply the notion of balance to the reporting of climate change science, because even though the overwhelming majority of the world’s experts agree that human-driven climate change is real and will have major future impacts, a minority of scientists dispute this consensus. Reporters aimed to be fair by giving both viewpoints equal attention, a practice scholars have labeled false balance. The reporting of climate change has changed over time, especially as the topic moved from the scientific domain to encompass also the political, social, legal, and economic realms. Objectivity and advocacy remain important guiding concepts for environmental journalism today, but they have been reconfigured in the digital era that has transformed climate change news. Objectivity in climate reporting can be viewed as going beyond the need to present both sides of an issue to the application in reports of a journalist’s trained judgment, where reporters use their training and knowledge to interpret evidence on a climate-related topic. Objectivity can also be viewed as a transparent method for finding, verifying, and communicating facts. Objectivity can also be seen as the synthesis and curation of multiple points of view. In a pluralistic media ecosystem, there are now multiple forms of advocacy journalism that present climate coverage from various points of view—various forms of climate coverage with a worldview. False balance had declined dramatically over time in mainstream reportorial sources, but it remains a pitfall for reporters to avoid in coverage of two climate change topics: the presentation of the many potential future impacts or risks and the coverage of different policy responses in a climate-challenged society.


Author(s):  
V.G. Kostenkova

The article is devoted to the study of the problem of fundamental changes in the organization of the higher education system in connection with the transition to the fourth technological order, which is accompanied by the formation and development of digital technologies, the effective use of which presupposes that an employee has a system of modern knowledge and competencies. In these conditions, we can talk about the formation of the economy of knowledge. Only in this case an innovative version of the development of the national economy of Russia becomes a real. The article discusses various points of view on the qualitative and quantitative changes in the system of higher education in the era of the digital economy. The modern higher education system is the result of the classical industrial era, when mass standardization was considered the most important criterion for success. Traditional formal education was essentially a copy of the generally accepted model of factory production. The education model was designed in such a way that learners were passive recipients of information. The basic values of this system of higher education were control, standardization, compliance with generally accepted standards. However, this option has exhausted the possibilities of its development. It is noted that the digital transformation of the learning process should create conditions for the effective use of the latest technologies for the transition to a personalized and result-oriented educational process. In relation to Russia, this means the development of material infrastructure, the introduction of digital programs, the development of online learning, the development of new management systems for universities and learning processes.


2018 ◽  
Vol 24 (2) ◽  
pp. 229-249 ◽  
Author(s):  
Nicolás Didier

This article aims to present the lifelong education system of Chile from a functional and institutional point of view, in an attempt to describe its strategy. This paper covers both formal education and graduate studies, which were analyzed systematically from the institutional framework and experience of Chile. A comprehensive review of open access data of Chilean higher education was performed, analyzing human capital investment and access to post-secondary education. The main findings are based on the lack of coordination between the educational levels and postsecondary education which make career progression and integration difficult, obstructing tenure and qualifications valuation by employers. In an ageing society such as that of Chile, workers may be forced to take up continuously training courses to sustain their situation inside the labour market. If there is no coordination between training and educational system, workers will face major difficulties in being considered as employable. This work opens the question of lifelong education policies in less developed countries such as Chile, which is facing the same demographic phenomenon as developed countries, but without the same level of resources or institutional development. This article concludes with the requirements for the design of this kind of educational policy.


2016 ◽  
Vol 24 (4) ◽  
pp. 377-386 ◽  
Author(s):  
Natalia Lyz ◽  
Anna Opryshko

Purpose The purpose of the paper is to show the impossibility of teaching an individual to live and realize their potential in a modern dynamic environment by being within an artificial education system and explore the idea of life-creating education. Design/methodology/approach The study is based on the models of future education and community. Education is viewed from the position of a student’s ability to self-realize in the modern world. This paper relies on the analyses of basic characteristics of formal education, the challenges to it from the point of view of contemporaneous society and the main routes to improve education. Findings An artificial education system with its translation of a stable experience model is obsolete. Formal education does not provide an individual with the necessary life experience. Learners’ interest and involvement into cognitive activity; joint creative activity and production of personal knowledge; self-determination; and personal fulfilment are the main features of life-creating education. It involves the whole society into learning, modifies teachers’ functions and requires developing flexible management tools. Originality/value This original work shows basic principles of life-creating education and maps the way forward. The represented results will be useful for developing new models of education improvement.


2020 ◽  
Vol 1 (2) ◽  
pp. 6
Author(s):  
Jing Li

In colleges and universities music education system, strengthen the inherit and carry forward the Chinese traditional music, from the point of view of the school, are beneficial to improve college music education quality and effectiveness, to help colleges and universities music education better and the combination of Chinese traditional music teaching, also help colleges and universities music education to fully absorb the cultural charm of Chinese traditional music and national music elements, enrich the college music education content and education resources, and further promote the college music education and the common development of the Chinese traditional music. From the perspective of students, inheriting traditional Chinese music in the music education system in colleges and universities is conducive to enhancing students' profound understanding of the theoretical knowledge of traditional Chinese music, enabling students to better feel the cultural charm and national connotation of traditional music, and solving the problem of disconnection that appeared in the process of students learning music with the development of traditional music culture.


2007 ◽  
Vol 2 (2) ◽  
pp. 11-20
Author(s):  
Mustafa Kamil

Non-formal education quality will be reached if it is developed by professional and competent nonformal education personnel. Two factors needed by non-formal education personnel in strengthening their professionalism and competencies are the skills and abilities in developing and improving learners’ autonomy. This article discusses (1) the definitions of non-formal learners’ autonomy, (2 ) the roles and tasks of non-formal education personel in performing non-formal learners’ autonomy, and (3) a set of competencies and skill of non-formal education personnel in performing non-formal learners’ autonomy. In conclusion some suggestions to improve the quality of non-formal education personnel presented.


Author(s):  
E. Yu. Zharova

In the late XIX - early XX centuries the Ministry of Education could no longer reform education system without relying on the opinion of the professorial corporation. The largest sessions created by the Ministry to find out the point of view of professors on the most problematic issues of university life took place in 1901 and 1906. The purpose of these sessions was to revise the university statute of 1884, but neither in the first nor in the second case did the new statute appear. The materials of the first session were buried in the Ministry, but according to the results of the second session, a subject educational system was proclaimed. Under the conditions of that time (1906), along with other easing of university administration, it was a significant step forward towards university autonomy and the freedom of education expressed in the subject system. This article provides an analysis of the opinions of professors of universities of the Russian Empire which were gathered during those two sessions and reflecting the points of view of the professorial corporation about the reform of the educational system.


1982 ◽  
Vol 30 (1) ◽  
pp. 6
Author(s):  
Mary Montgomery Lindquist

Previous editorials on An Agenda for Action* have expressed many different points of view, but two themes were common: change in schools is a process that occurs step-by-step over time, and the teacher is a crucial ingredient in this change. We are now one-fourth of the way through the 1980s and beginning a new school year, so it is appropriate to ask yourself what you are going to do in this step-by-step process of change?


2020 ◽  
Vol 5 (1) ◽  
pp. 155-172
Author(s):  
Abdul Majir ◽  
Yohanes Kurniawan

The government implements private madrasa in order to improve Islamic education services. The strengthening of the existence of madrasa is inseparable from the participation of stakeholders. Especially in the fields of managerial, human resources, and infrastructure. The combination of a traditional Islamic education system with a modern Islamic education system is an appropriate alternative policy. This study aims to describe the concept of education management in the madrasa, the role of stakeholders, and the influence of madrasa enforcement on the implementation of education quality improvement in Madrasah Aliyah Negeri (MAN) 2 Manggarai, East Nusa Tenggara. This research is a case study with an interpretive or post positivistic approach. The findings of this study are the establishment of madrasa has a positive effect on the madrasah management which is more transparent, accountable, collaborative, coordinative, and while maintaining the characteristics of madrasas. Cooperative Participation Management based on religiosity become model of education quality improvement in MAN 2 Manggarai.


2014 ◽  
Vol 9 ◽  
pp. 64-80
Author(s):  
Justina Garbauskaitė-Jakimovska

Vilniaus universitetasUniversiteto g. 9/1VilniusTel. (8 5) 266 76 25El. paštas: [email protected] Straipsnyje nagrinėjamas jaunimo neformaliojo ugdymo (JNU1) bruožų ir principų (ne)suderinamumas su poreikiu gerinti šio ugdymo kokybę. Laikomasi pozicijos, kad kokybės siekis liberalioje visuomenėje yra būdingas visoms sritims ir pripažįstamas legitimiu a priori, tačiau priemonės, kuriomis yra siekiama kokybės, neretai pasižymi autoritarinėmis, ribojančiomis ir formalizuojančiomis savybėmis, kurios iš esmės yra nesuderinamos su JNU vertybėmis, principais ir tikslais. Aprašomas jaunimo neformaliojo ugdymo reiškinys Europos ir Lietuvos kontekstuose, nagrinėjama jaunimo neformaliojo ugdymo kokybės samprata, kriterijai ir esamos kokybės gerinimo praktikos.Pagrindiniai žodžiai: jaunimo neformalusis ugdymas, kokybė, pripažinimas, laisvė. EDUCATION IN YOUTH WORK: IN SEARCH FOR QUALITY IN YOUTH NON-FORMAL EDUCATIONJustina Garbauskaitė-Jakimovska SummaryThe main focus of the article is put on the core principles of youth non-formal education (NFE) and their (non)compatibility with the need to improve and maintain the quality of NFE. The aim for quality is a priori legitimate in the liberal societies in all spheres of life. Nevertheless the means for quality improvement often have authoritarian, restrictive, formalising or standardising characteristics that are not compatible with main values, principles and aims of non-formal education: freedom, voluntarism and development of a conscious individual. The article describes the phenomenon of non-formal education in European and Lithuanian contexts, the concept and criteria of quality in non-formal education and existing practices for quality improvement are analysed.Key words: youth non-formal education, quality, recognition, liberty.


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