scholarly journals PENGEMBANGAN PARADIGMA BARU KEILMUAN DAN KELEMBAGAAN PENDIDIKAN NON FORMAL

2008 ◽  
Vol 3 (1) ◽  
pp. 65-73
Author(s):  
Sodiq A. Kuntoro

According to the education law of Republic of Indonesia in 2003, non-formal education is implemented to facilitate the citizen to get education and it functions as substitution, supplement, and complement to formal education. The role of non-formal education is to contribute the implementation of lifelong education as a new approach to education. This new approach is different from the education under present systems that involve the attempt to integrate the different parts of education with the concern for the development of person in intellectual, emotional, social, and vocational aspects. The present non-formal education activities need to expand their activities to create opportunity of education wider and to cover incidental learning as a part of learning activities in society.

Interpreting ◽  
1998 ◽  
Vol 3 (1) ◽  
pp. 21-45 ◽  
Author(s):  
Holly Mikkelson

Various federal and state statutes in the United States define the role of the court interpreter with clear and unequivocal rules. This definition is based on the underlying principles of the U.S. legal system, which is derived from the Anglo-Saxon common-law tradition. Consequently, the distinctive features of that system, including the jury trial and the concept of adversarial proceedings, make the function of the court interpreter quite different from that of his/her counterparts in other countries. In recent years, the judiciary has made an effort to enhance the public's access to the justice system, but at the same time, the latest wave of immigration comprises individuals from societies in which cultural norms differ greatly from those of the United States. Moreover, many of these immigrants have received little or no formal education. As a result, judiciary interpreters feel somewhat constrained by the rules that govern their profession when they strive to bridge the cultural and linguistic gap. This paper reexamines the function of the court interpreter in light of these circumstances and an analysis of prevailing practices in other countries, and proposes a new approach to the interpreter's role.


2021 ◽  
Vol 7 ◽  
pp. 00020
Author(s):  
Vevi Sunarti ◽  
Solfema Solfema

Who has not heard of Rahmah El Yunussiyah, a non-formal education figure from West Sumatra? Rahmah El Yunussiyah felt compelled to rise and break through the barriers set during her time as she witnessed what the women underwent. Women were only responsible for cooking, washing, and doing other household chores. If we look at the nature of Rahmah El-Yunusiah's thoughts on education, it departs from the equality of rights between women and men in obtaining knowledge.  In a family, a woman is by nature the first and foremost teacher for her children. What will happen to future generations if a mother's ability to learn is limited? As a mother or a mother-to-be, it is not only knowledge that every mother must have, but also daily skills such as cooking, sewing, weaving, etc. These skills can be observed from the curriculum used in Diniyah Puteri School, the life of Rafi'ah (the mother of Rahmah El Yunusiyyah), and Rahmah's life and concepts of thought. As a result, the researcher can extract numerous key elements from Rahmah El Yunusiyyah's concept of education thought and movement, including 1) women and education (gender); 2) the role of family education; 3) lifelong education; and 4) autonomy in the management and the curriculum. All these essential points will be explained further in this article.


Author(s):  
Chris Davies ◽  
Rebecca Eynon

This chapter investigates the role of the Internet in reshaping learning and education. It describes distinctions between formal education, where the Internet has made few inroads, and informal learning, where it seems to have excelled. Moreover, the chapter explores how the Internet has – via the World Wide Web – enabled an expansion in informal and incidental learning opportunities. Online courses are dealt through learning management systems, or virtual learning environments. The Internet's contribution to formal learning has been considerably less transformative than its contribution to informal learning. The Internet is not primarily an educational tool, but it self-evidently offers unique and unparalleled scope for the exploration of new forms of exploration and collaboration in the development and sharing of knowledge.


2019 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Ferry Irawan Febriansyah ◽  
Achyat Daroini ◽  
Widowati Widowati

Education, mainly Islamic based learning, can be found in formal schools, non-formal and informal institutions. A person can freely choose which path to use as a way to take talent and potential in him; even when making formal education, even an individual has the right to participate in non-formal education activities. One of the most appropriate places to forge one's abilities is the campus. It is undeniable that students are one of Indonesia's most influential human resources and are also the next generation of nation-building. Therefore the cadre regeneration function is the most basic. As a generation that must carry out the role of regeneration for the sake of the realisation of the good and happiness of the people, nation and country in the future. Therefore education is needed to help towards the better. Islamic culture has a vital role in the education model that exists in Indonesia. Islamic education is used to improve human morals in a better direction with Islamic methods. It can be observed that student organisations within the campus need a strong foundation to improve their quality in faith and loyalty that has both physical and spiritual intelligence. It is here that the need for Islamic education in helping them is better by the mandate of the national education law. Pendidikan, terutama pembelajaran berbasis Islam, dapat ditemukan di sekolah formal, lembaga non-formal dan informal. Seseorang dapat dengan bebas memilih jalan mana yang akan digunakan sebagai cara untuk mengambil bakat dan potensi dalam dirinya; bahkan ketika membuat pendidikan formal, bahkan seorang individu memiliki hak untuk berpartisipasi dalam kegiatan pendidikan non-formal. Salah satu tempat paling tepat untuk menempa kemampuan seseorang adalah kampus. Tidak dapat dipungkiri bahwa siswa adalah salah satu sumber daya manusia Indonesia yang paling berpengaruh dan juga merupakan generasi penerus bangsa. Karena itu fungsi regenerasi kader adalah yang paling mendasar. Sebagai generasi yang harus menjalankan peran regenerasi demi terwujudnya kebaikan dan kebahagiaan rakyat, bangsa dan negara di masa depan. Oleh karena itu diperlukan pendidikan untuk membantu menuju yang lebih baik. Budaya Islam memiliki peran penting dalam model pendidikan yang ada di Indonesia. Pendidikan Islam digunakan untuk meningkatkan moral manusia ke arah yang lebih baik dengan metode Islam. Dapat diamati bahwa organisasi mahasiswa di dalam kampus membutuhkan dasar yang kuat untuk meningkatkan kualitas mereka dalam iman dan kesetiaan yang memiliki kecerdasan fisik dan spiritual. Di sinilah perlunya pendidikan Islam dalam membantu mereka lebih baik dengan mandat hukum pendidikan nasional.


2015 ◽  
Vol 20 (4) ◽  
pp. 39-48 ◽  
Author(s):  
Višnja Perin ◽  
Matilda Karamatić Brčić

The aim of this paper it to examine the relationship between non-formal education and employability within the context of socio-cultural changes. This paper presents the analysis of the effects of non-formal learning activities that are conducted at the Croatian Employment Service in the form of workshops, with an aim of raising employability among unemployed people. The participants in this research were unemployed persons who attended workshops at the Regional Office of the Croatian Employment Service Zadar during the year 2013. This survey focuses on evaluation of effects of non-formal learning through workshops within groups of unemployed persons, depending on their age, gender and level of education. As the forms of non-formal education indicate organized learning activities with the aim of acquiring and improving knowledge, skills and competences for personal, social and professional needs, the aim of this study is to define the role of non-formal education as a positive aspect of employability or set of knowledge, expertise and ability of a person. The results of attending the workshops can potentially include retaining one’s job, career progress, obtaining a new job and assuring the entrance to the labour market in different periods of the working life cycle.


2009 ◽  
Vol 3 (5-6) ◽  
pp. 21-24
Author(s):  
Péter Lengyel ◽  
Miklós Herdon

Learning Design has the potential to revolutionize e-learning by capturing the process of education, rather than simply content. By describing sequences of collaborative learning activities, Learning Design offers a new approach to re-use in e-learning. E-learning has a well developed approach to the creation and sequencing of content-based, single learner, self-paced learning objects.While definitions of Learning Design vary, the main elements tend to include greater focus on context dimensions of e-learning, a more activity based view of e-learning, and greater recognition of the role of multi-learner environments. While Learning Design does not exclude single learner, self-paced modes of elearning, it draws attention to a wider range of collaborative e-learning approaches in addition to single learner approaches. This paper shows an example, which is applied to speciality of economic and rural development agricultural engineer at University of Debrecen and its implementation in the Learning Activity Management System. We created a learning design was implemented at this speciality with LAMS, which is a learning design editing and play back tool that puts the learning process, rather than collections of content, at the heart of e-learning.


Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.


Author(s):  
Fajar Syahputra ◽  
Mesran Mesran ◽  
Ikhwan Lubis ◽  
Agus Perdana Windarto

The teacher is a major milestone in the world of education, the ability and achievement of students cannot be separated from the role of a teacher in teaching and guiding students. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, in Article 1 explained that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education and education medium. Whereas in Article 4 of the Act, it is explained that the position of teachers as professionals serves to enhance the dignity and role of teachers as learning agents to function to improve the quality of national education.Decision making is an election process, among various alternatives that aim to meet one or several targets. The decision-making system has 4 phases, namely intelligence, design, choice and implementation. These phases are the basis for decision making, which ends with a recommendation.The Preferences Selection Index (PSI) method is a rarely used decision support system method. This method is a method developed by stevanie and Bhatt (2010) to solve the Multi Criteria Decision Making (MCDM). With the right consideration, this method can be one of the tools to determine policies in decision-making systems, especially the selection of outstanding teachers. Determination of policies taken as a basis for decision making, must use criteria that can be defined clearly and objectively.Keywords: Decision Support System, PSI, Selection of Achieving Teachers


2017 ◽  
pp. 126-169
Author(s):  
S.E. Tariverdieva

The article deals with the development of the coregency system of Augustus and Agrippa from 29 to 18 BC: from formal and actual disparity of the coregents to their formal equality with the dominance of the princeps auctoritas. Particular attention is paid to the earlier stages of this development and to the crisis of 23 BC. The coregency system created by Augustus is often regarded by modern historians as means of ensuring uninterrupted succession of power. Agrippa as his coregent often is thought to have assumed the role of the regent who temporally replaces the princeps, just as it was in formal monarchies, or that of the tutor of the future rulers. However, the Roman system of state administration did not allow such type of regency. The princeps coregent, who was his equal in formal credentials but his inferior in terms of auctoritas, in case of the princeps death had to become the next princeps as his immediate successor. It is unlikely that later he was expected to voluntarily give up his power in favour of younger heir and to vanish from the political life altogether. The inheritance system under Augustus was like a ladder with the princeps at the top, the coregent who was also the immediate successor one step below, heirs of the next degree further down. In case of death of one of them, successors shifted one step up. The coregency had one more function: geographically it allowed Augustus and Agrippa to rule jointly the empire while staying in different parts of it.В статье исследуется развитие системы соправления Августа и Агриппы с 29 по 12 гг. до н. э.: от формального и фактического неравенства соправителей до их формального равенства при преобладании auctoritas принцепса, причём особое внимание уделяется раннему этапу этого развития и кризису 23 г. до н. э. Институт соправления, созданный Августом, часто рассматривается, как средство обеспечения бесперебойного перехода власти, причем Агриппе, как соправителю, НЕРЕДКО отводится роль регента, временно замещающего принцепса или воспитателя будущих правителей. Однако римская система государственного управления не предполагала регентства. Соправитель принцепса, равный ему по формальным полномочиям, но уступавший по auctoritas, в случае его смерти должен был СТАТЬ следующим принцепсом, ближайшим его наследником. Вряд ли предполагалось, что в будущем он должен добровольно уступить власть более молодому наследнику и исчезнуть из политической жизни. Система наследования при Августе представляла собой нечто вроде лестницы, на вершине которой стоял принцепс, на следующей ступени соправитель, он же избранный преемник, ниже наследники следующей очереди в случае смерти когото из них происходило продвижение наследников по ступеням вверх. Кроме того, соправление имело и иное значение позволяло Августу и Агриппе совместно управлять империей, находясь в разных ее частях.


Author(s):  
Yu.V. IRKHIN

The article analyzes the problems, achievements and contradictions in the genesis of the contemporary postmodern discourse. The author has carried out complex research, systematized and showed the main features and differences of postmodernism and metamodernism, as well as the role of neoliberal values in their development. The author has considered a new approach to the study of society and politics: neomodernist discourse with the dominant conservative values, opposing postmodern theory, methodology and practice he has identified the features of neomodernism: historicism, patriotism and healthy nationalism, populism, transactionalismn and realism in the world politics.


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