PERAN PENDIDIKAN BELA NEGARA DALAM RANGKA MENGURANGI TINDAKAN KORUPSI DAN MAIN HAKIM SENDIRI (Role of State Education Education in Order to Reduce Corruption Measures and Play Own Judge)

2020 ◽  
Author(s):  
Bagus Arif Setiawan
Keyword(s):  
State Education

The main directions of educational policy of Finland

2020 ◽  
Vol 11 (2) ◽  
pp. 6-13
Author(s):  
K. E. Stupak ◽  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Decisive Role ◽  
The State ◽  
Vocational Education And Training ◽  
State Education Policy ◽  
Role Of The State ◽  
State Education

The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training.

Introduction

2018 ◽  
Vol 48 (3-4) ◽  
pp. 215-222
Author(s):  
Lenuta Giukin
Keyword(s):  
Collective Memory ◽  
European Studies ◽  
Evolution Of Consciousness ◽  
Republic Of Moldova ◽  
Contemporary State ◽  
State Education ◽  
History Of ◽  
Role Of Women ◽  
The Republic

This introduction offers an overall framework for the eight articles in this issue of the Journal of European Studies, which focus on Romanian identity and consciousness. It looks at the general history of Romania and the Republic of Moldova to show the evolution of consciousness over a century, since the formation of ‘Great Romania’ in 1918 to the present day. Aspects such as collective memory, migration, the change in the role of women, the crisis of the contemporary state, education and religion, as well as an overall crisis of patriarchy within a globalized context are discussed based on the analysis offered by the authors in their articles.

scholarly journals The comparative triad "state-education-church" in Ukraine and some countries of Western Europe

2014 ◽  
pp. 53-60
Author(s):  
Yaroslav Stockiy
Keyword(s):  
Western Europe ◽  
School Curriculum ◽  
Religious Studies ◽  
Christian Ethics ◽  
European Countries ◽  
State Education ◽  
Elective Course ◽  
Western European ◽  
Church Schools

The urgency of the topic is due to the lack of research on the problem of the school curriculum with regard to the special elective course "Fundamentals of Christian ethics", its curriculum, the professionalism of teachers, the role of students in education, certain religious uniqueness in polyconfessional Ukraine, and comparison with religious studies in public, private or church schools of some Western European countries.

Can Old Dogs be Taught New Tricks or Will Sea Directors be Allowed to Monitor?

1979 ◽  
Vol 161 (3) ◽  
pp. 23-39
Author(s):  
Philip R. Jones ◽  
R. Wayne Mooers
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Mental Retardation ◽  
Public Sector ◽  
Data Collection ◽  
Residential Programs ◽  
Related Services ◽  
State Education ◽  
Three Stages

State education agencies have evolved through at least three stages: inspectorial; data collection; and consultation. SEA personnel for the most part have felt quite comfortable in the more recent “friendly helper” or “white hat” role rather than the “black hat” role of the inspectorial stage. PL 94-142 now places the SEA in a monitoring (inspectorial) phase not only for LEAs but for all public and nonpublic day or residential programs providing special education and related services. SEA standards must be enforced at the LEA level, which many existing SEA staff may find uncomfortable or objectionable. The problem is deeper, however, when the private sector, or other public sector agencies such as corrections, mental health, mental retardation, developmental disabilities, public health, and welfare, also have an accountability to the SEA. This article will present many concerns in the above areas, suggest possible solutions, and more importantly, examine the need for a new breed of SEA staff.

Language Instruction in Torres Strait Islander Schools: Some Preliminary Considerations for School-based Curriculum Development

1982 ◽  
Vol 10 (3) ◽  
pp. 48-57
Author(s):  
G.M. Orr
Keyword(s):  
Curriculum Development ◽  
Language Instruction ◽  
Education Department ◽  
School Based ◽  
State Education ◽  
State Education Department ◽  
Problem Transformation ◽  
Torres Strait ◽  
Implementation Stage

The purpose of this paper is to help the practitioner in multilingual environments by making him or her aware of the need to establish a sound operational base from which to work before agonizing over the practicalities of the implementation stage. In essence, the paper seeks to show teachers that much of what is successful today in terms of school-based curriculum development is, in fact, grounded in theory: theory that is readily understood and useful to educators working in a variety of contexts.Today, in the Torres Strait, the schooling process appears to be widening the educational gap between white Queenslanders and their Islander counterparts„* Teachers as curriculum developers, along with parliamentary heads and state education department dignitaries, must realize that problems of this kind can be grappled with initially only from within the geographical context. In other words, the problems of the oppressed must be solved by the oppressed who, first of all, need to understand their position and then transform it. But if problem transformation is going to take place from the inside, as has been suggested already, then it must include an examination of the role of the school for, according to Raskin.

The Institutional Role of State Education Departments: A Historical Perspective

1997 ◽  
Vol 105 (3) ◽  
pp. 231-260 ◽  
Author(s):  
Thomas B. Timar
Keyword(s):  
Historical Perspective ◽  
State Education

The Role of Politics and Governance in Educational Accountability Systems

2013 ◽  
Vol 8 (3) ◽  
pp. 378-393 ◽  
Author(s):  
Dominic J. Brewer ◽  
Kieran M. Killeen ◽  
Richard O. Welsh
Keyword(s):  
Educational Accountability ◽  
Illustrative Case ◽  
Policy Makers ◽  
Case Study Methodology ◽  
Accountability Systems ◽  
State Education ◽  
Set Up ◽  
Education Accountability ◽  
Technical Capacity

This brief utilizes case study methodology to illustrate the role of governance in educational accountability systems. Most research on the effectiveness of such systems has focused on technical components, such as standards-setting, assessments, rewards and sanctions, and data collection and reporting. This brief seeks to demonstrate that this focus may miss the importance of the institutional set-up. We argue that effective accountability systems are largely dependent on associated government structures, rules, and procedures, and the individuals responsible for implementing them. We use an illustrative case from the state of Oklahoma, where a lack of independent oversight, few checks and balances, and little in-state technical capacity combine to call into question the effectiveness of this state's accountability system. We urge researchers and policy makers to focus more attention on the “messy” governance and politics of educational accountability, and conclude the brief with specific policy proposals to strengthen state education accountability systems.

Demanding dialogue in an unsettled settler state: implications for education and justice

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sophie Rudolph
Keyword(s):  
First Nations ◽  
Content Type ◽  
Colonial State ◽  
Education Politics ◽  
State Education ◽  
Starting Point ◽  
Challenge Education ◽  
Historical Accounts ◽  
Ongoing Project

Purpose:The purpose of this paper is to examine the educational impulses and effects of Indigenous dialogue with the settler colonial state. Taking the Uluru Statement from the Heart, devised in May 2017 by a convention of Aboriginal and Torres Strait Islander peoples, as a starting point, and contrasting this with the 1967 Referendum campaign for constitutional reform, the paper explores the role of multiple forms and contexts of education during these processes of First Nations dialogue with the settler state.Design/methodology/approach:This paper draws on historical accounts of the 1967 Referendum and the 2017 Uluru Statement from the Heart.Findings:The paper demonstrates how education provided by the state has been used by First Nations peoples to challenge education systems and to dialogue with the settler state for Indigenous recognition and rights. It also illuminates the range of views on what education is and should be, therefore, contesting the neat and settled conceptions of education that can dominate policy discourse. Finally the historical cases show the deficiencies of settler state education through its failure to truthfully represent Australian history and its failure to acknowledge and confront the entirety of the consequences of settler colonial practices.Originality/value:This paper seeks to bring issues of education, politics and justice together to illustrate how the settler state and its institutions – specifically here, education – are part of an ongoing project of negotiation, contestation and dialogue over questions of justice.

Foundations, 1872–1918

2020 ◽  
pp. 56-111
Author(s):  
Wilson McLeod
Keyword(s):  
Public Administration ◽  
Education System ◽  
18Th Century ◽  
The State ◽  
Linguistic Resources ◽  
State Education ◽  
Late 18Th Century ◽  
Important Field ◽  
Over Time

This chapter discusses the first wave of Gaelic revival activity in Scotland from the late 18th century onwards, with a focus on the period from 1872 to 1918. It considers the development of different Gaelic organisations and their varying perspectives on the role of Gaelic and the appropriate strategies for development. Most important of these was An Comunn Gaidhealach, which became the main Gaelic organisation until the 1980s. The most important field of controversy concerned the role of Gaelic in the state education system, which was established in 1872. Over time, the education authorities made limited concessions that gave Gaelic a greater role, most notably the clause in the Education (Scotland) Act 1918 requiring education authorities in Gaelic-speaking areas to make provision for the language in the curriculum. The chapter also considers the role of Gaelic in public administration and the churches, and issues concerning the development of linguistic resources for the language.

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