scholarly journals Akomodasi Pesantren Terhadap Kebijakan Pendidikan Nasional

2019 ◽  
Vol 4 (1) ◽  
pp. 62
Author(s):  
Muhammad Alqadri Burga ◽  
Azhar Arsyad ◽  
Muljono Damopolii ◽  
Andi Marjuni
Keyword(s):  
Education Policy ◽  
Formal Education ◽  
Education Institution ◽  
Phenomenological Approach ◽  
Institutional Transformation ◽  
Education Policies ◽  
National Education ◽  
National Education Policy ◽  
The Status ◽  
Three Stages

This research aims to analyze the dynamics of Pondok Pesantren DDI Mangkoso in accommodating national education policies. The method of this research is qualitative with a phenomenological approach whose data is collected through observation, interviews, and documentation. The results of the research indicate that the status of Pondok Pesantren DDI Mangkoso as a traditional Islamic education institution still existed despite carrying out modern developments by maintaining five roles, namely: the place of transmission of classical Islamic sciences, da’wah institutions, preserving Islamic traditions, the center of reproduction of scholars, and place of community service and development. Changes in the position of pesantren in national education policy during the period 1989-2018 have implications for the education policy of Pondok Pesantren DDI Mangkoso whose dynamics are divided into three stages, namely: institutional transformation, integration of curriculum, and application of a culture-based  inclusive paradigm. The form of accommodation for the national education policy by Pondok Pesantren DDI Mangkoso is the opening of formal education institutions at all levels of education. Various obstacles in the accommodation are the struggle of organizational culture and structure, limited resources, and lack of community participation.

scholarly journals National Education Policy 2020. Construyendo un nuevo sistema educativo en la India

2020 ◽  
pp. 356
Author(s):  
Encarnación Sánchez Lissen ◽  
Alicia Sianes Bautista
Keyword(s):  
Education Policy ◽  
Social Indicators ◽  
Decisive Role ◽  
Education Institution ◽  
Educational Levels ◽  
The Sustainable Development ◽  
National Education ◽  
Radical Reform ◽  
National Education Policy ◽  
Development Goals

India is about to face great challenges in the upcoming years, some of them are going to have an economic, social or even technological nature. In spite of being an emerging economy that during the last twenty years has considerably reduced its extreme poverty and has bet for the Sustainable Development Goals (World Bank, 2020), in India there are still huge duties to care about. These are specially related to poverty, inequalities, employment and also with the education results that the students of this country achieve. In this scenario of contingencies Education has a fundamental and decisive role. Therefore, the National Education Policy 2020 has been turned into the framework of this reform that may help build a new educational system in this country, besides strengthening those economic and social indicators that still need to be improved. This new educational policy comprehends drastic and integral changes where all the educational levels and areas, despite the curriculum structure itself, are going to be affected. In relation to that, the keys of this reform can be summarized in: promoting equity, developing a model of holistic learning, improving the access of students to several educational levels, achieving a multidisciplinary higher education institution, strengthening a model of educational and scholar inclusion, or improving both teacher and vocational training. In conclusion, the pretensions are focused on a radical reform keeping the balance between local and global, tradition and new perspectives

Equitable Access to Higher Education: An Analysis of India’s National Education Policy (2020) in a Post-Pandemic World

2021 ◽  
pp. 232200582110424
Author(s):  
Paramita DasGupta ◽  
Saurya Bhattacharya
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Framework ◽  
Access To Higher Education ◽  
Equitable Access ◽  
National Education ◽  
National Education Policy ◽  
The Status ◽  
Blind Spots

Of the various less-than-comfortable narrative strands of the status quo that the COVID-19 pandemic has succeeded in showing up in stark relief—our rather troubling (if somewhat half-hearted) complacence about the systemic blind-spots that continue to colour the prevailing culture of a clearly inequitable higher education policy-framework—easily features among the most worrying, and thus, among those precise pulse-points that carry tremendous potential to help build the post-pandemic reset better, stronger and palpably fairer.1 In this piece, the authors endeavour to elaborate upon this and supplement the same with a brief analysis of India’s year-old National Education Policy, 20202—and how this nation (India) of more than 1.3 billion,3 supposedly poised on the cusp of a massive self-reinvention—is attempting to embark upon this journey.

National Education Policy 2020: A Critically Analyzed Spectrum to Higher Education

2021 ◽  
Vol 9 (10) ◽  
pp. 1253-1258
Author(s):  
Abhilash Chandra
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Educational Policies ◽  
Primary Data ◽  
Education Policies ◽  
National Education ◽  
Primary Data Analysis ◽  
National Education Policy ◽  
New Education ◽  
Policy Vision

Abstract: In the midst of the new educational policies, the resonance of learning has been astute. The New Education Policies in eons to heretofore has demonstrated an indifferent paranoia in the education existentialism. With what is seen and is reformed, the categorical enunciation stands no different from the reforms that are witnessed indistinct. The reforms were initiated in various sectors. The pending reforms were carried out after a long gap of three decades. This paper tries to analyses the fall outs of NEP. The objectives are to understand the origin of policies relating to education sectors, to understand the vision of NEP, to know about the principles of NEP and primary data analysis. The paper elaborates the challenges faced by the reforms pertaining to Education Policies, otherwise would afflict the new dimension of learning. Keywords: National Education Policy, Vision, HEI, Knowledge, Education Policies, Karnataka, Radical Restructuring.

scholarly journals Cambodian National Education Policy: Global Wants or/and Local Needs?

2010 ◽  
Vol 39 (1) ◽  
Author(s):  
Kelly Crowley-Thorogood
Keyword(s):  
Education Policy ◽  
Policy Analysis ◽  
Policy Development ◽  
Theoretical Perspective ◽  
Education Policies ◽  
National Education ◽  
Post Conflict ◽  
National Education Policy ◽  
National Organizations ◽  
Educational Reconstruction

This paper will explore the problems associated with educational reconstruction in post-conflict Cambodia using a globalization theoretical perspective. The main questions to be addressed are: to what extent is globalization influencing education policy development in post-conflict Cambodia? and how have multinational financial agencies influenced the creation and adoption of national education policies in post-conflict Cambodian society? This paper will offer an introduction to globalization theory and provide a policy analysis of recent Cambodian and multinational policy documents and directives. The policy analysis will demonstrate that the agendas of several major multi-national organizations have influenced educational policy in Cambodia due to the country’s continued dependence on foreign monetary assistance for development. Cet article cherche à explorer, par le biais d’une perspective théorique de globalisation, les problèmes issus de la reconstruction du système éducatif après le conflit cambodgien. Les questions principales sont les suivantes : jusqu’à quel point la globalisation influence-t-elle le développement des politiques éducatives et comment les agences financières multinationales ont-elles conditionnées la création et l’adoption de politiques éducatives nationales dans la société cambodgienne d’après guerre ? Cet article introduira la théorie de globalisation et analysera les documents et les directives politiques du Cambodge contemporain. L’analyse politique démontrera que les agendas de plusieurs organisations multinationales ont en effet influencé la politique éducative du Cambodge car le pays est continuellement dépendant financièrement de l’étranger.

scholarly journals National Education Policy 2020: What is in it for a student, a parent, a teacher, or us, as a Higher Education Institution/University?

2020 ◽  
Vol 2 ◽  
pp. 70-79
Author(s):  
Mridul Madhav Panditrao ◽  
Minnu Mridul Panditrao
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Human Resource Development ◽  
Education Institution ◽  
Complete Control ◽  
National Education ◽  
National Education Policy ◽  
Education In India ◽  
The Government ◽  
The Impact

Ministry of Human Resource Development of Government of India has projected an elaborate and all-encompassing National Education Policy 2020 (NEP2020). Before independence, the education in India was under the complete control of the “Masters, the British Empire.” The education policies, like the one drawn by Macaulay, as would be obvious, were not for providing any quality education to the Indians, but to churn out the “Babus;” clerks and bureaucrats, to serve the masters, pure and simple. After independence, the society went through series of changes, policies were charted and certain reforms were brought in, but the impact was still not achieved. In 2015, the GOI adapted, “2030 Agenda for Sustainable Development (SD)” and since then the impetus has been initiated. The final culmination of a long drawn and all-inclusive process is NEP2020. NEP2020 has been a very elaborate planning document. The salient features of the issues, principles, aims, vision, challenges and solutions have been dealt with in this article. The main focus has been on the higher education and its implementation. Due importance also has been accorded to other issues such as vocational education, research and online and digital education to mention a few. Overall, it is a commendable and a very positive step forward on the part of the government. Only the time will judge, how much net effective output is actually garnered.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

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