scholarly journals Prison Education Characteristics and Classroom Management by Prison Teachers

SEEU Review ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. 104-113
Author(s):  
Ergin Gashi
Keyword(s):  
Classroom Management ◽  
Education System ◽  
Informal Education ◽  
Qualitative Data ◽  
Formal Education ◽  
Prison Education ◽  
Research Findings ◽  
The Common ◽  
Management Issues ◽  
Common World

Abstract The purpose of this research will be to present the classroom management issues faced by prison teachers and introduce strategies applied by prison teachers managing them within the formal education system in correctional service. Cell classrooms, inmate students, and prison teachers’ characteristics and the importance of prison education are to be analyzed within Kosovo Correctional Service. To reach these goals three questions will be raised: 1. What are the classroom management issues in prison schools? 2. Are the prison teachers professionally prepared to teach to inmate students? and 3. Do prison schools differ from schools in the common world? This study will be introduced through qualitative data and a literature review as instruments of the study dedicated to prison classroom management and characteristics, teachers and inmates’ responsibilities and benefits within the informal education system within Kosovo Correctional Service. The research findings revealed that similar classroom management issues are present in prison schooling compared to classrooms in the free world; prison teachers are not additionally prepared to teach in prison classrooms to inmate students. Prisoners, who plan to rehabilitate and reintegrate themselves through formal prison education, want their circumstances and prison characteristics to be taken into consideration by all factors involved in their schooling within prison walls.

scholarly journals APPRAISING THE IMAGE OF FORMAL EDUCATION BY INFORMAL EDUCATORS

2018 ◽  
Vol 76 (3) ◽  
pp. 406-414
Author(s):  
Sara Zamir
Keyword(s):  
Education System ◽  
Research Methodology ◽  
Informal Education ◽  
Professional Training ◽  
Formal Education ◽  
Structured Interview ◽  
Semiotic Analysis ◽  
Strongly Connected ◽  
Informal Educators ◽  
Set Up

Discussion about the need for professionalization has accompanied the development of informal education from its very early stages. Some people believe informal education is staffed by temporary players whose main value derived in part from the fact that their work embodies the principles of altruism, hence they need no professional training. In contrast, others believe that work in this field is complex, hence appropriate training settings should be set up for those working in informal education as well. The aim of this research was to evaluate the perception of formal education by informal education educators. The research methodology is qualitative; it employs a structured interview of the participants and a semiotic analysis of pictures that participants were asked to provide that they felt represented the formal education system. The main findings of the semiotic analysis clearly show that the pictures chosen raise connotations of rigidity, emptiness, loneliness, sadness, insufficiency and boredom. Those images are strongly connected to the debate of recruiting resourceful and capable teachers to formal education systems in the era of accountability. Keywords: formal education, informal education, informal code, semiotics.

scholarly journals The Impact of Informal Education Programs on the Outof- School Syrian Refugee Children in Child-Family Centers (CFCs) in Jordan

2017 ◽  
Vol 13 (4) ◽  
pp. 182
Author(s):  
Rami Inkheili
Keyword(s):  
Public Schools ◽  
Learning Outcomes ◽  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
Positive Impact ◽  
Refugee Children ◽  
Ministry Of Education ◽  
Education Programs ◽  
The Impact

The significance of this paper lies in shedding lights on the importance of informal education programs as catch up programs to educate those who didn’t have the opportunity to be in schools for different reasons and bridge the gap between them and their peers in schools. Although the study will show how powerful this tool is, it is also worth mentioning that more efforts should be done to enroll those children in public schools and provide them with equal access to the formal education system. This study used pre and post tests that are designed upon the expected learning outcomes from the literacy and numeracy materials prepared by the technical team at Save the Children International. The designed materials, in order to be compliant with the advancement of students in the formal education system were based on the national learning outcomes set by the Ministry of Education in Jordan. The results of the study were excellent enough to show the positive impact of the program as 100 percent of the population scored the passing score in the posttest compared to the zero percent passing the pretest in both literacy and numeracy classes. On the other hand, the study also shows how deprived Syrian children are as a result of the bloody war that harvests not only their souls, but also their future. Finally, it is also worth mentioning that the study also speaks of the pressure on Jordan’s formal education system and the need to support the Ministry of Education meeting the urgent demands of all students nationwide.

scholarly journals PERAN BIMBINGAN DAN KONSELING DALAM PENYELENGGARAAN PENDIDIKAN INKLUSIF

2020 ◽  
Vol 1 (3) ◽  
pp. 154-167
Author(s):  
A. Hari Witono
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
School Management ◽  
Educational Goals ◽  
Guidance And Counseling ◽  
Strategic Role ◽  
Education Model ◽  
Teaching Learning

Guidance and Counseling (BK) has become a unity in the over all education system. It can be seen from formal education, non-formal and informal education as well. It is also included in the inclusive education model, the service has become a unity and strength in the education system, namely school management-administration and teaching learning process. The three educational services, can be a strength in services to achieve the educational goals. The implementation of BK for inclusive education has a very strategic role for students, namely services for (1) Orientation, (2) Information, (3) Data collection (appraisal), (4) Consultation, (5) (Counseling), and Referral.

scholarly journals PENUMBUHKEMBANGAN PERILAKU BERTANGGUNGJAWAB ANAK USIA DINI PADA KELUARGA HINDU KOTA MATARAM

2017 ◽  
Vol 11 (2) ◽  
pp. 266-280
Author(s):  
NI PUTU SUDEWI BUDHAWATI
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Informal Education ◽  
Qualitative Data ◽  
Formal Education ◽  
External Factor ◽  
Early Age ◽  
Reduction Stage ◽  
Sociological Approach ◽  
Responsible Behavior

Abstract:This research aims as follow to determine the processes, outcomes and constraintsfaced by Hindu family in growing responsible behavior in Mataram City. This research is almedto knowfaced by Hindu family in growing responsible behavior.This study was a qualitative research by using sociological approach. Data were collected by using observation, interview,and document study.Data analysis in this research was conducted during and after datacollection by using qualitative data analysis of groove model developed by Miles and Hubermanwith reduction stage, data presentation and verification. Data analysis is presented in the formof reduction, classification, display and interpretation. The findings of the study were 1) theprocess of embodying responsible behavior of early childhood namely: (a) formal education, (b)non-formal education, and(c) informal education, 2) the result of embodying responsible behaviorof early childhood is there were significant changes of children’s attitude. Their children becomeemphatic towards others, more friendly, more diligent, and more discipline. 3) The obstacles, ofHindu family appeared because of internal and external factor. It is advisable: every Hindu familyshould begin to develop good behavior toward their children from an early age. Key words: Growing, responsible behavior, early childhood. Abstrak: Penelitian ini bertujuan untuk mengetahui proses, hasil dan hambatan-hambatan yangdihadapi dalam penumbuhkembangan perilaku bertanggungjawab anak usia dini pada keluargaHindu di Kota Mataram.Penelitian ini merupakan penelitian kualitatif dengan pendekatansosiologis, penentuan informan dalam penelitian ini menggunakan teknik purposive dan teknikpengumpulan data yang dipergunakan adalah observasi, wawancara dan studidokumentasi.Analisis data dalam penelitian ini dilakukan selama dan sesudah pengumpulan datadengan menggunakan analisis data kualitatif model alur yang dikembangkan oleh Miles danHuberman dengan tahapan reduksi, penyajian data dan verifikasi. Analisis data disajikan dalambentuk reduksi, klasifikasi, display dan interpretasi.Hasil penelitian menunjukkan bahwa: 1)Proses menumbuhkembangkan perilaku bertanggungjawab anak usia dini melalui: (a) PendidikanFormal, (b) Pendidikan Non Formal, dan (c) Pendidikan Informal. 2) Hasil penumbuhkembanganperilaku bertanggungjawab anak usia dini, diketahui bahwa terjadi perubahan yang sangatsignifikan terhadap perilaku anak. Anak menjadi lebih berempaty terhadap orang lain, lebih ramah,lebih rajin dan lebih disiplin, 3) Hambatan-hambatan yang dihadapi, yaitu karena muncul darifaktor internal anak dan dari faktor Eksternal. Kata Kunci: Penumbuhkembangan, bertanggungjawab, anak usia dini

scholarly journals Teachers’ Discourses on Teaching Students of Elementary School English Literacy Development in Ontario

2013 ◽  
Vol 30 (2) ◽  
pp. 18
Author(s):  
Katherine Brubacher
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Education System ◽  
Literacy Development ◽  
Qualitative Data ◽  
Formal Education ◽  
Teaching English ◽  
School Communities ◽  
First Languages ◽  
English Literacy

This article explores teachers’ discourses on teaching English Literacy Develop- ment (ELD) students in mainstream elementary school classrooms through an examination of their philosophies of teaching and reflections on literacy. The find- ings are based on empirical qualitative data collected from interviews with two English-as-a-second language (ESL)/ELD teachers in two school boards in On- tario. Both participants discussed the importance of developing awareness of and including in classes students’ learning and language experiences from outside the formal education system. Challenges perceived in the school communities in- cluded the structure of schooling, the demands of the curriculum, the incorpora- tion of students’ unwritten first languages, and negative views of ELD students.Cet article se penche sur la philosophie d’enseignement et les réflexions sur la lit- tératie telles qu’elles découlent des discours d’enseignants évoquant l’enseigne- ment, dans des salles de classe régulières à l’élémentaire, à des élèves en perfectionnement de l’anglais. Les résultats reposent sur des données empiriques qualitatives tirées d’entrevues auprès de deux enseignants en anglais langue sec- onde et en perfectionnement de l’anglais dans deux conseils scolaires en Ontario. Les deux participants ont discuté de l’importance de faire connaitre les expéri- ences liées à la langue et à l’apprentissage que vivent les élèves à l’extérieur du système d’éducation formel et de les intégrer aux cours. Parmi les défis au sein des communautés scolaires, on a évoqué la structure de la formation scolaire, les exigences des programmes d’études, la prise en compte des langues maternelles non-écrites des élèves et les perceptions négatives des élèves en perfectionnement de l’anglais.

scholarly journals ECO CAMP EDUCATIONAL TOURISM PHENOMENON IN INDONESIA

2017 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Susanti Agustina
Keyword(s):  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Learning Behavior ◽  
Research Topics ◽  
The People ◽  
Educational Tourism ◽  
Children And Parents ◽  
Insight Into

The topic of this Phenomenology Research Topics is the Extensification of environment education with respect to ESD over nonformal education systems. The title of this paper Eco Camp Educational Tourism Phenomenon in Indonesia. This research will reveal the reality of the expansion of non-formal education system in the form of a visit to an environmentally friendly area in northern Bandung, West Java, Indonesia. The research will answer questions about the phenomenon of eco camp educational tourism in Indonesia, the people who are specifically linked to eco camp educational tourism, how eco camp educational tourism affect the learning behavior of children and parents involved, changes that the parents and the children feel after participating in eco camp educational tourism, how eco camp educational tourism affect others around them, their feelings when participating in eco camp educational tourism, their opinion about eco camp educational tourism, and changes and circumstances that children remember when participating eco camp educational tourism. The key informants in this research are representative of 3 communities which are 4 children aged 5-9 years old and parents aged 29-38 years old. This research describes experience of present reality related to the phenomenon of non-formal education system in order to provide insight into the environment for the younger generation. The findings of this research have implications for educational technology. In the future, the concept eco camp educational tourism will be oriented towards education that can be adapted by formal and also informal education.

scholarly journals PERKEMBANGAN MADRASAH DI INDONESIA

2019 ◽  
Vol 15 (1) ◽  
pp. 87-107
Author(s):  
P Praptiningsih
Keyword(s):  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
Education Institution ◽  
Islamic Education ◽  
Long Distance ◽  
Islamic School ◽  
New Period ◽  
Three Stages ◽  
Independence Era

Before madrasah or Islamic school is built, mosque functions generally for holding education and includes every activity. The development of Islamic school firstly comes in three stages: first, mosque, second, institution of Masjid-Khan and third is Madrasah or Islamic school. Madrasah in Indonesia is Islamic education institution having long history. The trace exploration of the Islamic school is started by efforts of developing Islamic education system conducted by either Islamic figures or social-religious organizations. The development is influenced by policies through time, Dutch colonialism period, Japan colonialism period, independence era, old-period, and new period in Indonesia. The regulation of Sisdiknas No.20 in 2003 it is explained “education channel consists of formal education, non formal education and informal education completed and enriched each other. The education stated in verse 1 is held using opened system through meeting and long distance.

scholarly journals Education Reduces Recidivism

2021 ◽  
Vol 16 ◽  
pp. 175-182
Author(s):  
Gregory Magee
Keyword(s):  
Higher Education ◽  
Education System ◽  
Formal Education ◽  
Research Topic ◽  
Prison Education ◽  
Learning Material ◽  
Recidivism Rate ◽  
Recidivism Rates ◽  
Trained Teacher ◽  
Education Statistics

The research addresses how and why formal education lowers recidivism rates. Formal education means much of the learning comes from a book or other learning material delivered by a trained teacher. The two types of formal education discussed are academic and vocational education. Statistics for lowered recidivism rates resulting from education are essential to support this topic. How education, either academic or vocational, can prevent crime was the first avenue of the research topic that is explored. There are countless opportunities higher education provides to individuals. Next, a direct correlation between education and crime was looked at from a statistical view regarding the recidivism rate. The progress education has on the prison system exposes the results. A simple examination of statistics regarding the recidivism rate of the selected participants involved in the prison education system will resemble what success or effectiveness has come from education being implemented.

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