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 Model Pendidikan Inklusif Berbasis Authentic Instructional Model Pada Anak Usia Dini

2020 ◽  
Vol 2 (2) ◽  
pp. 109-116
Author(s):  
Fuad Aminur Rahman ◽  
Acep Awaludin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Education System ◽  
Education For All ◽  
Instructional Model ◽  
Access To Education ◽  
Instructional Models ◽  
Childhood Education ◽  
Education Model

Writing articles about the model of inclusive education in early childhood is very necessary This is done to provide references or solutions for schools that provide inclusive education, especially in early childhood education. Therefore here the author is interested in offering a reference or solution about the development of inclusive instructional models based on authentic instructional models in early childhood, namely the inclusive education model that tries to provide an overview in combining the principles of access to education for all students or disadvantaged individuals, and not only for those with special needs. Therefore, the nature of the inclusive education model is a shift from theories, assumptions, practices, and special models of disabilities to the specific non-disability inclusive education system.

scholarly journals ASPECTS OF NATURALISTICAL TRAINING REFLECTED IN THE SYSTEM OF FORMAL EDUCATION

2009 ◽  
Vol 6 (1) ◽  
pp. 38-42
Author(s):  
Danutė Plytnykienė ◽  
Ramunė Vėželytė
Keyword(s):  
Cultural Values ◽  
Education System ◽  
Natural Environment ◽  
Formal Education ◽  
Training Model ◽  
Natural World ◽  
Self Confidence ◽  
Nature Study ◽  
Education Model ◽  
The Republic

Pre-school institution is the first stage of formal education system in the Republic of Lithuania. Each institution creates its own particular education system, coordinates methods, raises tasks corresponding to the requirements of children, family, closest natural environment and society. The report provides a naturalistical training model reflecting the nature study in various systems of education and in formation of cultural values. The report also underlines the fragment of training contents reflecting the particularity of institution’s programme and the integrity of naturalistical training. According to the analysed attitude of values the natural world is conceived as undivided and inte-gral. Cultural values are engrained in children’s senses on the basis of naturalistical training. This capacitates children to become mature personalities, thus being able to apply acquired knowledge and competences, to solve problems of every-day life, to cultivate self-confidence, to feel responsibility and to be able to adjust to the changeable environment. Key words: programme of pre-school education, model of naturalistical training, fragment of training con-tents.

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 Reflexões sobre o Empreendedorismo nos Processos de Ensino-Aprendizagem

2013 ◽  
Author(s):  
Ricardo Gaz
Keyword(s):  
Learning Process ◽  
Informal Education ◽  
Formal Education ◽  
Positive Impact ◽  
Model Parameters ◽  
Specific Method ◽  
Human Beings ◽  
Entrepreneurial Culture ◽  
Context Specific ◽  
Teaching Learning

Este artigo objetiva integrar o empreendedorismo na Educação. Para tanto, apresenta reflexões sobre o empreendedorismo e o conhecimento como partes fundamentais no processo de ensino-aprendizagem, seja na educação formal, seja na educação informal. A abordagem desse artigo é qualitativa, uma pesquisa descritiva e bibliográfica é realizada de modo a verificar se há interligação entre os diferentes campos do conhecimento: educação e empreendedorismo. É criado um modelo denominado ECE – Empreendedorismo, Conhecimento e Educação, consubstanciando a necessidade da integração entre esses três componentes para mostrar a relevância do empreendedorismo e conhecimentos respectivos em quaisquer processos de ensino-aprendizagem. É feita uma análise desses componentes e são produzidas mais três definições gerando um modelo mais abrangente: EECCEE com vistas a um processo de espiritualização do ser humano – profissional. Palavras-chave: Empreendedorismo, organizações aprendizes, educação, empreendedores, processo de ensino-aprendizagem.                      Resumo: Este artigo objetiva integrar o empreendedorismo na Educação. Para tanto, apresenta reflexões sobre o empreendedorismo e o conhecimento como partes fundamentais no processo de ensino-aprendizagem, seja na educação formal, seja na educação informal. A abordagem desse artigo é qualitativa, uma pesquisa descritiva e bibliográfica é realizada de modo a verificar se há interligação entre os diferentes campos do conhecimento: educação e empreendedorismo. É criado um modelo denominado ECE – Empreendedorismo, Conhecimento e Educação, consubstanciando a necessidade da integração entre esses três componentes para mostrar a relevância do empreendedorismo e conhecimentos respectivos em quaisquer processos de ensino-aprendizagem. É feita uma análise desses componentes e são produzidas mais três definições gerando um modelo mais abrangente: EECCEE com vistas a um processo de espiritualização do ser humano – profissional. Palavras-chave: Empreendedorismo, organizações aprendizes, educação, empreendedores, processo de ensino-aprendizagem. Abstract: This article aims to produce thoughts on entrepreneurship in education. It covers entrepreneurship qualitatively, their concepts and the possibility of a positive impact on the teaching-learning process is in formal education, whether in informal education. Although a fledgling and indirect way, seeks to bring a reflective light to the possibility to implement this training for training officers and unofficial courses in the training of entrepreneurs by harnessing the knowledge of a broadly, without necessarily bind to a specialization, and specific training course. Moreover, is not confined to any specific method, school or educational context-specific approaches for the entrepreneurial culture in the teaching-learning process. Is created a model named EKE - Entrepreneurship, Knowledge and Education, underscoring the need for integration between them and to show the importance of entrepreneurship and their knowledge in any teaching-learning processes. In the end, is made a global inference by assigning a characteristic for each of the three model parameters, the linking and pointing to a highest qualification called as spiritualization of human beings - professional. Keywords: Entrepreneurship, education, learning organizations, entrepreneurs, teaching-learning process.

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 INCLUSIVE EDUCATION: PREPARATION OF TEACHERS, CHALLENGES IN CLASSROOM AND FUTURE PROSPECTS

2011 ◽  
Vol 28 (2) ◽  
Author(s):  
Malik Ghulam Bhehlol
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Structured Interview ◽  
Future Prospects ◽  
Learning Aids ◽  
Regular Classrooms ◽  
Inclusive Schools ◽  
Proper Training ◽  
Research Questions ◽  
Teaching Learning

The focus of this study was to examine the preparation of teachers, challenges in classroom and future prospects of inclusive education system in Pakistan. The major research questions of the study were: What is the attitude of teachers working in inclusive schools towards inclusive education? What is the preparation level of teachers working in the inclusive schools? What are the challenges faced by the teachers in these schools along with the future prospects of inclusive education system in Pakistan. It was a descriptive study and the researcher used semi-structured interview and accessibility checklist to collect qualitative and quantitative data to answer the research questions. The validated instruments were administered to six principals and twelve teachers working in inclusive schools. The study revealed that the teachers working in the inclusive education schools have not got proper training to work with the students having special needs. Moreover the accessibility of school infrastructure does not address the needs of all student. Curriculum, equipments, teaching learning aids and assessment methods also need to be readjusted. Principals and teachers have mixed opinions (positive as well as negative) about the success of inclusive education system in mainstream schools. They suggested that government may invest more financial and technical resources to train teachers and provide technological equipments if they want to integrate students with special into regular classrooms.

scholarly journals KEPEMIMPINAN KEPALA SEKOLAH SEBAGAI SEORANG SUPERVISOR DALAM PENGAWASAN KINERJA GURU DI SEKOLAH DASAR

2019 ◽  
Vol 18 (2) ◽  
pp. 215-228
Author(s):  
Muhammad Isnaini
Keyword(s):  
Primary Schools ◽  
Teacher Performance ◽  
Decisive Role ◽  
School Management ◽  
School Leader ◽  
Educational Goals ◽  
Administrative Functions ◽  
Strategic Role

The main focus which discus in this research is how thesupervision is carried out by the principal as a supervisor. The principal’sleadership function is to carry out school management and guidancethrough administration, management and leadership activities that arehighly dependent on their abilities. The method used is a case study becauseit is to maintain the integrity of the system in a routine program. Thepurpose of this study is to determine the effectiveness of the principal’sleadership as a supervisor in supervising teacher performance. Based onthe analysis conducted concluded as follows. (1) The principal’s supervisionof teachers in primary schools has a very strategic role in determiningpolicies and improving the quality of learning processes towards achievingthe expected goals. (2) The principal is the school leader who regulates anddetermines administrative functions including the supervision function(supervision) individually or in groups, (3) In addition to the principal, theteacher also has a very decisive role in achieving the educational goals

scholarly journals MODEL PENDIDIKAN NON FORMAL LEMBAGA BIMBINGAN BELAJAR MENTARI ILMU 3 KECAMATAN SUKUN KOTA MALANG

2018 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Beril Firmansyah Romadhon
Keyword(s):  
Program Evaluation ◽  
Education Program ◽  
Informal Education ◽  
Formal Education ◽  
Personality Development ◽  
Implementation Process ◽  
General Evaluation ◽  
Individual Personality ◽  
Minimum Number ◽  
Education Model

<p>Formal education is a systematic, structured, complex, and tired, started from elementary school until higher education. Informal education is a long life process. Because of its characteristics, this type of education is able to give a strong influence on individual personality development. Meanwhile, non-formal education is all kinds of education that are conducted deliberately, orderly, and planned. It is separated from formal education since it aims to educate certain students in achieving the learning objectives. This study aims to: (1) identify the non-formal education model of Mentari Ilmu 3 learning course institution in Sukun, Malang, (2) find out the result of the non-formal education program evaluation in Mentari Ilmu 3 learning course institution in Sukun, Malang, and (3) know the factors that inhibit and support the implementation process of Mentari Ilmu 3 learning course institution in Sukun, Malang. This study uses a qualitative method as a part of the procedure of the study producing descriptive-qualitative data in written and spoken form. The data are obtained from the people and attitudes observed. The data collection techniques are observation, interview, and documentation. The results of the study are: (1) the education model of the Mentari Ilmu 3 learning course institution in Sukun, Malang is non-formal education, in which the curriculum is made based on the K13 curriculum. (2) The results of the non-formal education program evaluation conducted in Mentari Ilmu 3 learning course institution in Sukun, Malang consists of general evaluation held by LAZIZMU and special evaluation held by the internal party of the learning course institution, (3) the factors inhibiting the implementation process of Mentari Ilmu 3 learning course institution program in Sukun, Malang are the untidy management system, minimum coordination and commitment from the tutor, unclear target, and a minimum number of educators.</p><p class="CPKeyword"><em><strong>Keywords: education model; non-formal; learning course institution</strong></em></p>

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.

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