scholarly journals THE ROLES OF PRINCIPALS IN INCREASING EDUCATION QUALITY BY DEVELOPING TEACHER PROFESIONALISM

2017 ◽  
Vol 5 (1) ◽  
pp. 143-174
Author(s):  
Moh. Burhanuddin
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Code Of Ethics ◽  
Teaching Strategy ◽  
Strategic Plan ◽  
Education Quality ◽  
Roles Of Principals

Education policy should be supported by educational actors (teachers) who are at the forefront. Efforts to improve the quality of education need to be done gradually based on the strategic plan. One of the efforts to improve teachers' professionalism is through the supervision of teaching. The principal in fostering teacher professionalism is by way of coaching, including (1) developing teachers’ knowledge by suporting them to persue higher education, (2) developing teaching strategy by helping them make learning device, and (3) developing teacher code of ethics by providing role model. سياسة التربية لابد أن يؤيدها عامل التربية الذي يوجد في المقدمة وهو المدرس الذي يمارس عملية التعليم. ومحاولة ترقية جودة التربية لابد أن تنفذ تدريجيا معتمدا على الخطة الاستراتيجية. ومحاولة ترقية كفاءة المدرس تكون بوسيلة إشراف التعليم. ويمكن أن يقوم مدير المدرسة بتنمية كفائة المدرس عن طريق الإشراف، ويشتمل على: 1( إشراف كفاءة المدرس العلمية، وذلك عن طريق ) تشجيعه في ترقية مستوى دراسته بمواصلة دراسته إلى المستوى الأعلى. 2 إشراف استراتيجية التعليم، وذلك عن طريق مساعدته في إيجاد والوسائل التعليمية . 3 ( إشراف في الناحية السلوكية للمدرس، وذلك أن يكون مدير المدرسة قدوة لغيره. Kebijakan pendidikan harus ditopang oleh pelaku pendidikan yang berada di front terdepan yakni guru melalui interaksinya dalam pendidikan. Upaya meningkatkan mutu pendidikan perlu dilakukan secara bertahap dengan mengacu pada rencana strategis. Salah satu upaya peningkatan profesional guru adalah melalui supervisi pengajaran. Kepala sekolah dalam membina profesionalisme guru adalah dengan cara pembinaan, meliputi; 1) Pembinaan keilmuan guru, yaitu salah satunya dengan cara mersupport/mendorong peningkatan kualifikasi guru untuk meningkatkan pendidikan ke jenjang yang lebih tinggi 2) Pembinaan strategi pengajaran, yaitu dengan cara membantu guru dalam pembuatan perangkat pembelajaran. Dan 3) Pembinaan kode etik guru, yaitu bahwa, kepala sekolah dapat di jadikan teladan.

scholarly journals THE ROLES OF PRINCIPALS IN INCREASING EDUCATION QUALITY BY DEVELOPING TEACHER PROFESIONALISM

2017 ◽  
Vol 5 (1) ◽  
pp. 143-174
Author(s):  
Moh. Burhanudin
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Role Model ◽  
Code Of Ethics ◽  
Teaching Strategy ◽  
Education Quality ◽  
Teacher Professionalism ◽  
Quality Of Education ◽  
Roles Of Principals

Abstract Education policy should be supported by educational actors (teachers) who are at the forefront. Efforts to improve the quality of education need to be done gradually based on the strategic plan. One of the efforts to improve teachers' professionalism is through the supervision of teaching. The principal in fostering teacher professionalism is by way of coaching, including (1) developing teachers’ knowledge by suporting them to persue higher education, (2) developing teaching strategy by helping them make learning device, and (3) developing teacher code of ethics by providing role model. ملخص سياسة التربية لابد أن يؤيدها عامل التربية الذي يوجد في المقدمة وهو المدرس الذي يمارس عملية التعليم .ومحاولة ترقية جودة التربية لابد أن تنفذ تدريجيا معتمدا على الخطة الاستراتيجية .ومحاولة ترقية كفاءة المدرس تكون بوسيلة إشراف التعليم .ويمكن أن يقوم مدير المدرسة بتنمية كفائة المدرس عن طريق )إشراف كفاءة المدرس العلمية، وذلك عن طريق 1 : الإشراف، )2 . تشجيعه في ترقية مستوى دراسته بمواصلة دراسته إلى المستوى الأعلى إشراف استراتيجية التعليم، وذلك عن طريق مساعدته في إيجاد والوسائل )إشراف في الناحية السلوكية للمدرس، وذلك أن يكون مدير 3 .التعليمية المدرسة قدوة لغيره. Abstrak Kebijakan pendidikan harus ditopang oleh pelaku pendidikan yang berada di front terdepan yakni guru melalui interaksinya dalam pendidikan. Upaya meningkatkan mutu pendidikan perlu dilakukan secara bertahap dengan mengacu pada rencana strategis. Salah satu upaya peningkatan profesional guru adalah melalui supervisi pengajaran. Kepala sekolah dalam membina profesionalisme guru adalah dengan cara pembinaan, meliputi; 1) Pembinaan keilmuan guru, yaitu salah satunya dengan cara mersupport/mendorong peningkatan kualifikasi guru untuk meningkatkan pendidikan ke jenjang yang lebih tinggi 2) Pembinaan strategi pengajaran, yaitu dengan cara membantu guru dalam pembuatan perangkat pembelajaran. Dan 3) Pembinaan kode etik guru, yaitu bahwa, kepala sekolah dapat di jadikan teladan.

scholarly journals Econometric Evaluation of Impact of Education Quality on Economic Growth in Azerbaijan

2021 ◽  
Vol 12 (6) ◽  
pp. 1397-1404
Author(s):  
Nazim Hajiyev, Sardar Shabanov, Yadulla Hasanli
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Quality Index ◽  
Education Quality ◽  
Average Score ◽  
Regression Equations ◽  
Science And Engineering ◽  
Linear Type ◽  
The Impact

The article is dedicated to study of the impact of the quality of education on the economic growth in Azerbaijan. The quality index of education has been selected for two levels: a) up to higher education; b) higher school and post higher school. The indicator of average score (if available) that an applicant obtained in the current year on the country in student admission to the higher schools as a quality index of education in the country at the pre-higher education is offered as an alternative to the number of upper grades (10-12) in the secondary education. In the higher and post-higher education level, the number of articles printed on basic science and engineering per million people in Azerbaijan, and indexed on the Web of Science is taken as a quality index of education. Semi-linear type regression equations were made to assess the dependence of the indicators characterizing economic development.

scholarly journals Business and Management Higher Education Quality: A Case Study of a Czech Private University

2019 ◽  
Vol 27 (1) ◽  
pp. 87-97
Author(s):  
Lucie Vnoučková ◽  
Hana Urbancová ◽  
Helena Smolová
Keyword(s):  
Higher Education ◽  
University Students ◽  
Private University ◽  
Educational Process ◽  
Education Quality ◽  
Business Economics ◽  
Higher Education Quality ◽  
Multidimensional Concept

Assessment of the business higher education quality is a multifaceted and multidimensional concept. Quality as a factor of performance of universities is currently an often-discussed topic. The aim of this article is to identify and evaluate factors of quality of business economics education by university students at a private Czech university. The results are based on a quantitative survey by questionnaire data collection from university students. The factor analysis was conducted to find significant groups of students regarding their perception of the educational process divided into three main areas. The quality perception was analyzed in this paper specifically by using focus on areas of subjects, lessons, and teachers. The analysis found groups of variables with significant appearance within the groups of students to reveal their main orientation and preferences. It is quality orientation (specified learning outcomes and its applicability), business orientation (tailoring to business needs) and expert orientation (skills and knowledge of teacher, his/her orientation on study group and tailoring lessons to their needs). Furthermore, identification of homogenous groups of students and their expectations helps with a design of subjects and lessons in the way of focusing on practice, addressing the needs and preferred teaching techniques. This is especially true when the students are already experienced in the taught subject. A limitation of the study is a narrow focus on one private university. It may be taken as a case study.

scholarly journals Education Quality Management of Midwife Clinical Laboratory in Improving Graduates' Competence

2021 ◽  
Vol 1 (1) ◽  
pp. 21-35
Author(s):  
Ai Yeyeh Rukiyah ◽  
Iim Wasliman ◽  
Supyan Sauri
Keyword(s):  
Higher Education ◽  
Clinical Laboratory ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Education Quality ◽  
Positive Contribution ◽  
Laboratory Practice ◽  
Weak Points ◽  
Depth Interviews

Higher Education has the function of developing capabilities in order to educate the nation's life in accordance with Law Number 12 of 2012 concerning Higher Education. The aim of this research is to analyze and describe in depth through a field study of the quality manajement of midwifery clinical laboratories in increasing the competence of graduates (case studies of midwifery practice at Polytechnic Bhakti Asih Purwakarta and Stikes Kharisma Karawang. The research method in this dissertation used a qualitative approach. Data were collected using in-depth interviews, observation, and documentation study. The data of this study were checked for correctness and reliability through the triangulation process. Based on the results of the research, the implementation process of the midwifery clinical laboratory practice learning at the Bhakti Asih Polytechnic of Purwakarta and Stikes Kharisma Karawang went well. The method taught to students when conducting laboratory practice simulations makes a positive contribution to student competence and graduate competence. Weak points that arise in the implementation of learning are limitations in the infrastructure and facilities in each institution, and practice supervisors are still lacking in clinical experience in the field so that manajement has an impact on the quality of midwifery clinical laboratory manajement.

scholarly journals THE FRENCH MODEL FOR ASSESSING THE QUALITY OF HIGHER EDUCATION: CURRENT TRENDS

2020 ◽  
pp. 93-98
Author(s):  
Nina Batechko ◽  
Alla Durdas
Keyword(s):  
Higher Education ◽  
Historical Background ◽  
Education Quality ◽  
Quality Of Higher Education ◽  
French Experience ◽  
Higher Education Quality ◽  
Europe Today ◽  
French Education System ◽  
French Model

The article deals with the current state of development of higher education in the French Republic. The higher educa-tion quality in France in the light of the European tendencies has been highlighted; the French model for assessing the quality of higher education has been analysed. The concept of higher education quality has been stated; the structure of France’s higher education has been provided. The effectiveness, innovation and productivity which are expected from higher education in Europe today, have been emphasized. The significance of the continuing assessment in the French education system has been stressed. The historical background for the development of the French model for assessing the quality of higher education has been considered. The bodies participating in evaluating higher education in France have been analysed, and their roles and tasks have been stated. The possibility of the use of the positive French experience in higher education quality evaluation in Ukraine has been stated.

scholarly journals O Perfil Socioeconômico dos Concluintes de Computação do Sul do Brasil

2021 ◽  
Author(s):  
Luis Otávio Oliveira Capelari ◽  
André Luis Schwerz
Keyword(s):  
Higher Education ◽  
High School ◽  
Family Income ◽  
Night Shift ◽  
Education Quality ◽  
Market Demand ◽  
White People ◽  
Economic Profile ◽  
New Policies

Arguably, the computing has become one of the most importantareas in the world, demanding more and more skilled labor. In thisdirection, higher education plays an important role in the trainingof professionals that supply the market demand. To measurethe education quality of these professionals, the Enade evaluatesthe undergraduate’s performance from all higher education institutionsin Brazil. However, only a few studies have explored theinformation provided by the exam and its surveys. Based on the2017 Enade edition, this paper identifies the socio-economic profilesof undergraduate candidates in several computing courses inthe southern region of Brazil. As results, we found out that thecomputing student socio-economic profile consists of white people,male, between 18 and 26 years old and family income of 3 to 6minimum wages. Also, most students have no scholarship, theirparents attended up until high school, the high school completedin public school, and study in the night shift of private institutions.This work summarizes student’s profiles, enabling managers ineducation to introduce new policies to improve higher education.

ACADEMIC MOBILITY PROVISION: ACHIEVEMENTS AND NEW CHALLENGES FOR THE EUROPEAN HIGHER EDUCATION SPACE

2019 ◽  
pp. 7-21
Author(s):  
Valentyna Bobrytska ◽  
Yevhen Sulima
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
International Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Education Quality ◽  
Academic Mobility ◽  
Tier System ◽  
Education Quality Assurance

An analysis of the Bologna Process documents and the legal framework to ensure academic mobility to academic staff and students in Ukraine shows that understanding of the need for further implementation of the below listed: the European Credit Transfer and Accumulation System (ECTS) has been achieved at the level of European and national higher education systems; national qualifications frameworks to be compatible with the EHEA Qualifications Framework (2005); the transcript of academic record as well as European and national higher education quality assurance systems. Significant achievements now include: expanding the international academic and student community; appearance of new perspectives of human resources development; improving career chances of graduates; adaptation of educational programs that are not offered by national higher education institutions; harmonization of national and international education quality assurance processes; practical success in creating an open, attractive and competitive EHEA. According to the Paris Communiqué (2018), the priorities in 2018-2020 for evaluating the quality of cooperation in the EHEA, in particular for ensuring academic mobility, are to implement: 1) a three-tier system compatible with the EHEA qualifications framework and the first and second ECTS cycles; 2) adherence to the Lisbon Convention on the Recognition of Qualifications; 3) ensuring the quality of education in accordance with the standards and guidelines of the EHEA.

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