scholarly journals Language and Education Policies Based on National/Plurilingual Identity in Autonomous Republics: A Case Study of the Gagauzia Autonomous Region

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Ebru Eren ◽  
Keyword(s):  
National Identity ◽  
National Language ◽  
Education Policies ◽  
Autonomous Region ◽  
National Education ◽  
The Republic ◽  
Language And Education ◽  
The Russian Empire ◽  
The Right ◽  
Autonomous Republic

Autonomous Republics, although situated within the borders of a state, have the right to govern themselves within their own borders. The most concrete indicator of a state’s autonomy is its flag, its national language, its national culture and its national education. In this context, the language and education policies come into play in the building of a new political union and a national identity. For example, Gagauzia (or Gagauzia Autonomous Region), which was shaped by many historical periods from the Ottoman Empire (from the 16th century until 1812) to the Russian Empire (1721-1917) and to the Union of Soviet Socialist Republics (1922-1991), is nowadays within the borders of the Republic of Moldova. It is an autonomous republic with the right to self-government. This paper aims to analyze the language and education policies determined and applied for the Gagauz Turks in Moldova. It is possible to argue that there is a relationship between the notions of “autonomous republic” and “language and education policy.” In the autonomous republic, this policy will be described as a policy-based not only on the national identity, but also the plurilingualism.

scholarly journals Language and Education Policies Based on National/Plurilingual Identity in Autonomous Republics: A Case Study of the Gagauzia Autonomous Region

2021 ◽  
Author(s):  
Ebru Eren
Keyword(s):  
National Identity ◽  
National Language ◽  
Education Policies ◽  
Autonomous Region ◽  
National Education ◽  
The Republic ◽  
Language And Education ◽  
The Russian Empire ◽  
The Right ◽  
Autonomous Republic

Autonomous Republics, although situated within the borders of a state, have the right to govern themselves within their own borders. The most concrete indicator of a state’s autonomy is its flag, its national language, its national culture and its national education. In this context, the language and education policies come into play in the building of a new political union and a national identity. For example, Gagauzia (or Gagauzia Autonomous Region), which was shaped by many historical periods from the Ottoman Empire (from the 16th century until 1812) to the Russian Empire (1721-1917) and to the Union of Soviet Socialist Republics (1922-1991), is nowadays within the borders of the Republic of Moldova. It is an autonomous republic with the right to self-government. This paper aims to analyze the language and education policies determined and applied for the Gagauz Turks in Moldova. It is possible to argue that there is a relationship between the notions of “autonomous republic” and “language and education policy.” In the autonomous republic, this policy will be described as a policy-based not only on the national identity, but also the plurilingualism.

scholarly journals POLITIK KEBIJAKAN PENDIDIKAN AGAMA DAN KEAGAMAAN: REVITALISASI UPAYA PEMERINTAH TERHADAP PENDIDIKAN KEAGAMAAN

2019 ◽  
Vol 5 (1) ◽  
pp. 104-121
Author(s):  
Ahmad Syafii ◽  
Siti Qurrotul A’yuni
Keyword(s):  
Religious Education ◽  
Government Regulation ◽  
Good Governance ◽  
Education Policies ◽  
Regional Autonomy ◽  
National Education ◽  
The People ◽  
The Government ◽  
Decentralization Of Education ◽  
The Right

Indonesia is the biggest archipelago country in the world, the government has tried to prosper the people by issuing policies on regional autonomy. Regional autonomy in its development is widespread in all fields, one of them in education. Autonomy Education gained much support among the people, thus giving birth to Decentralization of Education, namely to give up government responsibility according to the needs and capabilities of each region. The effort has been regulated in Law Number 20 Year 2003 on National Education System supported by Government Regulation no. 55 of 2007. However, these efforts have not been fully realized, so that sometimes cause gap and prolonged criticism. Therefore we as a policy-bearer must prioritize the principle good governance in Decentralization of Education. The religious and religious education policies contained in Government Regulation No. 55 of 2007 are intended to help realize the goals of education in Indonesia, giving the right of autonomy in the form of decentralization of education to each school in each region to manage the institution. If the school is religious based, it is given the freedom to manage according to the teachings of the religion. But to realize this policy requires strong observers and willing to act, the principle of autonomy, flexibility, participatory and initiative can be used as a basis in realizing these goals as a whole.

scholarly journals THE CONCEPT OF TAUHID EDUCATION VALUE (AQIDAH) IN NATIONAL EDUCATION SYSTEM PERSPECTIVE

2019 ◽  
Vol 11 (2) ◽  
pp. 141
Author(s):  
Nurhadi Nurhadi ◽  
Zainul Bahri Lubis
Keyword(s):  
Religious Education ◽  
Education System ◽  
System Perspective ◽  
Level Of Education ◽  
National Education ◽  
Unitary State ◽  
Library Research ◽  
National Education System ◽  
The Republic ◽  
The Right

This study aims to determine the values of Tauhid Education in the National Education System and the relevance of the National Education System Law No. 20 of 2003 in strengthening the values of Tauhid Education. This research method uses a type of library research or literature study (library research). Using two data sources, namely: 1). The primary data is law No. 20 of 2003 concerning the National Education System. 2). Secondary data is literature related to this research. The results of the study were obtained: 1) the values of Tauhid education contained in Chapter II Article 3 read: "National Education aims to develop the potential of students to become human beings who believe and fear God the Almighty". Chapter V Article 12 paragraph 1 point A reads: "Every student in each education unit has the right: get religious education in accordance with the religion he adheres to and is taught by educators who are of the same religion". Chapter X Article 36 paragraph 3 point A reads: "The curriculum is prepared in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia by taking into account: Increased faith and piety". 2) Relevance of the Law on National Education System No. 20 of 2003 in strengthening the values of Tauhid education that the main purpose is: "Faithful and devoted to the Almighty God". Then the right of the first student is to get religious education in accordance with a religion that is followed and taught by religious educators. And the curriculum is arranged in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia with the first increase, namely faith and piety.

scholarly journals TANGGUNG JAWAB HUKUM PEMERINTAH DALAM PENYELENGGARAAN PENDIDIKAN NASIONAL

2016 ◽  
Author(s):  
Franciscus Xaverius Wartoyo ,
Keyword(s):  
High School ◽  
Education System ◽  
Government Regulation ◽  
Basic Education ◽  
Compulsory Education ◽  
National Education ◽  
Indonesian Government ◽  
The Republic ◽  
The Government ◽  
The Right

<p>Abstract<br />Government has the legal responsibilities in the implementation of national education system to carry out the mandate set out in Section 31 of the Constitution of the Republic of Indonesia 1945 related to the intellectual life of the nation. This is confirmed and applied by The Indonesian Government Regulation 47/2008 regarding compulsory education and Indonesian Government Regulations 48/2008 related to the funding education of elementary school (SD) to high school (SMP) free made by the government through the School Operational Assistance (BOS) to make the education system based on the national human values and justice according to Pancasila ad realize the human rights set out in the Constitution Indonesian 1945 Article28 c paragraph(1) and Article 28d paragraph (3) stated that every citizen has the right to obtain equal opportunities in government. The free primary education can not be realized in a fair and equitable for the presence of education autonomy, every area is not the same policies and management education in many schools that are not transparent even still many schools to collect funds for the reason given by the government budget for operational costs is not enough.In addition, the9-year basic education which should be free up to secondary education (high school) born by either the state of infrastructure, teachers’ salaries, electricity, telephone, computer, books, stationery without distinguishing between public and private schools.<br /><em>Keywords: national education, justice, humanity,Indonesian contitution 1945</em></p><p>Abstrak<br />Pemerintah memiliki tanggung jawab hukum dalam implementasi sistem pendidikan nasional sebagai amanah (mandat) dari Pasal 31 Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 yakni hak mendapatkan pendidikan yang layak. Mandat tersebut diturunkan dalam Peraturan Pemerintah Nomor 47 Tahun 2008 tentang wajib belajar dan Peraturan Pemerintah Nomor 48/2008 tentang Pendanaan Pendidikan dari Sekolah Dasar ( SD ) hingga Sekolah Menengah ( SMP ) yang gratis ditanggung oleh pemerintah melalui Bantuan Operasional Sekolah ( BOS ) dalam rangka untuk menciptakan sistem pendidikan berdasarkan pada nilai-nilai kemanusiaan nasional dan keadilan dalam Pancasila, serta dalam rangka penegakan Hak Asasi Manusia berdasar Pasal 28C ayat (1) dan Pasal 28D ayat (3) dimana setiap warga negara memiliki kesempatan yang sama dalam pemerintahan. Pendidikan dasar gratis tidak dapat dicapai secara adil dan merata karena setiap daerah miliki kebijakan dan manajemen pendidikan yang berbeda, adanya ketidaktransparanan sekolah dalam mengelola dana, dan faktor alasan ketidakcukupan dana yang diberikan oleh pemerintah kepada sekolah. Pendidikan Dasar 9 (sembilan tahun) seharusnya gratis sampai pada Pendidikan Menengah Pertama (SMP) baik dalam hal infrastruktur pendidikan, honor guru, biaya listrik, telepon, pengadaan komputer, buku-buku tanpa ada pembedaan sekolah publik dan sekolah swasta.<br /><em>Kata kunci: Pendidikan Nasional, Keadilan, Kemanusiaan, UUD 1945</em></p>

scholarly journals Multilingualism and language learning: The Rome city report

2016 ◽  
Author(s):  
Michela Menghini
Keyword(s):  
Language Learning ◽  
Urban Communities ◽  
National Language ◽  
Educational Practices ◽  
Education Policies ◽  
Public And Private ◽  
Educational Support ◽  
Language And Education ◽  
University Of Rome ◽  
The City

This article illustrates the findings on multilingualism related to the educational sphere in the city of Rome, within the scope and theoretical framework of the international project LUCIDE (Languages in Urban Communities – Integration and Diversity for Europe). Particularly, it describes the type of linguistic and cultural support offered to plurilingual citizens and the language teaching practices that have emerged from the study of the University of Rome 'Foro Italico' Unit, as presented in the Rome city report (Evangelisti, et al ., 2014; Menghini, 2015). The symbolic and pragmatic uses of languages, their status, and their visibility in educational practices are particularly highlighted, as part of the challenges related to the city authorities' approach to multilingualism, particularly for the educational field. The role of public and private institutions, and their interaction in language learning practices and in the educational support for plurilinguals and foreigners in Rome are investigated and considered in light of the national language and education policies and guidelines. The article's conclusions indicate some possible steps for improvement in educational practices at city level, to better support plurilingual citizens and to effectively face the challenges of multilingualism.

Ethnic Tatars in contention for recognition and autonomy: Bilingualism and pluri-cultural education policies in Tatarstan

2016 ◽  
Vol 44 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Liliya R. Nizamova
Keyword(s):  
Multicultural Education ◽  
Minority Groups ◽  
Necessary Condition ◽  
Education Policies ◽  
The Public ◽  
Division Of Powers ◽  
The Russian Federation ◽  
The Republic ◽  
Development Of Language ◽  
Language And Education

This article explores the development of language and education policies in the Republic of Tatarstan, a constituent of the Russian Federation, in the context of continued decline in minorities’ political nationalism between 2000 and the 2010s. The new “model of Tatarstan” relies on a close partnership with Moscow reaffirmed by an exclusive treaty on the division of powers. However, this formality does not eliminate Tatars’ cultural contention for recognition and autonomy. The case of Tatarstan speaks to both the potential and the constraints of autonomous territories that are incapable of satisfying the needs of co-nationals living beyond their administrative borders. Language policies and education practices have become a relatively autonomous area for claim-making in defense of Tatar culture as well as bilingualism and multicultural education in the region. This study reveals the interrelationship between the two components, Tatar ethno-culturalism and “pluri-culturalism,” and the encouragement of the region's diversity in the public domain of Tatarstan. Valuable in itself, the latter in a wider context appears to be a necessary condition for protecting minority groups in multinational Russia. Thus while promoting the interests of the “titular” nationality — ethnic Tatars — Tatarstan also serves the advancement of multicultural values in present-day Russia.

scholarly journals Resettlement of the Mennonites in the Black Sea Region in the 19th Century: Particularities of Solving the Land Issue

2019 ◽  
pp. 124-134
Author(s):  
Tatjana Nazarova ◽  
Olga Redkinа
Keyword(s):  
19Th Century ◽  
Black Sea ◽  
The Black Sea ◽  
Black Sea Region ◽  
Archival Documents ◽  
The Republic ◽  
The Government ◽  
The Russian Empire ◽  
The Right ◽  
The 19Th Century

Introduction. The article considers the processes of resettlement of the Mennonites in the Black Sea region in the 19th century and solving the land issue which is closely connected with it. Methods and materials. The archival documents of funds of the State archive of the Republic of Crimea and published materials from collections, first of all the acts devoted to the issue of foreign colonization in the Russian Empire formed the source base of the research. The general historical principles of historicism and objectivity and also specific methods are the methodological basis of the research: historical and comparative, historical and genetic, historical and system methods. Analysis. The analysis of the colonization legislation concerning foreign immigrants shows high interest of the government in involving the Mennonites to settling of Novorossiysk region. The land issue was resolved differently: till the 1840s all lands were given to the Mennonites to “eternal” possession of the whole colony, without the right of alienation to third parties; also because of the shortage of free state lands the colonists were granted the permission to buy lands; the government also bought comfortable lands to treasury for its distribution among the Mennonites. Results. The authors underline the following features of land management in Mennonite settlements: land plots were distributed by household and family, without splitting (sixty five tithes per family); there was a minority right, which led to an increase in the number of landless. In the second half of the 19th century resettlement of the Mennonites went due to the land purchase or long-term rent with the subsequent repayment, land plots began to be split.

Exploring the Legality of the Constitutional and Independence Referendums in Nagorno-Karabakh under International Law

2020 ◽  
pp. 1-30
Author(s):  
Saeed Bagheri
Keyword(s):  
International Law ◽  
Self Determination ◽  
Territorial Integrity ◽  
Autonomous Region ◽  
The Third ◽  
The Republic ◽  
The Right

As a result of the constitutional referendum held on 20 February 2017 in the unrecognised Nagorno-Karabakh Republic, both the name and administration of the autonomous region of Nagorno-Karabakh changed. According to the new Constitution, adopted with an 87 per cent majority, Nagorno-Karabakh’s name is now the Republic of Artsakh, its Armenian name, and the system is changing from semi-presidential to presidential. This study discusses the legality of the referendum, the third since Nagorno-Karabakh was established in 1991; it evaluates the referendum in the context of the secession and the right to self-determination in international law. Having looked at similar cases, the article challenges the compatibility of all referenda held in the region with the uti possidetis juris principle and principle of territorial integrity under international law.

scholarly journals Education Policies in Pre-University Education of the Republic of Kosovo for Non-Majority Communities of Roma, Ashkali and Egyptian

2020 ◽  
Vol 4 (1) ◽  
pp. 57-62
Author(s):  
Maliqe MULOLLI-JAHMURATAJ
Keyword(s):  
Education Policy ◽  
Key Words ◽  
Education System ◽  
University Education ◽  
Education Policies ◽  
Right To Education ◽  
Current State ◽  
The Republic ◽  
The Right

The Republic of Kosovo is a country that observes all the rights and obligations of its subjects with no discrimination in national, racial, linguistic sense. Even though we have these rights in place, in practice the situation is different and not very positive. This is since the non-majority communities Roma, Ashkali and Egyptian in Kosovo face several problems in different areas, especially when it comes to their right on integration to education. This paper will address and evaluate current policies and legislation of Kosovo for inclusion in education as a condition for completion of the education system. This paper will be developed by considering the assessment of the Constitution and relevant legislation referring to the right to education for non-majority communities. Given all this legislation, it will be assessed in harmony with the practical problems that exist regarding access to the education system for non-majority communities. Therefore, this paper aims to bring innovation in this field of research aiming to identify how much the Republic of Kosovo is keeping a pace with the standards for inclusion in the education system, what are the reasons that in current state of play we do not have a satisfactory inclusion in the education by category of children from non-majority communities of Roma, Ashkali and Egyptian in pre-university education. Key wordS: Inclusion, Children from Non-Majority Communities of Roma, Ashkali and Egyptian, Education Policy, Pre-University Education.

scholarly journals Concept of Educational Values for Tauhid Nation Education System Perspective

2019 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Nur Hadi
Keyword(s):  
Religious Education ◽  
Education System ◽  
Primary Source ◽  
Literature Study ◽  
System Perspective ◽  
National Education ◽  
Religious Educators ◽  
National Education System ◽  
The Republic ◽  
The Right

This study aims to 1) know the values ​​of Tawhid Education in the National Education System. 2) knowing the relevance of the National Education System Law No. 20 of 2003 in strengthening the values ​​of Tawhid Education. This type of research is a literature study literature (library research). The primary source of this research uses Law No. 20 of 2003 concerning the National Education System. The research results obtained 1) Tawhid education values ​​contained in Chapter II Article 3, Chapter V Article 12 paragraph 1 point A, Chapter X Article 36 paragraph 3 point A, and 2) Relevance of the National Education System Law No 20 of 2003 to strengthening the values ​​of Tawheed education that the main purpose is: "Faithful and devoted to the Almighty God". Then the right of the first student is to get religious education in accordance with a religion that is followed and taught by religious educators. And the curriculum is arranged in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia with the first increase, namely faith and piety.

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