scholarly journals MENGAPA PERLU PENDIDIK DAN TENAGA KEPENDIDIKAN UNTUK PENDIDIKAN LUAR SEKOLAH (NONFORMAL)

2019 ◽  
Author(s):  
salmi rahmadian ◽  
Tia Ayu Ningrum
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Formal Education ◽  
Developed Countries ◽  
Teaching Staff ◽  
Young Generation ◽  
Industrialized Countries ◽  
Education Programs ◽  
Industrial Countries ◽  
Character Building

Starting with a proposition that if formal education is highly developed, there will be no need for non-formal education programs, and consequently there is no need for non-formal educators and education personnel. However, the real situation in the industrialized countries of the US and Japan is the opposite. Non-formal education programs in developed countries have been developed and become an inseparable part of the teaching and learning community. If industrial countries still need non-formal education programs, then the need is indeed more urgent in developing countries, such as Indonesia, including the provision of non-formal education and teaching staff, but of course not the same qualifications as 'formal' educators and education staff The responsibility for character building for the young generation must remain in the hands of parents (family education as the first and foremost center) and cannot be left to school teachers alone.

Trends in Human Resource Development in Zimbabwe

2016 ◽  
pp. 228-251
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

scholarly journals DEVELOPING A MODEL OF SMART SCHOOL CANTEEN: AN INTRODUCTION OF SELF-PURCHASING TECHNOLOGY

2019 ◽  
Vol 2 (2) ◽  
pp. 236
Author(s):  
Andri Zainal ◽  
Tuti Sriwedari ◽  
Khairunnisa Harahap ◽  
Joko Suhariyanto
Keyword(s):  
Computer Technology ◽  
Formal Education ◽  
Modern Technology ◽  
The Self ◽  
Young Generation ◽  
Use Of Technology ◽  
School Canteen ◽  
Trading Activities ◽  
Direct Payments ◽  
Character Building

AbstractIn general, the development of character building in a formal education can be applied through buying and selling transaction activities in the school canteen. The widespread use of computer technology can also be applied in trade activities in school canteens as an effort to establish the character of Indonesia's young generation with integrity and honesty. The introductory on the use of technology through a Self-Purchasing System or also commonly known as the Self-Check-out System is a mechanism that provides an opportunity for customers to process their purchases by scanning the items they buy and making direct payments before leaving the store/store. This technology can be initiated into religious and non-religious-based elementary schools that practice the values integrity and honest character from a specific religion to general values. However, even though these values have become a daily part of learning, the use of modern technology in the practice of education cannot be denied. Thus, the combination of pedagogy on the conceptual character-building value in the classroom and the use of science and technology in trading activities in the school canteen will accelerate the formation of integrity and honest character within the pupils.Keywords: Character Building, Self-Purchasing System, Governance, Smart School Canteen Model.

Development and Conservation: A Global Dilemma

1981 ◽  
Vol 8 (3) ◽  
pp. 199-205
Author(s):  
Brian Harvey ◽  
Gary W. Knamiller
Keyword(s):  
Corporate Social Responsibility ◽  
Developed Countries ◽  
Market Mechanism ◽  
Less Developed Countries ◽  
Industrialized Countries ◽  
Industrial Countries ◽  
Use Of Resources ◽  
Conservation Problem ◽  
Corporate Actions ◽  
Corporate Social

The pursuit of ‘progress’ in the developed and less-developed countries ran about parallel in the 1950s and 1960s, but doubts clouded both their horizons in the 1970s in the form of disappointing material advance in the less-developed countries and the surge of environmental consciousness in the industrialized world. The focus of this paper is on the tensions which the combined development—conservation problem is creating in two basic institutions, the commercial corporation in the industrialized countries and the school in the less-developed countries, together with their roles in the search for solutions.In the case of the industrial countries, the developmental and environmental impact of the corporation is described, together with its role in the allocation and use of resources. The market mechanism and its failure in guiding corporate actions is outlined, as are the supplemental roles of legislation, protest, and the concept of corporate social responsibility.In the context of the less-developed countries, the conventional role ascribed to education in development is described in its record of failure. The article proceeds to report attempts at reform via changes in curriculum and institutions, and the continuing search for functional school systems now that the desire for development is tempered by a growing awareness that environmental—conservational problems are not unique to the ‘over-developed’ North, but that the South also needs developmentand conservation.The paper concludes by asserting the importance of both the corporation and the school in the search for ‘development and conservation’, and the scope and need for both research and concomitant action.

scholarly journals KEHIDUPAN SOSIAL WARGA BELAJAR SATUAN PENDIDIKAN NON FORMAL SANGGAR KEGIATAN BELAJAR KABUPATEN BANJAR

2020 ◽  
Author(s):  
Desita Handayani
Keyword(s):  
Social Studies ◽  
Learning Community ◽  
Family Environment ◽  
Learning Process ◽  
Social Life ◽  
Teaching And Learning ◽  
Formal Education ◽  
Social Studies Education ◽  
Learning Activity ◽  
The Social

Education is not only given to those who are in school. The Non-Formal Education Unit of the Banjar Regency Learning Activity Studio provides a place for all people who wish to continue to gain knowledge without having to worry about their social life. The social life that all learning citizens live is inseparable from the social studies education they learn at SPNF SKB Banjar Regency. With this learning process they can implement social studies education in their social life. The purpose of this study was to describe the social life of the learning citizens of SPNF SKB Banjar Regency by looking at the implementation they got in social studies education. The method used in this research is descriptive qualitative method. Data were collected by a process of observation, interviews and documentation. Analyze data by presenting data, data reduction and data verification. Meanwhile, to test the validity of the data is done by triangulation of places, techniques, and sources. The result of this research is a description of the social life of the learning citizens of SPNF SKB Banjar Regency both at school and in the family environment. The social life of the learning community also includes the implementation of social studies education obtained from the teaching and learning process. The processes that take place during their daily activities are able to show the role of social studies education as the basis of society.Keywords: Social Life, Social Studies Education, Non-Formal Education Unit

scholarly journals MEMBANGUN KARAKTER KEBANGSAAN GENERASI MUDA BANGSA MELALUI INTEGRASI PENDIDIKAN FORMAL, INFORMAL DAN NONFORMAL

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Dinie Anggraeni Dewi
Keyword(s):  
Character Education ◽  
Social Life ◽  
Informal Education ◽  
Formal Education ◽  
Character Development ◽  
Young Generation ◽  
Religious Leaders ◽  
Current State ◽  
Law Enforcement Officials ◽  
Character Building

ABSTRACT The current state of corruption should encourage every citizens of the nation, all parties, the leaders of the nation, law enforcement officials, educators and religious leaders, to focus their attention to character building. Character development should be established as part of the national strategy to improve nation’s life. The study begins from my concern about the backwardness of character education in Indonesia. The article concludes that to be successfull, character development should include the participation of three important institutions of social life: family (informal), school (formal) and community (nonformal) so as to create sustainability and harmonization. Keywords: Character nation, Young Generation, Formal Education, Informal Education, Nonformal Education. ABSTRAK Merajalelanya korupsi menandai bahwa persoalan pendidikan karakter bangsa harus menjadi perhatian semua pihak, pemimpin bangsa, aparat penegak hukum, pendidik dan tokoh-tokoh agama, golongan dan lain sebagainya. Pembangunan karakter harus dibentuk. Latar belakang penulisan, dari keprihatinan penulis tentang persoalan yang dihadapi bangsa Indonesia dalam hal pendidikan karakter bangsa. Dari hasil analisis dan pembahasan, didapatkan kesimpulan bahwa pembangunan karakter bangsa jika ingin efektif dan utuh mesti menyertakan tiga institusi, yaitu keluarga (informal), sekolah (formal) dan masyarakat (nonformal) sehingga tercipta kesinambungan dan harmonisasi. Kata Kunci: Karakter Bangsa, Generasi Muda, Pendidikan Formal, Pendidikan Informal dan Pendidikan Nonforma

Trends in Human Resource Development in Zimbabwe

2015 ◽  
pp. 51-81
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

Stepping Out of the Silos

2020 ◽  
pp. 63-86
Author(s):  
Jennifer Valcke ◽  
Karin Båge
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Teaching Staff ◽  
Learning Spaces ◽  
Global Challenges ◽  
English Medium Instruction ◽  
New Forms Of Learning ◽  
Development Course

The growth of English-medium instruction (EMI) calls for a new model of teaching and learning fit for the 21st century. It has been argued that formal education must be transformed to enable the new forms of learning needed to tackle complex global challenges. Much EMI research offers compelling arguments for transforming pedagogy to better support the acquisition of these skills. However, the question of how best to teach them has been overlooked. In order to prepare teaching staff for the challenges of multilingual and multicultural learning spaces, educational developers at Karolinska Institutet (KI) have developed a continuous professional development course to cater for the needs of both teachers and education developers in internationalised settings. This chapter will lay out the structure of the course and the thinking that went behind its conception. Through the testimonials of both lecturers and education developers, this chapter will also engage readers in reflections on how lecturers and education developers have apprehended their shifting roles and profiles.

scholarly journals THE ONTOLOGY OF ARABIC CURRICULUM AT PESANTREN ATTAHDZIB JOMBANG

2020 ◽  
Vol 5 (2) ◽  
pp. 153
Author(s):  
Ahmad Nurcholis ◽  
Mochamad Chobir Sirad ◽  
Budi Harianto ◽  
Syaikhu Ihsan Hidayatullah
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Descriptive Analysis ◽  
Boarding School ◽  
School Curriculum ◽  
Education Programs ◽  
Learning Evaluation ◽  
Formal School

Some pesantrens have accommodated the madrasah or formal school education programs, both the curriculum and the learning methods. One of them is pesantren Attahdzib. This article aimed to describe, analyze, and interpret the ontology of Attahdzib Islamic boarding school curriculum, the process of implementing the curriculum, and the problems of its implementation. It was a qualitative research with descriptive analysis. The results showed that the the curriculum was implemented through some methods such as sorogan, bandongan or wetonan, and memorization. There were 2 types of education systems established in pesantren Attahdzib, namely diniyah education, and formal education. The problems faced in the implementation of curriculum were some teachers’ disciplinary problem, the learning evaluation that sometimes considered hard and burden on students, and the formal schools’ extra-activities that sometimes obstructed the pesantren’s teaching and learning process.

scholarly journals BUILD ECOSYSTEM: LEADERSHIP STRATEGY IN SANGGAR ANAK ALAM (SALAM) NON-FORMAL SCHOOL IN BANTUL DISTRICT OF YOGAYAKARTA, AS AN EFFORT TO MAINTAIN ITS EXISTENCE

2020 ◽  
Vol 4 (1) ◽  
pp. 659-672
Author(s):  
Zahra Fadhilah Putri
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Leadership Strategies ◽  
Education Programs ◽  
Significant Development ◽  
Public Market ◽  
Leadership Strategy ◽  
Collecting Techniques ◽  
Formal School

Along with the emergence of problems in formal education, such as: inflexible time and teaching and learning process, gave rise to a new innovation of non-formal education programs. However, non-formal education often faces problems in increasing its existence. therefore, this study aims to explore leadership strategies in increasing the existence of non-formal schools. This research was conducted at Sanggar Anak Alam (SALAM) with qualitative methods, and collecting techniques through interviews and observations. SALAM has a significant development, proven by getting an award from America in 1991. It also has several strategies to increase its existence, including: conducting regular parent gatherings, conducting discussions, holding legion and public market programs, and making books.

scholarly journals Potential of digital teaching portfolios for establishing a professional learning community in higher education

2016 ◽  
Author(s):  
Ming Lai ◽  
Cher Ping Lim ◽  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Staff ◽  
Successful Implementation ◽  
Learning Beliefs ◽  
Collective Case Study

<p>Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of themes emerged from the cross-case data analysis: the teaching staff used DTPs for both personal and social benefits; they found it important to link their DTPs with students’ learning; they developed DTPs at different levels (individual and group level); they aligned their DTPs with their underlying teaching and learning beliefs; and they found that technical and conceptual supports, as well as opportunities to discuss and share with colleagues, were necessary for the successful implementation of DTPs. The study suggests that DTPs could significantly enhance higher education teaching and learning, and through sharing of DTPs, teaching staff could build a professional learning community that enhances their capacity for teaching and professional learning.</p>

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