scholarly journals Development of Orthodox education in modern Ukraine

2005 ◽  
pp. 242-255
Author(s):  
Liudmyla O. Fylypovych ◽  
N. Gavrilova
Keyword(s):  
Vocational Education ◽  
Religious Education ◽  
Education System ◽  
State Committee ◽  
The State ◽  
Educational Institutions ◽  
Special Study ◽  
Sunday Schools ◽  
New Situation ◽  
Intensive Development

The intensive development of the religious and ecclesiastical sphere, which was called to life by the democratic changes in Ukraine in the early 1990s, contributed to the rapid quantitative growth of educational institutions. According to statistics of the State Committee of Ukraine for Religious Affairs, as of 2005, there were nearly 10 thousand Sunday schools and 173 religious educational institutions of different religious affiliations and structures (from primary to vocational education institutions), a quarter of which belong to the Orthodox branch of Christianity. This has created a new situation in the religious education system that needs special study and research.

ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)

Jurnal Akta ◽  
2017 ◽  
Vol 4 (3) ◽  
pp. 463
Author(s):  
Muslim Ansori ◽  
Akhmad Khisni
Keyword(s):  
Private Schools ◽  
Education System ◽  
Crucial Role ◽  
The State ◽  
Educational Institutions ◽  
Legal Entity ◽  
Non Profit ◽  
The Right

With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,

scholarly journals The Role of Education in Socio-cultural Development of the Yakut Region in the Second Half of XIX – Early XX Centuries

2020 ◽  
pp. 105-108
Author(s):  
Agrafena Innokentyevna Makarova
Keyword(s):  
Education System ◽  
Local Population ◽  
Cultural Development ◽  
The State ◽  
Educational Institutions ◽  
Cultural Life ◽  
Archival Documents ◽  
Long Time ◽  
State Educational

Based on archival documents and previously pub-lished materials, an attempt is made to show the role of the pre-revolutionary education system in the socio-cultural development of the Yakut region. Si-beria was a place of exile for a long time and the state was in no hurry to develop education here. But the liberal reforms of 1860–1870 created the prereq-uisites for the development of the education system. The paper shows the formation and development of educational institutions in the region, provides in-formation on the number of schools and the number of students. The role of political exiles in raising the general cultural level of the local population is also revealed. The author comes to the conclusion that in the Yakut region, thanks to the state educational policy on education of foreign suburbs and public initiative, primary and then secondary educational institutions begin to open, which have had a signifi-cant impact on the socio-cultural life of the region.

REKOGNISI KEBIJAKAN PEMERINTAH TERHADAP PESANTREN SEBAGAI LEMBAGA PENDIDIKAN DI INDONESIA

2021 ◽  
Vol 3 (2) ◽  
pp. 28-41
Author(s):  
Muh Mustakim
Keyword(s):  
Religious Education ◽  
Education System ◽  
Education Institution ◽  
Government Policies ◽  
Educational Institutions ◽  
Indonesian Government ◽  
Independent Existence

Pesantren is the oldest Islamic religious education institution in Indonesia. However, the regulations and recognition of the Indonesian government are not the same as the recognition of schools, why? The results of this study show that government policies and pesantren recognition are divided into five periods, namely recognition of the existence of pesantren; recognition of pesantren as religious educational institutions in Indonesia; pesantren are equivalent to school and madrasah; pesantren as part of the Indonesia education system; and the period of independent existence of pesantren as educational institutions.

scholarly journals DISTRIBUSI GURU PENDIDIKAN AGAMA (ANALISIS KEBUTUHAN GURU PENDIDIKAN AGAMA DI SEKOLAH)

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Suprapto Suprapto
Keyword(s):  
High Schools ◽  
Religious Education ◽  
Education System ◽  
Junior High Schools ◽  
Educational Institutions ◽  
Religious Activities ◽  
National Education ◽  
National Education System ◽  
Unequal Number ◽  
Religion Teachers

Law Number 20/2003 regarding National Education System illustrates that every student in every educational unit is entitled to accept religious education according to the belief/faith they follow that will be given by those teachers with the same belief/ faith. Therefore, religious education is one compulsory component of so many curriculum components taught to the students in order to achieve the objective of national education. Hence, any of religious educational institutions, both state and private, are obliged to make available religion teachers as per the religion followed by the respective students. The results of 2006 research indicates that: a) distribution of religion teachers in SMPs was distributed relatively evenly in both state andptivate junior high schools (SMPs); b) coordination between schools/ foun­dations, and City/Regency Educational Affairs Offices and Religious Affairs Offices, in fulfilling the need of religious education in both state and private SMPs, was not maximal; c) of SMP schools, if there were less than 10 students of any religion existed in any classroom, they would participate in their religious activities outside the school; d) there were still lacks of religious educational teachers both in state and private SMPs; e) insufficient finances to pay honorarium of the teachers; and J) unequal number of appointed teachers compared to real requirement.

scholarly journals Analysing the State’s Laws on Religious Education in Post-New Order Indonesia

2015 ◽  
Vol 53 (1) ◽  
pp. 105
Author(s):  
Mohamad Yusuf ◽  
Carl Sterkens
Keyword(s):  
Religious Education ◽  
Education System ◽  
Religious Tradition ◽  
The State ◽  
New Order ◽  
Preferential Treatment ◽  
National Education ◽  
National Education System ◽  
Research Findings ◽  
The Government

This article aims to analyse the Indonesian State’s laws regarding models of religious education, by evaluating Law No. 20/2003, concerning the national system of education and other related laws. Two questions are highlighted: What type of religious education is favoured by Indonesian state? Does the preference for a certain type of religious education reflect a specific vision of the state-religion relationship? Our data consisted of two sources: the State’s law on national education system, Law No. 20/2003, and the minutes of the Indonesian parliament meeting approving the law. We found that Law No. 20/2003 expresses the preference of the government for a mono-religious model. Indonesia is categoreized as having preferred treatment for some religions or support for a particular religious tradition. This categorisation is confirmed by the results of our research findings indicated by the preferential treatment delivered by the State, and the State’s legislation and regulations on religion.[Tulisan ini menganalisis legislasi negara terhadap pendidikan agama dengan cara mengevaluasi UU No. 20/2003 tentang Sistem Pendidikan Nasional beserta perundang-undangan terkait lainnya. Dua pertanyaan berusaha untuk dijawab dalam tulisan ini, yaitu: Model pendidikan agama yang bagaimana yang menjadi preferensi negara? Apakah preferensi tersebut merefleksikan visi negara terhadap model relasi negara-agama tertentu? Tulisan ini merujuk kepada dua data utama, yaitu: UU No. 20/2003 tentang Sistem Pendidikan Nasional serta Risalah Rapat Paripurna ke-35 DPR RI tahun 2003 yang mengesahkan UU No. 20/2003. Penelitian ini menemukan bahwa UU Sistem Pendidikan Nasional merefleksikan preferensi negara terhadap model pendidikan agama mono-relijius. Model pendidikan mono-religius ini merefleksikan preferensi negara terhadap model relasi negara-agama preferensial; negara mengakui lebih dari satu agama resmi dan memberi dukungan kepada institusi-institusinya, yang direfleksikan melalui legislasi dan peraturan terkait agama.]

scholarly journals The Influence of Media on the State Supervision System

2021 ◽  
Vol 3 (1) ◽  
pp. 285-290
Author(s):  
Muhammad Abrar Azizi
Keyword(s):  
General Education ◽  
Religious Education ◽  
Distinctive Feature ◽  
Education System ◽  
Future Generations ◽  
Educational Institutions ◽  
Supervision System ◽  
State Supervision ◽  
Religious Learning ◽  
Development Institution

Dayah is the oldest dakwah development institution in the archipelago, which emphasizes the formation of community morals to be civilized and polite. At first the dayah was not only a place for community religious learning, but also as a school institution to study general education, but when colonialism took place in this country, education was divided into two categories, namely religion and general. From then on, the effect of the decline in dayah education occurred, so that the interest of the community to study in the dayah was reduced and the function of the dayah began to change from its existence. Dayah institutions exist in society, and are community-owned educational institutions, which are built and developed by the community themselves independently. Dayah institutions are still consistent with religious education, so that this becomes a distinctive feature for dayah which is different from other educational institutions. Dayah has a special education system and pattern that is arranged in the form of a curriculum that is taught to its students. This learning pattern aims to be able to give birth to future generations who have strong faith and have broad insight.

scholarly journals Key aspects of the development of secondary vocational education: a case study of the Rostov Region

2021 ◽  
pp. 109-123
Author(s):  
Galina S. Siraya
Keyword(s):  
Economic Development ◽  
Human Resources ◽  
Vocational Education ◽  
Education System ◽  
The State ◽  
Highly Qualified ◽  
Capital Theory ◽  
Secondary Vocational Education ◽  
Rostov Region ◽  
Key Aspects

Introduction. Today, the effectiveness of the economic development of a region is determined by social and economic indicators, including an increase in the performance of works and the growth of employment, which in turn depend on the state of the education system in the region. Secondary vocational education is an important part of the education system, since it develops the key competences required in the region and provides the region’s economy with highly qualified human resources. Purpose. The purpose of our study was to determine and classify the indicators revealing the state of the secondary vocational education in the region by analysing the approaches to its formation within the IT environment of the region. The article substantiates the estimate of institutional and reproduction indicators of the secondary vocational education system in the Rostov Region. It also suggests a series of measures for providing the region’s economy with qualified professionals. Methodology. In our study, we used systems analysis and machine learning methods, and human capital theory. The database included statistical data regarding the social and economic performance of the Rostov Region in 2007-2017 published in a statistical digest “Regiony Rossii”, and the results of the Rosstat monitoring of the development of information society in the Russian Federation. Results. The article suggests a concept of a secondary vocational education system in the region taking into account the influence of the interrelated factors of the IT environment. The main development areas, including in the Rostov Region, are considered, and a classification of the indicators of the state of the secondary vocational education system in the region is suggested. The indicators are divided into two groups: institutional and reproduction indicators. Based on the statistical analysis and trend lines, we estimated these indicators for the Rostov Region and suggested a series of measures aimed at providing the region's economy with qualified human resources. Conclusions. The suggested development of the system of secondary vocational education should facilitate sustainable social and economic development of the region since it will help to provide the hi-tech industries of the region with an adequate number of qualified professionals.

scholarly journals THE EDUCATION SYSTEM IN VOLGOGRAD REGION: CURRENT STATE AND DEVELOPMENT TRENDS

2016 ◽  
pp. 56-59
Author(s):  
N. V. Sorokina ◽  
L. A. Grigorieva
Keyword(s):  
Education System ◽  
The State ◽  
Educational Institutions ◽  
Development Trends ◽  
Current State ◽  
Volgograd Region

The article discusses the relevance, role and place of education in the development of the state, society and economy. The analysis and describes dynamics of the number of students in educational institutions of the Volgograd region, as well as the dynamics of the number of educational institutions from 2013 to 2015.

scholarly journals Perceptual Differences Across Various Stake Holder Groups

2021 ◽  
Vol 12 (3) ◽  
pp. 0-0
Keyword(s):  
Vocational Education ◽  
Education System ◽  
Skill Development ◽  
The State ◽  
Skills Development ◽  
Entrepreneurship Policy ◽  
Primary Survey ◽  
Effective Implementation ◽  
Significant Difference ◽  
Stake Holder

In 2009, National Skill Development (NSD) Policy was reformed to modify the vocational education system in India. The skills development and entrepreneurship policy developed in 2015 tries to solve the challenges of skill development by inspiring early signs, development and variations. The present study is based on a primary survey conducted in four Districts of Sikkim involving 600 respondents from amongst the various stakeholders and examines whether there is any significant difference in the expressed belief held by stake-holders vis-à-vis the challenges identified in the skill eco space in Sikkim. These challenges are namely resistance to relocation by Sikkim’s youth for employment, stigma against labor oriented jobs, preference for Government jobs, belief that skilling is for low academic achievers and lack of industrial opportunities and development in the State of Sikkim. The findings can be utilized for suggesting recommendations and way forward to remove these barriers for better outreach and effective implementation of various schemes by adopting suitable practices.

scholarly journals The State of Religious Education in Azerbaijan in the 20th Century and Today

Islamovedenie ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 24-33
Author(s):  
Hasanli Elchin Abbas oglu ◽  
Keyword(s):  
Religious Education ◽  
20Th Century ◽  
The State ◽  
Educational Institutions ◽  
State Control ◽  
Religious Groups ◽  
Educational Activities ◽  
History Of ◽  
The Republic ◽  
Republic Of Turkey

The article examines the history of religious education in Azerbaijan, its place and role in the Soviet and post-Soviet periods. In Soviet times, many mosques were closed in Azerbaijan, as in other socialist republics, and religious education was controlled by the state. Starting in the 1940s, the Soviet regime's attitude towards religions, including Islam, began to soften, and some closed mosques were allowed to operate. In Soviet times, there were 17 mosques in Azerbaijan. At the end of the 20th century, after Azerbaijan gained independence, mosques and religious ed-ucational institutions were re-opened, and a number of fundamental laws regulating the activities of Islamic educational institutions were adopted. In this regard, the article reflects educational activities of Islamic institutions currently operating in the country. The activities of the Republic of Turkey to establish a network of religious educational institutions in Baku and other regions are particularly noted. The author considers it inappropriate to leave religious education outside state control, since various radical religious groups may use it for their political purposes.

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