scholarly journals PENELITIAN TENTANG FORMATIO SPIRITUALITAS DAN KEPRIBADIAN DI RUMAH BINA KARYA ILLAHI MADIUN

2021 ◽  
Vol 21 (2) ◽  
pp. 59-73
Author(s):  
Agustinus Wisnu Dewantara
Keyword(s):  
Further Education ◽  
Spiritual Life ◽  
Community Life ◽  
Education Students ◽  
Foster Home ◽  
Joint Formation ◽  
Living Together

Rumah Bina Karya Illahi is a house (a kind of dormitory) that accommodates first-level. Rumah Bina organizes a lot of coaching as a basis for students to take further education. Students are active subjects of development, while regulations are only a means of assisting to practice responsibility and life discipline. As development subjects, students must learn to self-regulate, therefore, the foster home also trains students to be responsible for themselves. This research was conducted at the Divine Works Bina House during 2019 s.d. 2020 to measure the four focus areas of coaching (personal maturity, spirituality, study life, and humanities) associated with community rules and events as a means of formation in the foster home so far. The research was conducted by distributing questionnaires to all residents of the Bina House in the period 2019 s.d. 2020. The results showed that most of the students understood the importance of rules in living together, spiritual life, and community life in joint formation. There are quite a number of students who experience formation at Rumah Bina. Rules in living together are needed to maintain orderly living together in the Bina House. Thankfully, the majority of respondents realized the importance of living together, the importance of spiritual events to foster their spirituality, and the need for community events to instill good habits. Orders, spiritual events, and community events are the foundation needed for joint formation.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

Robbins and After

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Further Education ◽  
Cultural Preservation ◽  
Full Time ◽  
Education Students ◽  
Government Bonds ◽  
The First World War ◽  
The Many ◽  
The University ◽  
Further Education Colleges

The early 1960s saw the biggest transformation of English higher education of the past hundred years. It is only matched by the break-up of the Oxbridge monopoly and the early Victorian reforms. It will be forever associated with the name of Lionel Robbins, whose great report came out in November 1963: he is for universities what Beveridge is for social security. His report exuded such authority and was associated with such a surge in the number of universities and of students that Robbins has given his name to key decisions which had already been taken even before he put pen to paper. In the 1950s Britain’s twenty-five universities received their funding from fees, endowments (invested in Government bonds which had largely lost their value because of inflation since the First World War), and ‘deficit funding’ from the University Grants Committee, which was a polite name for subsidies covering their losses. The UGC had been established in 1919 and was the responsibility not of the Education Department but the Treasury, which was proud to fund these great national institutions directly. Like museums and art galleries, higher education was rarefied cultural preservation for a small elite. Public spending on higher education was less than the subsidy for the price of eggs. By 1962 there were 118,000 full-time university students together with 55,000 in teacher training and 43,000 in further education colleges. This total of 216,000 full-time higher education students broadly matches the number of academics now. Young men did not go off to university—they were conscripted into the army. The annual university intake of around 50,000 young people a year was substantially less than the 150,000 a year doing National Service. The last conscript left the army in the year Robbins was published. Reversing the balance between those two very different routes to adulthood was to change Britain. It is one of the many profound differences between the baby boomers and the generation that came before them. Just over half of students were ‘county scholars’ receiving scholarships for fees and living costs from their own local authority on terms decided by each council.

scholarly journals Analysis of Further Education Students’ Attitudes Regarding Environmental Pollution. A Case Study in Granada

2019 ◽  
Vol 16 (6) ◽  
pp. 905 ◽  
Author(s):  
Francisco Hinojo Lucena ◽  
Inmaculada Aznar Díaz ◽  
María Cáceres Reche ◽  
Juan Trujillo Torres ◽  
Gerardo Gómez García
Keyword(s):  
Environmental Education ◽  
Structural Equation ◽  
Global Climate ◽  
Equation Model ◽  
Further Education ◽  
Educational Institutions ◽  
Chemical Pollution ◽  
Strong Correlations ◽  
Education Students ◽  
Students Attitudes

Pollution is shown as the environmental challenge, which has the greatest impact on global climate change. Faced with this situation, numerous environmental summits agree on the fact that Environmental Education needs to be implemented within the different disciplines and educational institutions. Therefore, Further Education must foster the research and management of environmental education with the aim of developing responsible citizens with sustainable attitudes. Based on this idea, this paper aimed to analyse the attitudes in Further Education students towards different situations and habits linked to pollution, as well as some of its varied typologies (chemical pollution, acoustic pollution and management of solid urban waste and rubbish). To achieve this, a sample of 307 students from different degrees of Preschool and Primary Education was included, using a questionnaire as a measuring instrument. The methodology of the study was both descriptive, through the analysis of its measures, and inferential, with the preparation of a confirmatory conceptual model through the structural equation model (SEM). Results revealed that students are highly concerned about the different situations proposed, and that the predictive model forges strong correlations between the four variables of the study. Hence, the study focused on the idea of trying to enhance environmental awareness in the groups of students from different educational phases, to subsequently foster the implementation of specific actions aimed at preserving and conserving natural resources, and to guide society towards sustainable development.

Suicide and Parasuicide Among Further Education Students in Edinburgh

1987 ◽  
Vol 150 (2) ◽  
pp. 183-188 ◽  
Author(s):  
S. D. Platt
Keyword(s):  
Clinical Characteristics ◽  
Further Education ◽  
Criminal Record ◽  
Major Event ◽  
Education Students ◽  
The Family

During the period 1979–1982 the incidence of suicide and parasuicide for students aged 15–24 years was found to be lower than that of others of the same age in Edinburgh. A comparison of student parasuicides with matched non-student parasuicides shows similar parasuicide repetition rates, but some differences in respect of precipitants (twice as many students reporting no major event prior to the episode), agent of poisoning (analgesics more commonly used by students; hypnotics, tranquillisers and barbiturates, by controls), and social and clinical characteristics (a greater proportion of controls reporting parasuicide in the family, a criminal record and being the victim of violence).

scholarly journals The AgroParisTech “Social Openings” mission

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Annie Baroiller ◽  
Elisabeth Dumoulin
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Secondary School ◽  
Further Education ◽  
Education Students ◽  
School Students ◽  
High Profile ◽  
Specific Theme ◽  
Level Training

Underprivileged secondary school and college students tend to demonstrate limited ambitions with regards to further education and acquiring superior qualifications. In a partnership with higher education schools, such as AgroParisTech, encounters have been organised between high school students and higher education students acting as volunteering mentors.The aim is to present the high school students with the opportunity to explore new opportunities as well as to provide them with information about high profile careers and higher level training through various activities led by the higher education students, as well as through meetings, visits, weekends organised around a specific theme. Examples of such initiatives  show what benefits both the high school and higher education students can derive from them.

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