scholarly journals INDONESIAN LANGUAGE EDUCATION POLICY IN RELATION TO THE NATIONAL EDUCATION GOALS: A THEORETICAL PERSPECTIVE

2020 ◽  
Vol 6 (2) ◽  
pp. 81-93
Author(s):  
Santi Mayasari
Keyword(s):  
Education Policy ◽  
Religious Belief ◽  
Theoretical Perspective ◽  
Language Education ◽  
Language Education Policy ◽  
National Education ◽  
Education Goals ◽  
Life Education

Education plays an important role for the quality of human’s life. Education is a process of accommodating learners to develop their potential based on the talent and ability they have. Through this process, individuals will have a better personality, IQ, manner, religious belief. Indonesian language in an education setting supports the process of gaining knowledge because this is considered as a carrier of knowledge, a means of communicating ideas, thought, and feeling, and a means of increasing nationality among individuals whole over Indonesia. By having this, Indonesian language education policy is considered as a means of gaining national education goals. However, the role of stakeholders and society is undeniable. They can protect and develop the position of Indonesian language and they can accommodate the attainment of national education goals.Key Words: Education, Indonesian Language, Policy, National Education Goals, Stakeholders

scholarly journals Peningkatan Mutu Madrasah melalui Modal Sosial

Nadwa ◽  
2012 ◽  
Vol 6 (2) ◽  
pp. 269
Author(s):  
Ju’subaidi Ju’subaidi
Keyword(s):  
Social Capital ◽  
Social Structure ◽  
Academic Ability ◽  
Education Quality ◽  
Quality Of Education ◽  
National Education ◽  
Heavy Burden ◽  
Education Goals

<p>This paper attempts to examine the important role of social capital in the meninges-forces madrasah education quality. Madrasah as national education subsystem has a heavy burden in carrying out the mandate of the law. The biggest problem is the activity of improving the quality of education that is determined by the achievement of the ultimate goal of education effectively and more efficiently. That goal is the realization of academic ability, moral and social. Structure and values of the communities around it is actually a social capital that should be used by the madrassa to improve the quality of education. Social capital is a means of achieving national education goals. </p><p><br /><strong>Abstrak</strong></p><p>Tulisan ini mencoba mengkaji peran penting modal sosial dalam peningkatan mutu pendidikan madrasah. Madrasah sebagai subsistem pendidikan nasional memiliki beban yang berat dalam mengemban amanat undang-undang. Problem terbesar adalah kegiatan meningkatkan mutu pendidikan yang ditentukan oleh ketercapaian tujuan akhir pendidikan secara efektif dan lebih efisien. Tujuan itu adalah terwujudnya kemampuan akademik, moral dan sosial. Struktur dan nilainilai yang dimiliki masyarakat sekitar sebenarnya merupakan modal sosial yang seharusnya dimanfaatkan oleh madrasah untuk meningkatkan mutu pendidikannya. Modal sosial ini menjadi sarana mencapai tujuan pendidikan nasional. </p>

scholarly journals Language education policy in multilingual Scotland

2014 ◽  
Vol 38 (2) ◽  
pp. 167-191 ◽  
Author(s):  
Andy Hancock
Keyword(s):  
Education Policy ◽  
Language Education ◽  
Foreign Languages ◽  
Language Education Policy ◽  
Small Country ◽  
Policy Documents ◽  
Migrant Communities ◽  
Regional Languages ◽  
Main Language

Scotland is a small country yet it has a rich and complex linguistic makeup. The aim of this article is to analyse the current picture of the role of language education policy (LEP) in supporting and developing Scotland’s diverse languages drawing on policy documents, policy discourses and school pedagogies. The article begins with a historical account of multilingual Scotland in order to contextualize LEP and to dispel the myth of a monolingual country. This is followed by an examination of the three main language perspectives currently influencing LEP: regional languages, modern foreign languages and the languages of migrant communities. It will be illustrated that a post-devolutionary arena has provided opportunities for formulating and debating LEP which reflect a multilingual society, but significant imbalances and questions of equity still remain between the different categories of languages in terms of ideology, provision and practice. Finally, Lo Bianco’s (2007) taxonomy of language planning and action is modified to gain insights into the tensions and challenges that exist around a cohesive approach to LEP development in Scotland.

scholarly journals Quality assurance in the provision of language education and training (case study: language education policy)

2021 ◽  
Vol 113 ◽  
pp. 00070
Author(s):  
A.R. Nurutdinova ◽  
D.Sh. Shakirova ◽  
E.V. Dmitrieva
Keyword(s):  
Quality Assurance ◽  
Education Policy ◽  
Professional Education ◽  
Professional Training ◽  
Language Education ◽  
Educational Environment ◽  
Foreign Languages ◽  
Scientific Article ◽  
Language Education Policy

The purpose of this scientific article is to describe the practice of forming the university’s language education policy as a factor in ensuring the professional training quality of modern specialists. The analyzes presented in the scientific article are intended for teachers, teachers of foreign languages, specialists in the field of professional education of various profiles, organizers of the educational process at universities, students, undergraduates, graduate students, applicants, representatives of university and non-university communities interested in: 1) quality assurance professional training of modern specialists at universities; 2) ensuring the language education quality of specialists of various profiles as a component and the quality indicator of professional education of specialists; 3) the language interaction and professional education as a system and subsystem of university education; 4) scientific disciplines integration: theory and methods of vocational education, pedagogy, didactics, politics, professional linguodidactics, methods of foreign languages teaching; 5) the relationship and interdependence of different policies (language policy, university’s language education policy, quality policy) and different politics (world, European, state, regional, institutional/ university); 6) the concepts relationship and the mutual influence of the formation processes of the educational space of different levels, the university’s educational environment, the educational context of the interaction of subjects, the linguistic educational environment; 7) theory and practice of the university’s language education policy.

Debiasing the Outcome Effect: The Role of Instructions in an Audit Litigation Setting

2002 ◽  
Vol 21 (2) ◽  
pp. 7-20 ◽  
Author(s):  
Peter M. Clarkson ◽  
Craig Emby ◽  
Vanessa W.-S. Watt
Keyword(s):  
Theoretical Perspective ◽  
Cognitive Components ◽  
Audit Judgment ◽  
Outcome Information ◽  
Audit Litigation ◽  
Outcome Bias ◽  
Biasing Effects ◽  
Judgment Setting

The outcome effect occurs where an evaluator, who has knowledge of the outcome of a judge's decision, assesses the quality of the judgment of that decision maker. If the evaluator has knowledge of a negative outcome, then that knowledge negatively influences his or her assessment of the ex ante judgment. For instance, jurors in a lawsuit brought against an auditor for alleged negligence are informed of an undetected fraud, even though an unqualified opinion was issued. This paper reports the results of an experiment in an applied audit judgment setting that examined methods of mitigating the outcome effect by means of instructions. The results showed that simply instructing or warning the evaluator about the potential biasing effects of outcome information was only weakly effective. However, instructions that stressed either (1) the cognitive nonnormativeness of the outcome effect or (2) the seriousness and gravity of the evaluation ameliorated the effect significantly. From a theoretical perspective, the results suggest that there may both motivational and cognitive components to the outcome effect. In all, the findings suggest awareness of the outcome effect and use of relatively nonintrusive instructions to evaluators may effectively counteract the potential for the outcome bias.

Rethinking Language Education policy in the Context of Multilingual/ Multicultural English

2021 ◽  
Vol X (2) ◽  
pp. 49-53
Author(s):  
Aicha Rahal ◽  
Keyword(s):  
Education Policy ◽  
Language Policy ◽  
Linguistic Diversity ◽  
Native Language ◽  
Language Education ◽  
Influential Factors ◽  
World Englishes ◽  
Policy Outcomes ◽  
Language Education Policy ◽  
Global English

Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating “as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes” (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 & 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.

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