scholarly journals Alexander II’s Educational Innovations: the Implementation of the Great Reforms

2021 ◽  
pp. 7-17
Author(s):  
С.Д. Половецкий ◽  
А.В. Овчинников ◽  
К.Ю. Милованов
Keyword(s):  
Public Education ◽  
Educational Innovations ◽  
National Education ◽  
Teaching Community ◽  
National Education System ◽  
Retrospective View ◽  
Education Theory ◽  
History Of ◽  
The Government ◽  
Great Reforms

В статье исследуется проблема изучения идеологии и практики реформационной деятельности в системе народного просвещения в 60–70-х годах XIX столетия. Цель исследования — выявить ведущие стратегии образовательной политики, формы и виды модернизационной активности, персоналии, находящиеся в центре принятия судьбоносных решений для отечественного образования в период Великих реформ. Определено, что данная эпоха — это значимая историческая веха в контексте модернизации отечественного образования, время поступательного, достаточно интенсивного развития национальной системы образования, когда просвещение народа ставится в ряд приоритетных задач общегосударственной важности. В период правления императора Александра II в результате объединенных усилий власти и педагогического сообщества начала складываться единая национальная педагогическая школа, многообразная и весьма плодотворная по существу разрабатываемых проблем и решению их на практике. Представлена ретроспектива нормативно-правовой и законодательной базы в области народного образования. Выявлено, что идеи и постулаты, изложенные в трудах ученых, педагогов и общественных деятелей дореволюционного времени, существенно расширяют наши представления о мировоззренческих взглядах на просвещение населения России, национальных и общечеловеческих ценностях, необходимости их гармонизации в практической деятельности по обучению и воспитанию граждан своей страны. Охарактеризована реформа военного образования как неотъемлемая часть общей модернизации системы народного просвещения. Результаты исследования могут быть использованы при подготовке общих курсов по истории России, истории педагогики и образования, чтении лекций и спецкурсов по теории и истории модернизации. The article focuses on the investigation of the ideology of educational innovations and their implementation in the 1860s-1870s. The aim of the research is to single out major strategies of educational policy, to investigate types and kinds of innovations, to study people responsible for fateful decisions related to Russian education in the era of the Great Reforms. The article highlights that the analyzed epoch marks a milestone of Russian educational reforms. It is an epoch of continuous and intensive development of the national education system prioritizing public education as a task of national importance. During Alexander II’s reign, the government and teaching community collaborated to create a national pedagogical school capable of efficiently coping with diverse education-related problems. The article presents a retrospective view of a legal basis for public education. The article states that the analysis of ideas and views expressed in prerevolutionary scholars’, educators’, and statesmen’s works broadens our understanding of pubic education in Russia and our appreciation of national and universally human values, and enables us to better assess their implementation in Russian citizens’ education. The article characterizes military education reforms as an integral part of public education innovation. The results of the research can be used in courses of Russian history, history of pedagogy and education, theory and history of modernization.

scholarly journals Respon Masyarakat Terhadap Madrasah Takmiliyah Di Kabupaten Rejang Lebong

2018 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Syaiful Bahri
Keyword(s):  
Religious Education ◽  
Government Regulation ◽  
Formal Education ◽  
Religious Study ◽  
Field Research ◽  
National Education ◽  
National Education System ◽  
Religious Learning ◽  
History Of ◽  
The Government

Madrasah Diniyah Takmiliyah (MDT) is a non-formal education which is the solution of the lack of hours of religious study at school. The Historically, this solution is to accommodate the numerous demands of various elements of society that have been raised through; demonstrations, rallies, suggestions, and even pressure on the government. Madrasah education Diniyah Takmiliyah (MDT) in the history of education entirely an initiative of the Muslim community. The Unit MDT Education with a strong legal umbrella among such as;the provisions in the Act No. 20 of 2003 on National Education system, Government Regulation No. 55 of 2007 on Religious Education and Religious Education, Government Regulation No. 48 of 2008 concerning education funding , as well as the Minister of Religious Affairs regulation No. 13 of 2014 concerning Islamic Religious Education. In Kabupaten Rejang Lebong MDT are 15 institutions. Where the community's response to MDT is perceived as lacking, the management of MDT management is very simple and even tends to be traditional, the holding factor of MDT is strong enough and the factor of inhibiting the low awareness of the community and the difficulty of getting the fund, and the solution for the society to address the lack of religious learning hours at the majority school of apathetic parents religious learning outcomes at school, a small part of sending their children to the MDT, and a few more parents teaching their own children at home. This research is a field research associated with various existing literatures, the aims to contribute to the public as general, STAIN Curup, and Local Government Rejang Lebong Regency.

scholarly journals A REVIEW OF NATIONAL EDUCATION SYSTEM OF INDONESIA AND UZBEKISTAN: STRUCTURE, FINANCING, REFORMS

2021 ◽  
Vol 9 (02) ◽  
pp. 461-474
Author(s):  
Jakhongir Shaturaev ◽  
Keyword(s):  
Public Education ◽  
Formal Education ◽  
Compulsory Education ◽  
Development Program ◽  
Access To Education ◽  
National Education ◽  
National Education System ◽  
The Government

The Government of Uzbekistan, experiencing modern reforms in an educational sector as a strategic part of a development program after the last presidential elections, spends an enormous portion of its resources on public education – significantly more than other countries in Central Asia, elsewhere with a similar income level, however, it is yet to pay off. Meanwhile, far in South-East Asia, Indonesia has made dramatic progress on expanding access to education, directing a huge stream of money towards formal education over the past few decades, but still, the learning outcomes remain low. In addition to key reforms in mandatory schooling in terms of increased quality of investment, utilization of information, communications hold considerable promise in improving educational outcomes. This comparative study on the compulsory education of both counties investigates financing and educational concerns in Indonesia and Uzbekistan. Drawing on our findings indicating the need for long-term educational reforms and proper investments in public education to reach promising milestones.

scholarly journals Eksistensi Pendidikan Islam Dalam Bingkai Regulasi Pendidikan Di Indonesia Pasca Kemerdekaan

2020 ◽  
Vol 5 (2) ◽  
pp. 309
Author(s):  
Harmonedi Harmonedi ◽  
M Zalnur
Keyword(s):  
Islamic Education ◽  
Research Approach ◽  
National Education ◽  
Political Dynamics ◽  
Library Research ◽  
National Education System ◽  
History Of ◽  
Life Journey ◽  
The Government ◽  
Descriptive Method

Islamic education existed in Indonesia along with Islam comed. The existence of Islamic education has a long history along with the history of the life journey of the Indonesian people. Islamic education faces a variety of dynamics along with political dynamics. Through this research, it will be revealed how the existence of Islamic education in the framework of education regulation in Indonesia: problems, solutions and strategies in its development. This research uses descriptive method with a library research approach, which is research conducted by reading various papers related to the issues being studied. Based on the research, it is found that education regulations in post-independence Indonesia always accommodate Islamic education, because Muslims are the majority comunity in Indonesia. The government's efforts to accommodate Islamic education were carried out gradually, and it was heavily influenced by political dynamics. This can be seen in several regulations issued by the government since the early independence period, orde baru, and pasca reformasi. The latest education regulations that accommodate Islamic education are Law Number 20 of 2003 about the National Education System and Law Number 18 of 2019 about pesantren. The existence of these two laws is an opportunity and at the same time a challenge for Islamic education, not only to overcome its own problems, but also to continue to develop itself and increase its role in nation building

scholarly journals State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 83
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Education System ◽  
Government Regulation ◽  
Islamic Education ◽  
Socialization Process ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
State Relations ◽  
To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

State Formation and Education in Hong Kong

Asian Survey ◽  
2013 ◽  
Vol 53 (4) ◽  
pp. 728-753 ◽  
Author(s):  
Tracy Lau
Keyword(s):  
Hong Kong ◽  
State Formation ◽  
Educational Practices ◽  
National Education ◽  
History Of ◽  
The Government ◽  
Education In Hong Kong

This article examines the connection between pro-Beijing schools and national education, focusing on the shaping of national education in the history of Hong Kong. The study also illuminates the similarities in national educational practices between the government-approved post-1997 model and the traditions of these pro-Beijing schools.

English in Pakistani public education

2017 ◽  
Vol 41 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Liaquat Ali Channa
Keyword(s):  
Public Education ◽  
Education Policy ◽  
English Language ◽  
Successful Implementation ◽  
Government Schools ◽  
Public Language ◽  
National Education ◽  
The Government ◽  
And Mathematics ◽  
Grade One

Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.

scholarly journals Allocation of Education Budget in Indonesia

2018 ◽  
Vol 1 (2) ◽  
pp. 141-147
Author(s):  
Agung Saputra
Keyword(s):  
Education System ◽  
Educational Opportunities ◽  
Educational Institutions ◽  
State Budget ◽  
Equal Distribution ◽  
Education Management ◽  
National Education ◽  
Education Financing ◽  
National Education System ◽  
The Government

Education is considered to have a very important role in promoting the civilization of a nation. Good quality education can encourage the creation of a quality society, creative and productive until finally able to achieve welfare. Through this national education system, the government should be able to ensure equal distribution of educational opportunities, as well as the relevance and efficiency of education management to face challenges in line with the changing demands of local, national and global life. The budget allocation system for education in Indonesia is heavily influenced by government policies. Education financing depends on the management of educational institutions, but budget allocations used must conform to national financing standards. Education in Indonesia, implemented in accordance with educational policies that regulate the national education system, as well as the allocation of 20% education funding obtained from the state budget and APBD.

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 EDUCATION REFORM IN UKRAINE: THE EVOLUTION OF SCIENTIFIC IDEAS (2001-2021)

2021 ◽  
Vol 2 (36) ◽  
pp. 12-17
Author(s):  
І. Leontieva
Keyword(s):  
Education Reform ◽  
Social Relations ◽  
The State ◽  
Theory And Practice ◽  
Scientific Publications ◽  
National Education ◽  
National Education System ◽  
Education Theory ◽  
Psychology Pedagogy ◽  
Scientific Attention

In recent years, the education sector has been a key player in nation- and state-building, a leading social institu- tion responsible for innovative human development, the formation of competitive human capital, so the leading task of the Ukrainian state was and remains a functioning and self-sufficient national education system. would progressive traditions of the past, correspond to new social relations and accumulate innovative potential for fur- ther development. However, despite a number of positive developments in national education in recent years, the historically accumulated inconsistency of domestic education and science with best European and world practice is still acute. The article attempts to theoretically investigate the evolution of scientific views on the development and reform of education in Ukraine through the prism of publications of authors-researchers on the pages of the scientific professional publication «Pedagogical education: theory and practice. Psychology. Pedagogy» and the results of a comprehensive analysis of the state and development of national education for the 30-year period of indepen- dence of Ukraine, presented in analytical publications of the NAPS of Ukraine: White Book of National Education (2010), National Report on the state and prospects of education in Ukraine (2011, 2016, 2021). Attention is paid to the continuum of current problems in the educational sphere, assessment of the current state and short- term prospects of Ukrainian education and scientific substantiation of ways to modernize national education in the cross section of two planes — the position of leading NAPS scientists and practitioners. Building the concept of research of evolution of views, ideas, positions, beliefs of educational community on actual questions of development of education through a prism of scientific publications of authors of the researched edition, we outlined for ourselves two strategic vectors of the analysis: features of formation of the national self- sufficient integral system of education of the sovereign country for the periods 2001-2010, 2011-2015 and 2016- 2021 and the analytical characteristic of a focus of scientific attention of educators-contributors of magazine «Pedagogical education: theory and practice. Psychology. Pedagogy» in the studied periods.

scholarly journals Rethinking Legal Status of Polytechnic in the Law of Education System

2021 ◽  
Vol 1 (2) ◽  
pp. 105
Author(s):  
Tonny Pongoh ◽  
Henry Soelistyo Budi ◽  
Bintan R. Saragih
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Legal Status ◽  
Education Institution ◽  
National Education ◽  
National Education System ◽  
The Law ◽  
The Government

<p><span>The legal status of polytechnic has been fundamentally changed from time to time. After the Law of National Education System Number 20/2003 and the Law of Higher Education Number 12/2012 came into effect, the polytechnic has been granted a new legal status that offers more diverse programs at various levels. Since then, polytechnic could conduct vocational diploma programs and degree programs in applied sciences from graduate to postgraduate. This legal status raises legal problems whether polytechnic is a higher education institution in vocational or applied sciences. Best education practices in some countries classify applied sciences higher education as academic education, not vocational education. This doctrinal research paper then will examine this legal problem using statute, historical and comparative approach, in the light of the Development Legal Theory. This study shows that the legal status of polytechnic is heavily dependent on government policy. In the absence of a clear and firm ground policy of vocational education, the legal status of the polytechnic has been interpreted differently from time to time. The government ought to reset the vocational education policy and then reform the law of the national education system. Therefore, the legal status of the polytechnic will be more sustainable and have better legal certainty accordingly. Regarding the recent development of higher education, it will be better if the government constitutes polytechnic as a higher education institution in applied sciences.</span></p>

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