scholarly journals INDIAN NATIONAL POLICY ON EDUCATION 2020

2021 ◽  
pp. 453-460
Author(s):  
Jagdishbhai Joshi ◽  
Parin Somani
Keyword(s):  
Education System ◽  
National Policy ◽  
Full Potential ◽  
Access To Education ◽  
Ministry Of Education ◽  
National Education ◽  
The Government ◽  
Just Society ◽  
New Policies ◽  
National Policy On Education

The Education system has always been a fundamental part of the economic development of any country. It is utilised to equip individuals to face the future with the skills to achieve their full potential. Within India, the focus of education has been to improve the literacy rate of individuals within the country and promote economic growth within an equitable, just society. The increase of globalisation has enabled the establishment of new policies and strategies to drive educational reforms. The government of India aim to ensure every individual has access to education, paving the way to a sustainable future. This has been illustrated through Prime Minister Narender Modi’s decision to rename the Ministry of Human Resources and Development to the Ministry of Education accompanied by a new policy the ‘National Education Policy 2020’ (NEP 2020), illustrating commitment to the education system within India.

scholarly journals Indian Higher Education from the Lens of National Policy of Education (1986) and National Policy on Education (2016): A Comparative Study

2021 ◽  
Author(s):  
Ishfaq Majid
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Education System ◽  
National Policy ◽  
Special Importance ◽  
Higher Education System ◽  
Left Behind ◽  
Indian Higher Education ◽  
The Government ◽  
National Policy On Education

<p>Higher education is considered as the part and parcel of education system. The Indian higher education system is getting better day by day. The Government of India while realizing the needs of today’s generations brought NPE 1986. To enhance the functioning of higher education, recommendation was given. Many recommendations were implemented but some areas were left behind. To fill this gape, the GOI again in 2016 brought another policy of education. The policy paid special importance to the areas where the previous policy was lacking. The policy gave much attention towards the areas where it was felt that a change is necessary. But many areas where emphasis was necessary were not mentioned. The paper analyses the recommendation of NPE 1986 and 2016 in the field of higher education. It makes a comparative study of the recommendations in various aspects of higher education.</p>

scholarly journals Ujian Nasional, Dulu, Kini dan yang Akan Datang: Tinjauan Normatif

Nadwa ◽  
2013 ◽  
Vol 7 (1) ◽  
pp. 161
Author(s):  
Muntholi’ah Muntholi’ah
Keyword(s):  
Education System ◽  
Education Law ◽  
Ministry Of Education ◽  
National Education ◽  
National Examination ◽  
National Education System ◽  
Purpose Of Education ◽  
The Government

<p>The policy of the National Examination (UN) continues to get criticism from education experts, practitioners, as well as various elements of society. With the  problems happen in the implementation of National Examination, it can be af-firmed that the impacts of its implementation are more harmful than the objec-tives to be achieved. Considering the imbalances and disadvantages of the Na-tional Examination implementation, the government through the Ministry of Education should have to be more thoughtful and immediately review the policy  comprehensively. Thus, the purpose of education should be tailored to the interests of Indonesia, which is stated and defined in the the National Education Law No. 20/ 2003 on National Education System Chapter II, Article 3. <br /><br /><strong></strong></p><p><strong>Abstrak</strong></p><p><strong></strong>Kebijakan Ujian Nasional (UN) terus menuai kritik dari para pakar dan praktisi pendidikan serta berbagai kalangan  masyarakat. Melihat banyaknya permasalahan dan carut-marut dalam pelaksanaan Ujian Nasional dapat ditegaskan bahwa dampak dari penyelenggaraan UN lebih banyak mudaratnya dari pada tujuan yang ingin dicapai. Menilik berbagai ketimpangan dan kemudaratan yang ditim bulkan akibat pelaksanaan UN, maka seyogianya pemerintah melalui Kemendiknas harus bersikap lebih bijaksana dan segera mengkaji ulang kebijakan UN secara komprehensif. Dengan demikian maka tujuan pendidikan yang hendak dicapaipun disesuaikan dengan kepentingan bangsa Indonesia, yang sekarang ini<br />tujuan pendidikan tersebut dirumuskan dalam Undang-Undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional (UU sisdiknas) BAB II pasal 3.<br /> </p>

scholarly journals Indian Higher Education from the Lens of National Policy of Education (1986) and National Policy on Education (2016): A Comparative Study

2021 ◽  
Author(s):  
Ishfaq Majid
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Education System ◽  
National Policy ◽  
Special Importance ◽  
Higher Education System ◽  
Left Behind ◽  
Indian Higher Education ◽  
The Government ◽  
National Policy On Education

<p>Higher education is considered as the part and parcel of education system. The Indian higher education system is getting better day by day. The Government of India while realizing the needs of today’s generations brought NPE 1986. To enhance the functioning of higher education, recommendation was given. Many recommendations were implemented but some areas were left behind. To fill this gape, the GOI again in 2016 brought another policy of education. The policy paid special importance to the areas where the previous policy was lacking. The policy gave much attention towards the areas where it was felt that a change is necessary. But many areas where emphasis was necessary were not mentioned. The paper analyses the recommendation of NPE 1986 and 2016 in the field of higher education. It makes a comparative study of the recommendations in various aspects of higher education.</p>

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

Sumbangan Angkatan Belia Islam Malaysia (ABIM) Terhadap Masyarakat Melayu di Malaysia dalam Menangani Isu-Isu Sosioekonomi, 1971-2000

2021 ◽  
Vol 24 (1) ◽  
pp. 171-191
Author(s):  
Siti Ruzana Ab Ghani ◽  
Rahilah Omar ◽  
Azlizan Mat Enh ◽  
Russli Kamaruddin
Keyword(s):  
Education System ◽  
Primary Sources ◽  
Online Data ◽  
Youth Movement ◽  
National Education ◽  
Economic Issues ◽  
Islamic Movement ◽  
Library Studies ◽  
Education Today ◽  
The Government

Artikel ini membincangkan sumbangan Angkatan Belia Islam Malaysia (ABIM) terhadap masyarakat Melayu di Malaysia dalam menangani isu-isu sosioekonomi, 1971-2000-an. Kajian artikel ini dilakukan untuk mengisi kekurangan penulisan terhadap sumbangan badan NGO Islam bukan kerajaan yang dikenali sebagai gerakan Islam ABIM kepada masyarakat Melayu dalam menangani isu-isu sosioekonomi. Isu-isu sosioekonomi masyarakat Melayu selepas merdeka adalah sangat meruncing dan ini ditambah lagi dengan kesan Dasar Ekonomi Baru (DEB) yang diperkenalkan pada tahun 1970. Masyarakat Melayu masih terpinggir dari aspek sosioekonomi khususnya pendidikan Islam dan jurang pendapatan masih membimbangkan. Maka gerakan Islam ABIM bangkit membantu masyarakat Melayu dalam menangani isu-isu sosioekonomi ini. Kajian ini menggunakan kaedah pendekatan disiplin sejarah dengan menganalisis dokumen terhadap sumber primer seperti Laporan Tahunan ABIM, Risalah, Siaran Media, Kenyataan Akhbar, Ucapan Dasar Muktamar dan melalui temu bual. Sumber sekunder pula dikumpul daripada kajian perpustakaan berdasarkan bahan ilmiah, buku, akhbar dan data atas talian. Hasil kajian membuktikan bahawa dari aspek sosial sistem pendidikan dalam gerakan Islam ABIM berjaya memenuhi keperluan sistem pendidikan Islam kepada masyarakat Melayu selari dengan pendidikan nasional. Sistem pendidikan dalam gerakan Islam ABIM yang terancang dan tersusun memberikan kesan kepada lahirnya pendidikan diniah. Manakala dari aspek ekonomi pula gerakan Islam ABIM telah menubuhkan Koperasi Belia Islam Malaysia Berhad (KBI) yang dapat menambah pendapatan masyarakat Melayu khususnya dalam kalangan ahli semakin meningkat.  Gerakan Islam ABIM juga secara tidak langsung dapat membantu pihak kerajaan Malaysia menyeimbangkan sosioekonomi penduduk khususnya masyarakat Melayu sehingga tahun 2000. This article discusses the contribution of Muslim Youth Movement of Malaysia (ABIM) of the Malay community in Malaysia in addressing socio-economic issues, 1971-2000. This article studies conducted to fill the lack of movement ABIM writing contributions in addressing socio-economic issues of the community. ABIM movement arose to help the Malay community in addressing the socio-economic issues. This study uses the method of historical discipline approach by analyzing documents on primary sources such as ABIM Annual Report, Brochures, Media Releases, Press Statements, Muktamar Policy Speeches and through interviews. Secondary resources were collected from library studies based on scientific materials, books, newspapers and online data. The results prove that the social aspects of the education system in the Islamic movement ABIM successfully meet the needs of the education system to the community in line with the national education. The planned and organized education system in the ABIM Islamic movement has an impact on the birth of education today. Whereas the economic aspects of the Islamic movement ABIM also established the Cooperative Belia Islam Malaysia Berhad (IAC), which can increase the income of the community, especially among members is increasing. The Islamic movement ABIM also indirectly help the government balance the socio-economic conditions, especially the Malays until 2000.

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.

National Policy on Education and Higher Education

2017 ◽  
Vol 4 (2) ◽  
pp. 158-165
Author(s):  
Rajan Varughese
Keyword(s):  
Higher Education ◽  
Human Resource Development ◽  
National Policy ◽  
Private Investment ◽  
Educational Institutions ◽  
Policy Document ◽  
National Education ◽  
Teaching Learning ◽  
National Policy On Education

The Ministry of Human Resource Development (MHRD) has come out with the draft of ‘National Education Policy (NEP) 2016’ in April 2016. The new NEP 2016 seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education in the country. The policy prescriptions enunciated in the policy document are critically examined in the context of the objectives set out in the document. An attempt is made to survey some of the recommendations of the report and examine issues related to higher education in the country. The issues include financing education and the policy initiatives, language policy and higher education, accreditation and quality assurance in higher education, International linkages in higher education and autonomy of higher educational institutions. The general trend seen in the document in support of private investment and justification of moving private involvement from periphery to the centre in higher education is critically commented in the paper.

scholarly journals TIGA PILAR KEBIJAKAN PEMERINTAH DALAM PEMBINAAN PAUD

2017 ◽  
Vol 1 (2) ◽  
pp. 57-66
Author(s):  
Laelatul Istiqomah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Areas ◽  
Strategic Plan ◽  
Social Institution ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
National Education ◽  
Childhood Education ◽  
The Government

Various problems of Early childhood Education (ECD) in Indonesia is about the opportunity the acquisition of early childhood education have been uneven and is still concentrated in urban areas, lack of teachers and teaching staff in terms of quantity and quality, and there are still many learning-oriented on the wishes of the parents rather than on the needs of the child. Depart from the real conditions of the early childhood education, to lead the realization of educational system as a social institution is strong and authoritative, the government has issued the three pillars of government policy in early childhood education in the Strategic plan of the Ministry of National Education from 2009 to 2014, and now the government has fine-tune these policies in the Strategic Framework Ministry of Education and Culture of the 2014-2019 strategic plan (Strategic plan update)

scholarly journals TECHNICAL EFFICIENCY HETEROGENEITY OF TERTIARY INSTITUTIONS IN VIET NAM: A METAFRONTIER DIRECTIONAL TECHNOLOGY APPROACH

2019 ◽  
Vol 25 (6) ◽  
pp. 1058-1080 ◽  
Author(s):  
Renato A. Villano ◽  
Carolyn-Dung Thi Thanh Tran
Keyword(s):  
Education System ◽  
Tertiary Education ◽  
Colleges And Universities ◽  
Reform Process ◽  
Viet Nam ◽  
Full Potential ◽  
Universities And Colleges ◽  
Higher Education System ◽  
National Education ◽  
Using Data

The higher education system of Viet Nam has been undergoing reform process with the aim of seeking a position in the world’s education market. However, recent changes in the system have made the operational efficiency of the system less stable, thus making it more challenging to improve the country’s universities world rankings. In this paper, we investigate the performance of tertiary education institutions in Viet Nam and evaluate the efficiency gap between colleges and universities. Using the metafrontier directional technology approach, we estimate both the group frontier and metafrontier efficiencies for 112 universities and 141 colleges using data for 2011–2013 and compute their differences imposed by the technology associated with different levels of ownership and locations. The findings showed that the performance of universities were better than that of colleges, at 0.837 0.774, respectively. However, under an unrestricted metafrontier framework, the metatechnology ratios suggest that universities and colleges were operated comparatively well by potentially increasing their performance by 7.8 and 5.0 per cent, respectively. Both urban universities and colleges are found to be more efficient than their rural counterparts, but the effects of ownerships showed mixed results on the performance of universities and colleges. Our results highlight the need for appropriate policies and enabling environment that will enhance the performance of each institution. It is imperative to re-evaluate the specific role and individual contributions of colleges and universities in the national education system and assist rural universities and colleges to explore their full potential to enhance their performance.

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.

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