Are Teachers Prepared to Educate in Citizenship?

2021 ◽  
pp. 437-459
Author(s):  
Francisco F. García-Pérez
Keyword(s):  
School Culture ◽  
Formal Education ◽  
Environmental Problems ◽  
School Curriculum ◽  
Educational Institutions ◽  
Active Citizenship ◽  
Fundamental Dimension

Education for active citizenship is a fundamental dimension of education, especially in the context of today's world. This is proclaimed by educational institutions and authorities, and has been incorporated into official curricula. But the reality of school is frequently incoherent with those statements. Indeed, the predominant school culture is a factor that conditions the activity of teachers as educators for citizenship. Research carried out in Andalusia (Spain) shows the difficulties teachers have in incorporating any education for citizenship into their subjects. Likewise, projects and initiatives coming from non-formal education are insufficiently exploited. These investigations also indicate that educational proposals organized around social and environmental problems facilitate the integration of education for citizenship into the school curriculum and the training of teachers as educators of citizens by getting them involved in these innovative experiences.

Are Teachers Prepared to Educate in Citizenship?

2019 ◽  
pp. 409-430 ◽  
Author(s):  
Francisco F. García-Pérez
Keyword(s):  
School Culture ◽  
Formal Education ◽  
Environmental Problems ◽  
School Curriculum ◽  
Educational Institutions ◽  
Active Citizenship ◽  
Fundamental Dimension

Education for active citizenship is a fundamental dimension of education, especially in the context of today's world. This is proclaimed by educational institutions and authorities, and has been incorporated into official curricula. But the reality of school is frequently incoherent with those statements. Indeed, the predominant school culture is a factor that conditions the activity of teachers as educators for citizenship. Research carried out in Andalusia (Spain) shows the difficulties teachers have in incorporating any education for citizenship into their subjects. Likewise, projects and initiatives coming from non-formal education are insufficiently exploited. These investigations also indicate that educational proposals organized around social and environmental problems facilitate the integration of education for citizenship into the school curriculum and the training of teachers as educators of citizens by getting them involved in these innovative experiences.

scholarly journals HOW TUTORING BUSINESS AGENCY SURVIVES IN THE MIDST OF THE PANDEMIC COVID-19?

2021 ◽  
Vol 5 (2) ◽  
pp. 172-178
Author(s):  
Eka Indah Nurlaili ◽  
Fajar Budiyanto
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
Education Sector ◽  
Educational Institutions ◽  
Face To Face ◽  
Offline Learning ◽  
Face To Face Learning ◽  
Product And Process ◽  
Process Factors ◽  
Temporary Closure

The temporary closure of formal educational institutions in an effort to contain the spread of the Covid-19 epidemic around the world has an impact on the education sector, not except in Indonesia. The non-formal education sector, such as the Tutoring Business Agencies, also experienced a very significant impact, where the tutoring agencies had difficulty in implementing the marketing mix. So that further studies are needed so that the tutoring business agencies will survive in a pandemic condition. To obtain data, it was done through literature studies from secondary and qualitative data. The habits of students who tend to prefer face-to-face activities make online tutoring activities less responsive and still choose face-to-face learning as one way to keep up with the school curriculum. The solution so that tutoring agencies can survive is to improve product and process factors. The products include limiting the number of students in the class and the variety of online and offline learning. The process is by spraying disinfectant at each class change and providing distance between students. This needs to be done so that parents who provide the needed funds will feel safe when their children study at the desired tutoring agencies.

scholarly journals Cultural Branding as a Key in Positioning Schools: A Conceptual Model

2017 ◽  
Vol 2 (2) ◽  
pp. 229
Author(s):  
Hidayatun Hidayatun
Keyword(s):  
School Culture ◽  
Marketing Strategy ◽  
Conceptual Model ◽  
Management Strategy ◽  
Formal Education ◽  
The Other ◽  
Educational Institutions ◽  
Other Hand ◽  
Education Environment ◽  
Cultural Branding

The increase of people’s prosperity and education creates a change in their view about education and the need towards it. Consequently, their choice of educational institutions becomes more selective. On the other hand, the competition in this field becomes more viable due to the growth of the educational institutions. The management strategy should be evaluated. This paper discusses the interfaces between culture and school, especially those that refer to the branding. The study was carried out on a premise that creating a bond between the school and community is possible by adopting the culture in a formal education environment. This effort is expected to help schools to get a certain position in the community. Therefore, this study attempts to promote a conceptual model of cultural branding in schools and to reveal the reasons why the model becomes an effective marketing strategy in this era. KeywordsBranding, School culture, Positioning, Community bond

scholarly journals Examination of Support Requests of University Students in Distance Learning during the COVID-19 Pandemic

Proceedings ◽  
2021 ◽  
Vol 74 (1) ◽  
pp. 19
Author(s):  
Cemal Aktürk ◽  
Ceren Çubukçu
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Formal Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educational Institutions ◽  
Administrative Staff ◽  
Learning Method ◽  
Technical Problems ◽  
Internet Connection

The COVID-19 (SARS-CoV-2) pandemic required changes to be made, especially in formal education processes. In order for the students to stay safe and healthy, many educational institutions switched to the distance learning method for the rest of the semester and continued their education without any intermission. Due to this switch, there has been a rise in the usage of learning management systems, and as a result, students started to encounter technical problems, especially during the exam periods, or they simply wanted to obtain more information about academic or administrative issues. This study used frequency and percentage analysis methods and examined the support request tickets opened up by students during distance education. Resolving the encountered problems quickly and effectively is very important in order to protect the motivation of the learners and ensure their successes. It was seen in the study that the majority of the problems reported by the students were related to internet connection or to the problems occurred during exams. This study aimed to share experiences with the researchers and technical and administrative staff working in this field and to contribute to the current distance learning literature.

Composition learning at a music school on the example of the School Composers’ Club at the K. Szymanowski Primary and Secondary Music Schools in Wrocław

2020 ◽  
Vol 7 (1(11)) ◽  
pp. 155-166
Author(s):  
Adam Porębski
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
School Age ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
School Year ◽  
Secondary Music ◽  
To Come ◽  
The One

It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.

scholarly journals PENDIDIKAN VOCATIONAL SKILLS

2019 ◽  
Vol 2 (1) ◽  
pp. 68-87
Author(s):  
Denden Sudarman Hadiwijaya ◽  
Ahmad Hilal Hadiwijaya
Keyword(s):  
Qualitative Method ◽  
Formal Education ◽  
Public Life ◽  
Data Retrieval ◽  
Boarding School ◽  
Educational Institutions ◽  
Vocational Skills ◽  
Extra Curricular Activities ◽  
The World

This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of work on the output issued boarding. Therefore it is necessary to study "Education Vocational Skills (Case Study In Darusaalam Islamic Boarding School Kersamanah Garut)", This study aims to describe and analyze the development of vocational skills in applied as future supplies students. It uses the method to achieve the goal of research is to reserch descriptive qualitative method. Data retrieval is done by interview, observation and documentation. Results from this study showed that the Darussalam Islamic Boarding school is a boarding school that equip students with vocational skills through extra-curricular activities in the form of education life skills oriented vocational education skills such as : organizational and clerical schools , or in the form of a course in which there are education vocational skills such as : automotive , sewing and culinary art , or other training by bringing in trainers from outside schools , in order to motivate students to become productive graduates who are able to enter public life line

scholarly journals KURIKULUM DAN METODOLOGI PEMBELAJARAN PESANTREN

2012 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
A Idhoh Anas
Keyword(s):  
Religious Education ◽  
Formal Education ◽  
Boarding School ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Human Beings ◽  
University System ◽  
Islamic Schools ◽  
Traditional Teaching Methods ◽  
Islamic Religion

Abstract: Education is possibly to have people attain the perfection of life both in their relationship with God, fellow human beings and nature. A well relationship is only possible if people have a balance between their orientation in the world and in the hereafter. Therefore, in order to achieve the aforementioned objective, they should have adequate religious education and general equally through educational institutions. One of the Islamic educational institutions is a dormitory or boarding school where students (Islamic pupils) learn to improve the Islamic religion. Education on Islamic educational institutions also aims to establish a generation of believers-Muslim virtuous, health, broad-minded, and social, rise intelligent scholars who have equal devotions and thought, as well as establish nationalism of Indonesian citizen who have a faithful and pious to Allah Almighty. In general, Islamic educational institutions are classified into three categories: a) traditional pesantren (Salaf), which still retains the traditional teaching methods and teaching materials with classic books (yellow book), b) modern pesantren (khalaf), which seeks to fully integrate the classical and the current school and university system, and 3) semi salaf and khalaf Islamic schools who defend the teaching of classical Islamic books, as well as open public educational institutions (formal or non-formal education).

Empowered Learner Identity Through M-Learning

2014 ◽  
pp. 272-283
Author(s):  
Ruth Wallace
Keyword(s):  
Formal Education ◽  
Social Systems ◽  
Knowledge Systems ◽  
Educational Institutions ◽  
Educational Systems ◽  
Learning Tools ◽  
Northern Australia ◽  
Indigenous Students ◽  
Learner Identity ◽  
E Learning

E-learning has been promoted as a key component of improving educational access and opportunity internationally, but for disenfranchised learners, many forms of e-learning are just as alien as the educational systems they have rejected. M-learning utilises technologies, activities and social systems that are integrated into many people’s lives, including those who have had limited access to, or rejected, formal education systems. This paper discusses projects conducted in Northern Australia that explored a range of e-tools to support indigenous students’ engagement and recognition of their knowledge and contexts. Mobile learning tools emerged as the preferred way to learn throughout the project. This approach challenges educational institutions to connect to students’ lives and contexts. This paper shows how participants utilised m-learning to demonstrate their diverse knowledge systems, the decisions they made about representing knowledge though m-learning, and the implications for trainers and assessors.

Empowered Learner Identity Through M-Learning

2011 ◽  
Vol 3 (1) ◽  
pp. 53-63 ◽  
Author(s):  
Ruth Wallace
Keyword(s):  
Formal Education ◽  
Social Systems ◽  
Knowledge Systems ◽  
Educational Institutions ◽  
Educational Systems ◽  
Learning Tools ◽  
Northern Australia ◽  
Indigenous Students ◽  
Learner Identity ◽  
E Learning

E-learning has been promoted as a key component of improving educational access and opportunity internationally, but for disenfranchised learners, many forms of e-learning are just as alien as the educational systems they have rejected. M-learning utilises technologies, activities and social systems that are integrated into many people’s lives, including those who have had limited access to, or rejected, formal education systems. This paper discusses projects conducted in Northern Australia that explored a range of e-tools to support indigenous students’ engagement and recognition of their knowledge and contexts. Mobile learning tools emerged as the preferred way to learn throughout the project. This approach challenges educational institutions to connect to students’ lives and contexts. This paper shows how participants utilised m-learning to demonstrate their diverse knowledge systems, the decisions they made about representing knowledge though m-learning, and the implications for trainers and assessors.

Sign in / Sign up

Export Citation Format

Share Document