The Competence Development Program – effects of intervention

2021 ◽  
pp. 114-133
Author(s):  
Magdalena Jelonek
Keyword(s):  
Development Program ◽  
Competence Development ◽  
Program Effects

scholarly journals PERAN KEPALA SEKOLAH DALAM PENGEMBANGAN KOMPETENSI GURU DI SEKOLAH MENENGAH PERTAMA NEGERI

2016 ◽  
Vol 4 (2) ◽  
pp. 151 ◽  
Author(s):  
Agus Tri Susanto ◽  
Muhyadi Muhyadi
Keyword(s):  
Junior High School ◽  
Professional Competence ◽  
Social Role ◽  
Development Program ◽  
Competence Development ◽  
Principal's Role ◽  
Collection Data ◽  
Teacher Professional ◽  
Study Type

Penelitian ini bertujuan untuk mendeskripsikan peran kepala sekolah dalam pengembangan kompetensi profesional guru di SMP Negeri 4 Pakem Kabupaten Sleman terkait dengan peran kepala sekolah dan perencanaan, pelaksanaan, evaluasi program pengembangan kompetensi profesional guru. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data melalui observasi, wawancara dan studi dokumentasi. Analisis data yang digunakan model Miles & Huberman, yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan: (1) perencanaan pengembangan kompetensi profesional guru dilakukan dengan pembentukan team; (2) jenis pengembangan kompetensi profesional guru yaitu penguasaan Teknologi Informasi dan Komunikasi dalam pembelajaran; (3) melakukan evaluasi dengan membuat form/angket penilaian guru terhadap proses pembelajaran di kelas yang diisi oleh siswa; (4) peran kepala sekolah sebagai: (a) pendidik; (b) manajer; (c) administrator; (d) supervisor; (e) peran sosial (f) penggiat kewirausahaan; (g) pemimpin; dan (h) pencipta iklim. Kata kunci: peran kepala sekolah, pengembangan, kompetensi profesional guru THE PRINCIPAL’S ROLE IN DEVELOPING TEACHER COMPETENCY IN PUBLIC JUNIOR HIGH SCHOOL Abstract This study aims to describe the principal's role in developing professional competence of teachers in SMP Negeri 4 Pakem Sleman, related to the role of principal’s and the planning, implementation, evaluation of teacher professional competence development program. This study used a qualitative approach, with a case study type. The research data were collected through observation, interviews and study documentation. The data analysis is model of Miles & Huberman, which includes data collection, data reduction, data presentation, and conclusion. Results of the study: (1) the planning of teachers professional competence development is done by forming a team; (2) the type of teachers professional competence development is mastery the Information and Communication Technology (ICT) in learning; (3) evaluates by making a form/questionnaire assessment of the teachers in the classroom learning process which is filled by the students; (4) the principal's role as (a) educators; (b) manager; (c) administrator; (d) supervisor; (e) social role; (f) leader; (g) entrepreneur; dan (h) creator of the climate. Keywords: the role of principal’s, development, professional competence of teachers

scholarly journals Historical Amnesia

2018 ◽  
Vol 2 (2-3) ◽  
pp. 25-38 ◽  
Author(s):  
Eirik Johannes Irgens
Keyword(s):  
Development Program ◽  
Secondary Level ◽  
Competence Development ◽  
Local Union ◽  
School Based ◽  
Start Up ◽  
Cooperation Model ◽  
The 1960S ◽  
Nordic Cooperation

A number of initiatives have been put forth over the last decade to improve quality in Norwegian schools. Many have been nationwide government-initiated programs. However, several studies express concern about the actual effect of these programs, and some also point to a lack of local anchoring and involvement of teachers. In this article, I draw on studies of one such program. Ungdomstrinn i utvikling (Lower Sec-ondary in Development) was a five-year school-based competence development program in more than 1200 lower-secondary level schools. We found that the local start-up phase and the co-determination of the teach-ers were crucial, and few schools drew on knowledge from the 1960s in Norway on how to organize dia-logue seminars so teachers might have a chance to participate in the local design of the program and estab-lish a shared understanding and knowledge of the challenges at hand. Instead, we found examples of a transaction perspective and an “order and deliver” model of competence development. I discuss this as a possible consequence of the influence of instrumental management theory and why the Nordic cooperation model, even though challenging for school leaders, local union representatives and teachers, would be a better approach to school development. Lastly, I argue that we should avoid historical amnesia and that we would probably be better off if we revived the knowledge from the 1960s and after on co-generation and collaboration.

scholarly journals Pengembangan kompetensi dalam menunjang tugas pokok dan fungsi aparatur pemerintah pada badan koordinasi wilayah pemerintahan dan pembangunan

2016 ◽  
Vol 29 (1) ◽  
pp. 22
Author(s):  
Achmad Reza Fachrizi
Keyword(s):  
Program Implementation ◽  
Research Method ◽  
Development Program ◽  
Personal Characteristics ◽  
Sampling Technique ◽  
Competence Development ◽  
Competency Development ◽  
Work Program ◽  
Intellectual Capacity ◽  
Technical Guidance

Work target for Regional Coordinating Bodies (Badan Koordinasi Wilayah/Bakorwil) is not generally realized as it targeted. As an institution with main duties in government development program in the area, there is a strong need to increase Bakorwil Pamekasan personal competence. This article analyzes to what extent officer competence development in Bakorwil Pamekasan and to review factors that influence officer competence development. This research method used was descriptive qualitative. The sample was collected by purposive sampling technique. In this research, Head of Bakorwil Pamekasan, Secretary of Bakorwil, and all the head division in Bakorwil were choosen as informant. Findings show that competency development in Bakorwil had not yet entirely implemented. There are several factors that hinder the competency development, namely: trust and value, skill/expertness, experiences, personal characteristics, motivation, emotional issues and intellectual capacity. This research concludes that the competency development program was still limited to work meeting, technical meeting, congress, seminar, technical guidance, and workshop. Officer's knowledge about their responsibility and work programs were limited. Moreover, further understanding for work program implementation was not yet fully understood.

How Does Development Assistance Affect Collective Action Capacity? Results from a Field Experiment in Post-Conflict Liberia

2015 ◽  
Vol 109 (3) ◽  
pp. 450-469 ◽  
Author(s):  
JAMES D. FEARON ◽  
MACARTAN HUMPHREYS ◽  
JEREMY M. WEINSTEIN
Keyword(s):  
Collective Action ◽  
Development Program ◽  
Social Cooperation ◽  
Post Conflict ◽  
Collective Action Problems ◽  
Program Effects ◽  
Traditional Institutions ◽  
The Impact ◽  
Mixed Gender ◽  
External Intervention

Social cooperation is critical to a wide variety of political and economic outcomes. For this reason, international donors have embraced interventions designed to strengthen the ability of communities to solve collective-action problems, especially in post-conflict settings. We exploit the random assignment of a development program in Liberia to assess the effects of such interventions. Using a matching funds experiment we find evidence that these interventions can alter cooperation capacity. However, we observe effects only in communities in which, by design, both men and women faced the collective action challenge. Focusing on mechanisms, we find evidence that program effects worked through improvements in mobilization capacity that may have enhanced communities’ ability to coordinate to solve mixed gender problems. These gains did not operate in areas where only women took part in the matching funds experiment, possibly because they could rely on traditional institutions unaffected by the external intervention. The combined evidence suggests that the impact of donor interventions designed to enhance cooperation can depend critically on the kinds of social dilemmas that communities face, and the flexibility they have in determining who should solve them.

Digital transformation of libraries services at vocational and secondary specialized educational institutions: the main problems (from andragog's perspective)

2021 ◽  
Author(s):  
Irina Strelkova ◽  
Keyword(s):  
Vocational Education ◽  
Program Development ◽  
Development Program ◽  
Competence Development ◽  
Digital Transformation ◽  
Educational Institutions ◽  
Vocational Schools ◽  
University Libraries ◽  
Top Managers ◽  
Global Problems

The competence development program for top managers and professionals of the libraries at vocational schools and colleges implemented by the Republican Institute for Vocational Education (Belarus) is discussed. The global problems of professional collaborations in the difficult circumstances of instability, uncertainty and ambiguity are examined. The content and stages of the program aimed at building supraprofessional digital competences in librarians at vocational schools and colleges are characterized in detail. The focus is made on andragogical approach toward program development and implementation. Possibilities and experience of cooperation with the coutry’s university libraries are demonstrated.

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