scholarly journals Educational Policy

2020 ◽  
Vol 1 (2) ◽  
pp. 53-60
Author(s):  
Musbaing
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Family Education ◽  
Critical Elements ◽  
Full Responsibility ◽  
Policy Goals ◽  
Education School ◽  
Mutual Obligation ◽  
School Training ◽  
The Ideal

This paper seeks to offer an interpretation of the significance of the core of education in an attempt to achieve public policy goals. Some publications addressing approaches, techniques, and models of learning as a means of understanding the ideal education, but there are still deficiencies attributable to educators or adults who do not see the environment as a place of training. The paper aims to provide parents, teachers, and the community with knowledge so that education is a joint obligation so that cooperation in the education system is complete. "Tri Pusat Pendidikan" are three critical elements that play an essential role in learning and become the center of educational activities, namely family education (informal education), school training (formal education), and social education (non-formal culture). The "Tri Pusat Pendidikan" idea means that learning can be done anywhere and at any time, being a mutual obligation. This principle says the society and family have a balanced responsibility for the success of education offenders, and that it is not just schools that are made and regulated as organizations that have a great (full) responsibility for the success of individuals in their educational cycle.

scholarly journals DERADIKALISASI ISLAM MELALUI PENDIDIKAN MULTIKULTURAL BERBASIS KEARIFAN LOKAL PADA MASYARAKAT CIGUGUR

2017 ◽  
Vol 22 (1) ◽  
pp. 51
Author(s):  
Muhammad Arif
Keyword(s):  
Multicultural Education ◽  
Family Environment ◽  
School Environment ◽  
Informal Education ◽  
Formal Education ◽  
Three Dimensions ◽  
Ethical Guidelines ◽  
The People ◽  
The Family ◽  
Education School

Artikel ini bertujuan untuk mendeskripsikan konteks deradikalisasi Islam melalui pendidikan multikultural berbasis kearifan lokal. Untuk maksud tersebut, dilakukan penelitian mendalam pada masyarakat Cigugur. Penelitian menghasilkan temuan bahwa sikap toleran, saling menghargai, saling menghormati, dan bahkan saling bekerja sama yang tercipta dalam kehidupan masyarakat Cigugur yang multi agama dan multikultural didukung oleh aktualisasi pendidikan multikultural berbasis kearifan lokal yang mencakup tiga dimensi, yakni dimensi waktu, dimensi tempat, dan dimensi isi. Menurut dimensi waktu, pendidikan diselenggarakan dalam tiga fase, yakni sateuacan nitis (sebelum nitis), sateuacan boboran (sebelum lahir), dan saatosna boboran (setelah lahir). Menurut dimensi tempat, masyarakat Cigugur menyelenggarakan pendidikan di lingkungan keluarga (pendidikan informal), lingkungan sekolah (pendidikan formal), dan lingkungan masyarakat (pendidikan nonformal). Sementara, menurut dimensi isi, terdapat etika sebagai pedoman dan tuntunan berperilaku sosial yakni berupa cara ciri manusia dan cara ciri bangsa. This article aims to describe the context of the de-radicalization of Islam through multicultural education based on local wisdom. For this purpose, conducted in-depth research on Cigugur society. The study produced findings that tolerance, mutual respect, and even cooperate with each other in Cigugur society that’s multi-religious and multicultural, supported by the actualization of multicultural education based on local wisdom that includes three dimensions, namely the dimension of time, the dimensions of the place, and dimensional content. According to the dimension of time, education was held in three phases, namely “sateuacan nitis” (before mariage), “sateuacan boboran” (before birth), and “saatosna boboran” (after birth). According to the dimensions of the place, the people Cigugur education in the family environment (informal education), school environment (formal education) and community (non-formal education). Meanwhile, according to the dimensions of the content, there are ethical guidelines and guidance in social behavior, namely “cara ciri manusia” and “cara-ciri bangsa”.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals INFORMAL EDUCATION AS A PROJECTED IMPROVEMENT OF THE PROFESSIONAL SKILLS OF EMPLOYEES OF ORGANIZATIONS

2016 ◽  
Vol 4 (3) ◽  
pp. 281
Author(s):  
Warul Walidin
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Informal Education ◽  
Formal Education ◽  
Cultural Development ◽  
Individual Personality ◽  
Personal Skills ◽  
Personality Features ◽  
Two Sides

Technologies of vocational training play an important role in the concept of informal education and they can be implemented as in higher education, and organizational learning. In the modern understanding of education the two sides are emphasized - the communion of each person to the society and the development of individual personality features. If formal education is moving towards these goals systematically and purposefully at certain training sessions, the place and time of informal education is in no way limited. Informal education can be characterized not only by independent, human progress in cultural development, but also directed and projected improvement of professional and personal skills of employees of organizations. The purpose of this papers to examine informal education not only as an independent, but also as a guide and the projected improvement of the professional and personal skills of employees of organizations. The leading approaches to the study of this problem are social-pedagogical and managerial approaches to substantiate the essence of the process and the role of leaders of organizations trained in the management of such education.

scholarly journals Inclusion, Diversity, Equality in Non-Formal Education through the Optic of Youth and Youth Workers

2018 ◽  
Vol 8 (3) ◽  
pp. 94-108
Author(s):  
Martin Brestovanský ◽  
Janette Gubricová ◽  
Kristína Liberčanová ◽  
Naďa Bizová ◽  
Zuzana Geršicová
Keyword(s):  
Young People ◽  
Informal Education ◽  
Formal Education ◽  
Leisure Activities ◽  
Data Gathering ◽  
Point Of View ◽  
Youth Workers ◽  
Youth Organizations ◽  
The Social ◽  
Group Members

AbstractIntroduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

scholarly journals FORMAL EDUCATION, WORK EXPERIENCE AND EMPOWERMENT OF THE FISHING COMMUNITY IN TERENGGANU, MALAYSIA

2022 ◽  
Vol 7 (1) ◽  
pp. 366-389
Author(s):  
Tuan Muhammad Zukri Tuan Sembok ◽  
Wan Ahmad Amir Zal Wan Ismail
Keyword(s):  
Work Experience ◽  
Informal Education ◽  
Formal Education ◽  
Survey Design ◽  
Control Variable ◽  
Community Empowerment ◽  
Fishing Community ◽  
Level Of Education ◽  
The Relationship ◽  
Education Work

Background and Purpose: Efforts in bringing about changes to fishers' lives are often met with obstacles due to their lack of participation in empowerment programmes as well as their excessive reliance on external assistance. However, such situations are said to be the results of their level of education and work experience. This paper also examines the relationship between work experience with empowerment and formal education as a control variable to the relationship. Therefore, this paper aims to observe the reality of empowerment among fishing communities from the lens of participation and self-reliance among fishers in Terengganu, Malaysia. Concurrently, this study also reviews the theme mentioned above from the lens of formal education and work experience and their impacts on the fishing community empowerment.   Methodology: This study used a survey design and involved 220 coastal fishers, who were identified through multi-stage sampling. Data were gathered using a questionnaire, and data analysis was done through descriptive statistics and the Analysis of Variance Test (ANCOVA).   Findings: The empowerment of the fishing community in this study is not influenced by the number of years they have spent as fishers. On the other hand, their level of education plays a pertinent influence on their empowerment. Such a finding clearly shows that experience is not only a major factor in increasing the empowerment of the fishing community.   Contributions: This study contributes to our understanding that it is undeniably true that formal and informal education play an integral role in empowering the fishing community, where through education, fishers are more participative in their community and exhibit autonomy towards their work.   Keywords: Fishers, empowerment, formal education, experience, community development   Cite as: Tuan Sembok, T. M. Z., & Wan Ismail, W. A. A. Z. (2022). Formal education, work experience and empowerment of the fishing community in Terengganu, Malaysia. Journal of Nusantara Studies, 7(1), 366-389. http://dx.doi.org/10.24200/jonus.vol7iss1pp366-389

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals Appraisals of the Socio- Economic Characteristics of Waste scavengers in Mubi Metropolis, Nigeria

2021 ◽  
Vol 04 (01) ◽  
Author(s):  
Ezekiel John Gangaya ◽  
Keyword(s):  
School System ◽  
Poverty Alleviation ◽  
Informal Education ◽  
Formal Education ◽  
Educational Status ◽  
Standard Of Living ◽  
Snowball Sampling ◽  
Pass Through ◽  
One Way Anova ◽  
Negative Linear Relationship

The study examines the socio-economic and demographic characteristics of waste scavengers, practitioners of a common form of solid waste resource recovery practices in Mubi metropolis. A total number of two hundred sets of questionnaire were administered to waste scavengers and eight waste merchants out of which 176 sets of the questionnaire were retrieved and analysed. The purposive and Snowball Sampling Techniques were employed to identify the respondents. Tables, percentage Charts, point bisereal correlation, t-test and one way ANOVA technique were used for the analysis. The results revealed that majority of the scavengers within Mubi metropolis are male (93.2%). The female counterparts do not partake much in these types of trade. The reason could not be far fetched from the unwholesome nature of the business and its demands. Generally, the educational status of respondents’ shows that majority of practitioners 44.3% pass through formal education or may not have attended any school system. This attest to the fact that they may not be knowledgeable with regard to the rudiment of resource recycling or reuse. Further result revealed that practitioners were overwhelmingly pushed into scavenging business (93.8%) by poverty/unemployment. Be as it may, all (100%) scavengers revealed that scavenging has increased their income and consequently their standard of living. The Pearson's point-biserial correlation coefficient shows a very weak negative linear relationship between both variables of income and impact of scavenging on health of scavengers. (rpb = -0.071, n = 176, p = 3, At p > 0.05) This relationship goes to show that there is no significant relationship between monthly income and impact (positive and negative) of scavenging on health of Merchants and scavengers in Mubi metropolitan area of Adamawa State. Conclusively, scavenging practice plays a greater role in poverty alleviation and creation of employment especially among those categories of scavengers that attended informal education or not any other school system. However, most scavengers (61.4%) affairs to be urgent need of capital to sustain and boost their businesse.

scholarly journals MODEL PEMBELAJARAN TELAAH YURISPRUDENSI PADA PEMBELAJARAN KETERAMPILAN BERBICARA KRITIS DENGAN MENGGUNAKAN METODE DEBAT KONFRONTATIF

2011 ◽  
Vol 12 (2) ◽  
pp. 75-79
Author(s):  
Nunung Supratmi ◽  
Heni Safitri
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Learning Model ◽  
Do So

Creating a societythat has acritical mindmust be taughtto societycontinuallythrough formaland informal education. A school is the formal education is tocreate a generationof intelligentand critical thinkersso they are able to solve their own problems as well as their community problems. To do so, one learning model that can beused isthe learningmodel ofjurisprudence review. This model isverysuitable to useinlearningto speak through the method ofconfrontativedebate. Confrontativedebate on controversialissueswill prompt studentsto criticallyexpress the opinion accompaniedbyargumentsand real evidence.Learningto speakwith the method ofdebateislearningto speak which hasa veryhighdegree of difficulty. Instructionalimpactthat can beachieved throughthis model is thatstudents are ableto think systematicallyaboutthe issue that was developingin the society.

scholarly journals Customary Forest Utilization: The Determinants of Indigenous (Adat) Community’s Economic Welfare

2021 ◽  
Vol 940 (1) ◽  
pp. 012094
Author(s):  
D C Hidayat ◽  
Surati ◽  
Sylviani ◽  
N Sakuntaladewi ◽  
K Ariawan ◽  
...  
Keyword(s):  
Forest Management ◽  
Informal Education ◽  
Formal Education ◽  
Descriptive Analysis ◽  
Income Level ◽  
Indigenous Community ◽  
Land Distribution ◽  
Forest Utilization ◽  
Forest Use ◽  
High Level

Abstract Customary forest utilization to improve the indigenous (adat) community welfare must be in line with local wisdom and preserving ecological function, even though they are no longer part of the state forest. In term of sustainable customary forest management, knowledge related to customary forest utilization and community welfare is getting significant to be study object. The paper aims to identify and analyse the determinants of indigenous community’s income. It was conducted in indigenous community of Kasepuhan Karang, Banten in 2018. Data collection was taken by purposive sampling, processed by ordinal logistic correlation and descriptive analysis. The results show the indigenous community has high level of dependence on the forest through on and off farm. From the respondents, the average income from forest use is below the regional minimum wage. While from the partial test results, it is concluded the land owned area and the livelihood type have a significant positive effect on the income level. Therefore, land distribution should be well managed due to conservation issue and livelihoods diversification to increase income level. Nonetheless, formal education level undetermined on income level. Informal education, capacity building of the community regarding to sustainable customary forest management needs to be organized.

scholarly journals An analysis of lexicon in Omani English language teaching: challenges from teaching and learning perspectives

2016 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Rahma Al-Mahrooqi ◽  
Faisal Al-Maamari ◽  
Christopher Denman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Consistency Ratio ◽  
Word Lists ◽  
English Textbooks ◽  
The Ideal

Textbooks are indispensable in most formal education settings. However, many teachers believe weaknesses in textbooks can result in ineffective learning and teaching. This research uses a corpus-based approach to identify issues related to vocabulary with a particular focus on English textbooks in use in Omani schools. WordSmith Tools and RANGE concordance software are used to analyze these textbooks. Findings indicate that there are irregularities in vocabulary loading and that the types, tokens, density and consistency ratio show inconsistencies. Moreover, in terms of the coverage of GSL and AWL word lists, the textbooks fall short of the ideal range of 95% to 98% coverage suggested by Nation (1990, 2001). In fact, vocabulary from large percentages of the texts are not found in any of the essential word lists. The paper suggests recommendations for consistent analysis and guidance in analyzing textbooks in order to improve their quality in terms of vocabulary introduction and loading. 

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