Comparative Study on Lifelong Education Policy of the Village Learning Community and the Village Education Community

2021 ◽  
Vol 27 (4) ◽  
pp. 133-157
Author(s):  
Gi-Wang Shin
Keyword(s):  
Education Policy ◽  
Comparative Study ◽  
Learning Community ◽  
Lifelong Education ◽  
Education Community ◽  
The Village

scholarly journals Model Pendidikan Karakter Komunitas Belajar Qaryah Thayyibah

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Astri Hanjarwati ◽  
Asep Jahidin ◽  
Noorkamlila Noorkamila ◽  
Siti Solehah
Keyword(s):  
Character Education ◽  
Learning Community ◽  
Community Learning ◽  
Central Java ◽  
Education Community ◽  
Qualitative Descriptive ◽  
Collecting Techniques ◽  
The Village ◽  
New Student

Penelitian ini bertujuan untuk mengetahui model pendidikan karakter di Komunitas Belajar Qaryah Tayyibah (KBQT) yang berlokasi di Desa Kalibening, Kecamatan Tingkir, Kabupaten Slatiga, Propinsi Jawa Tengah. Penelitian ini menggunakan metode kualitatif-deskriptif. Metode pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, observasi, dan dokumentasi, sedangkan pemeriksaan kebasahan data menggunakan teknik triangulasi. Hasil penelitian menunjukkan: (1)Kurikulum pembelajaran Komunitas Belajar Qoryah Thayyibah diserahkan kepada siswa, mereka bebas untuk menentukan apa yang ingin mereka pelajari, (2)Penentuan jam belajar di Komunitas Belajar Qoryah Thayyibah betul-betul diserahkan sepenuhnya kepada murid, (3)Kegiatan penting dan rutin dilakukan oleh para siswa adalah Tawasi, (4)Melakukan MOS di desa dan lingkungan dimana sekolah berada, (5)Kegiatan yang dibarengkan dengan masa otientasi siswa (MOS) pada awal tahun pembelajaran ketika siswa baru pertamakali masuk sekolah adalah salah satnya membersihkan sampah di lingkungan luar sekolah, (6) Dalam konteks dakwah bil hal Komunitas Belajar Qoryah Thayyibah juga dengan dengan demikian telah berkontribusi positif terhadap penyadaran masyarakat akan pentingnya memelihara dan berinteraksi dengan lingkungan. Kata kunci : Pendidikan karakter, Komunitas belajar, Tawasi Abstract [Model of Character Education At Qaryah Thayyibah Learning Community]. This study aims at finding the model of character education model in Qaryah Tayyibah Learning Community (KBQT) located in Kalibening Village, Tingkir Subdistrict, Slatiga Regency, Central Java Province. This research used qualitative-descriptive method, where the study employed interview, observation, and documentation as data collecting techniques, and well as using triangulation as data trustworthiness technique. The results of the study are: (1) The learning curriculum of Qoryah Thayyibah Learning Community is given to the students, they are free to decide what they want to study, (2) The determination of study hours in Qoryah Thayyibah Learning Community is really left entirely to the students, (3) important and routine done by the students is Tawasi, (4) Conducting MOS in the village and the environment where the school is located, (5) The activity that is accompanied by the student's otientation (MOS) at the beginning of the learning year when the new student first enters school is one of the cleaning (6) In the context of dakwah bil the Community Learning Qoryah Thayyibah also thereby has contributed positively to the awareness of the community about the importance of maintaining and interacting with the environment. Keywords : Character education, Community learning, Tawasi

scholarly journals “McDONALDIZED” EDUCATION: IN A FAST, CHEAP AND EASY WAY, BUT INEFFECTIVELY

2011 ◽  
Vol 3 (2) ◽  
pp. 4-10
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Education Policy ◽  
21St Century ◽  
Education System ◽  
Good Life ◽  
University Education ◽  
Lifelong Education ◽  
Contemporary Society ◽  
International Level ◽  
Good Education ◽  
Time Period

We live in such time period when there is a wish to get everything quickly and desirably for free. And, the quicker, the better. This applies to education as well. In fact, it is depreciated. Often it is said, that education does not add wisdom. There is some truth in this statement. If we speak about pseudo education acquired in any way and anywhere, then yes. However, a good, proper education is the outcome of rationality. These are related things, determining each other. It is thought, that today everything is rapidly changing, it is impossible, and there is no need of funda-mental “lifelong” education. This is an illusion, which does not let us see the essence. And a lot do not want and are incapable to see it. Like the house which can’t stand without good foundation, human’s good life is impossible without good education. The same can be said about society as a whole. Educated society is a warrant of state’s prosperity. Knowledge, abilities, values is, indeed, the true foundation of good education. A proper combination of these three components guarantees good education. Moreover, it would be nice if this component would entirely become integrated into given diplomas. Unfortunately, it has to be stated once again, that universities oriented or being oriented only to providing service will never be able to guarantee such integration. Thus, more or less it is agreed on an international level, that our contemporary society is not properly ready for the challenges of the 21st century. “A quick diploma” does not guarantee any-thing, in fact – neither individual nor society progress. Universities, being oriented only to giving “quick diplomas” are condemned. Education is not a game and universities are not “sandpits”. Unfortunately, it makes an im-pression that the number of “sandpits” is increasing, and wishing to play in them are getting more and more. We can be taught by others, but we can get educated only ourselves. An educated man is an independent man, knowing himself and making his own decisions. An educated nation is a na-tion knowing itself, independent and making its own decisions independently. Key words: educated people, education policy, educated nation, university education system.

Research Commentary: On Gap Gazing in Mathematics Education: The Need for Gaps Analyses

2008 ◽  
Vol 39 (4) ◽  
pp. 350-356
Author(s):  
Sarah Theule Lubienski
Keyword(s):  
Education Research ◽  
Public Opinion ◽  
Mathematics Education ◽  
Education Policy ◽  
Student Outcomes ◽  
Mathematics Education Research ◽  
Research And Practice ◽  
Education Community ◽  
Underserved Groups ◽  
Integrate Research

Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere “gap gazing.” Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.

Guidelines for Lifelong Education Management to Mobilize Learning Community

2018 ◽  
Vol 9 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Suwithida Charungkaittikul
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Cultural Context ◽  
Lifelong Education ◽  
Management Guidelines ◽  
Education Management ◽  
Meaningful Information ◽  
The Social ◽  
Practical Guidelines

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

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