scholarly journals Perbincangan Sosialisasi Kebijakan Pendidikan Islam

2021 ◽  
Vol 2 (1) ◽  
pp. 101-114
Author(s):  
Dian Namora ◽  
Abu Bakar
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Data Base ◽  
Policy Development ◽  
Policy Formulation ◽  
Islamic Education ◽  
Google Scholar ◽  
Education Policies ◽  
Preparatory Stage ◽  
Policy Problems

The purpose of writing this article is to examine the approach to the formulation of education policy problems, the stages of policy formulation and the formulation of education policies, actors in the formulation of education policies and must be able to socialize education policies and education policy socialization strategies through the socialization media of education policy. This method of writing uses the methodology of the study of literature. The writing of this article is done by reviewing several journals related to education policy contained in the google scholar data base. The results of the study are then spelled out through scientific articles. To complete the Discussion of Socialization of Islamic Education Policy, education organizers must be able to know the framework of education policy development. Namely by contributing and approaching the formulation of education policy problems, the stage of formulation of policy problems and the formulation of education policies, actors in the formulation of education policies and must be able to do the stage of socialization of education policy at the preparatory stage, the stage of mimicking (play stage), and the stage of action (game stage), and able to conduct educational policy socialization strategies through the medium of socialization of policy.  education.Tujuan penulisan artikel ini adalah untuk mengkaji pendekatan terhadap perumusan masalah kebijakan pendidikan, tahapan perumusan masalah kebijakan dan perumusan kebijakan pendidikan, aktor dalam perumusan kebijakan pendidikan serta harus mampu melakukan sosialisasi kebijakan pendidikan dan strategi sosialisasi kebijakan pendidikan melalui media sosialisasai kebijakan pendidikan. Metode penulisan ini menggunakan metodologi studi kepustakan. Penulisan artikel ini dilakukan dengan mengkaji beberapa journal yang berhubungan dengan kebijakan pendidikan yang terdapat pada data base google scholar. Hasil dari pengkajian kemudian dijabarkan melalui artikel ilmiah. Untuk menyelesaikan Perbincangan Sosialisasi Kebijakan Pendidikan Islam maka penyelenggara pendidikan harus mampu mengetahui kerangka kerja pengembangan kebijakan pendidikan. Yaitu dengan mengkontribusikan dan melakukan pendekatan terhadap perumusan masalah kebijakan pendidikan, tahapan perumusan masalah kebijakan dan perumusan kebijakan pendidikan, aktor dalam perumusan kebijakan pendidikan serta harus mampu melakukan tahapan sosialisasi kebijakan pendidikan pada tahap persiapan (preparatory stage), tahap meniru (play stage), dan tahap tindakan (game stage), serta mampu melakukan strategi sosialisasi kebijakan pendidikan melalui media sosialisasai kebijakan pendidikan.

Analysis of the Development of Islamic Education Policy Through History in Indonesia

2021 ◽  
Vol 3 (3) ◽  
pp. 207-216
Author(s):  
Deding Ishak
Keyword(s):  
Education Policy ◽  
Secondary Data ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Education Policies ◽  
Study Results

The process of forming and developing an Islamic community in Indonesia first went through various contacts, including buying and selling contracts, marriage contacts and direct da'wah contacts, both individually and collectively. From these various kinds of contacts, the process of Islamic education and teaching takes place, although in a simple scope. The process of developing Islamic education policies can then be seen through history based on the implementation of Islamic education policies that previous communities have carried out. This research was conducted using a qualitative approach with secondary data. The study results show that there are differences in curriculum and goals in Islamic education at each time. This is because the community's needs at these times are different from each other to produce different Islamic education policies.

Continuity and Change: Special Education Policy Development in Toronto Public Schools, 1945 to the Present

2016 ◽  
Vol 118 (2) ◽  
pp. 1-42
Author(s):  
Jason Ellis ◽  
Paul Axelrod
Keyword(s):  
Special Education ◽  
Education Policy ◽  
School Board ◽  
Inclusive Education ◽  
Policy Change ◽  
Policy Development ◽  
Developmental Trajectory ◽  
Education Policies ◽  
Policy Makers ◽  
Special Education Policy

Background/Context It is frequently assumed that changes in special education policies since 1945 have come mostly from “landmark research” or actions of a few “pioneers.” We argue in this article that there have been many different sources of change, including legislation, court rulings, activism, and even shifts in socially and historically constructed categories of ability. In contrast to the contention that there has been “a gradual but steady progression towards the present inclusive education,” we argue that remarkable continuity has characterized certain elements of policy as well. The article identifies general trends in special education policy development historically that can help to inform the most current thinking about policy change in special and inclusive education. Purpose How has special education policy developed historically? What factors have been involved? How can historical research help education researchers, policy makers, school personnel, and others to deepen their understanding of the development of policy? The Toronto public school system is examined. The developmental trajectory of special education policy in Canada's largest urban school board generally resembles the development of policy in other large American and Canadian cities. The period from 1945 to the present was selected because the shifting character of special education policy across this broadsweep of time is not well understood. Research Design This qualitative study employs historical analysis. It draws on archival documents, school board and provincial government records, and pertinent secondary sources. Conclusions/Recommendations There are a few identifiable general trends in special education policy development historically. Prior to 1970, local school officials were empowered to make many changes in special education policy; since 1970, this ability has been eroded in favor of centralized policy making, with parents and others possessing some ability to influence policy change. Today, policy makers must balance different contextual factors and stakeholder interests that have developed over time, not least of all the interests of teachers who have been important partners to policy implementation. The degree of “policy talk” about inclusion, and about a social model of disability, has exceeded the degree to which either has actually been implemented. Rather, a continuum of services model that hybridizes segregated and inclusive settings continues today to characterize special education policies, as it has since the 1970s. Money matters in special education policy, especially when it is tied to specific policy options and can therefore influence local policy decisions, but also depending on whether the power to raise and disburse funds is held locally or centrally.

scholarly journals Studi Analisis tentang Inovasi dan Perubahan dalam Kebijakan Pendidikan Islam

PALAPA ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 1-20
Author(s):  
Abdul Haris Rasyidi
Keyword(s):  
Education Policy ◽  
Educational Institution ◽  
Islamic Education ◽  
Policy Discourse ◽  
Education Policies ◽  
Innovation And Change

Innovation and change in education policy discourse that Islam is interesting to be discussed. This regard, the policy of Islamic education as the basis for the development of Islamic education, both substantive and orientatif in any educational institution in Indonesia to follow up by researchers and experts of Islamic education as a result (result) and the foundation and to look for color as well as systematic new direction in education, especially in menyonsong innovation and change in Islamic education. This brief paper seeks to examine more deeply about Islamic education policies that have been actualized in the Constitution and the regulations applicable in Islamic education. 

scholarly journals ANALISIS IMPLEMENTASI KEBIJAKAN PENDIDIKAN UU NO. 20 TAHUN 2003 TERHADAP PENDIDIKAN NASIONAL DI INDONESIA

2021 ◽  
Vol 4 (1) ◽  
pp. 98-103
Author(s):  
Indah Mayang Sari ◽  
Fisca Aprita Dewi ◽  
Nur Fadila ◽  
Migfar Rivadah
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Social Factor ◽  
Educational Goals ◽  
Education Policies ◽  
Political Factors ◽  
Policy Program ◽  
Policy Objectives ◽  
Operational Concept ◽  
And Control

Abstract - The implementation of education policy can be interpreted as an action or carrying out a policy which leads to the education sector in order to achieve the desired goals. To achieve the desired educational policy objectives have a process in implementing education policies including 1) preparing for the implementation of education policies, 2) implementing education policies with a trial period, 3) implementing real education policies accompanied by supervision and control, 4) conducting an evaluation of education policies. education policy has characteristics to improve education by having educational goals, fulfilling legal-formal aspects, has an operational concept, is made by the authorities, can be evaluated, and has a systematic, later in implementing education policy itself it is necessary to know continuously or be concerned with various factors outside of education. namely political factors, legal factors, social factors, economic factors that directly or indirectly affect the educational policy program made, to achieve the desired implementation of educational policies and achieve defining objectives have strategies that must be mastered, namely communication, resources, disposition. , and bureaucratic structures. This is aimed at realizing the desired implementation of educational policie. Abstrak – implementasi kebijakan pendidikan dapat diartikan sebagai suatu tindakan atau pelasanaan suatu kebijakan yang mengarah pada bidang pendidikan guna mencapai tujuan yang diinginkan. Untuk mencapai tujuan pendidikan yang diinginkan memiliki proses dalam melaksanakan kebijakan pendidikan meliputi 1) mempersiapkan pelaksanaan kebijakan pendidikan, 2) melaksanakan kebijakan pendidikan dengan masa percobaan, 3) melaksanakan kebijakan pendidikan yang nyata disertai dengan pengawasan dan pengendalian. 4) melakukan evaluasi kebijakan pendidikan. Kebijakan pendidikan memiliki cirri-ciri untuk meningkatkan pendidikan dengan memiliki tujuan pendidikan, memenugi aspek legal-formal, memiliki konsep operasional, dibuat oleh penguasa, dapat dievaluasi, dan memiliki sistematis, kemudian dalam melaksanakan kebijakan pendidikan itu sendiri perlu diketahui secara terus menerus atau peduli dengan berbagai factor di luar pendidikan yaitu factor politik, factor hokum, factor social, factor ekonomi yang secara langsung mempenfaruhi program kebijakan pendidikan yang dibuat, untuk mencapai pelaksanaan yang diinginkan kebijakan pendidikan dan mencapai tujuan yang telah ditetapkan mempunyai strategi yang harus dikuasai yaitu, komunikasi. Sumber daya, disposisi, dan struktur birokasi. Hal ini bertujuan untuk mewujudkan implementasi kebijakan pendidikan yang diingikan.

scholarly journals Shadow Education Policy in Korea During the COVID-19 Pandemic

2021 ◽  
pp. 209653112110138
Author(s):  
Huiyan Piao ◽  
Hyuna Hwang
Keyword(s):  
Education Policy ◽  
News Media ◽  
Policy Development ◽  
Government Regulation ◽  
Economic Status ◽  
Analytical Framework ◽  
Shadow Education ◽  
Education Policies ◽  
Korean Ministry ◽  
The Government

Purpose: This study systematically reviews Korea’s shadow education policies during the COVID-19 pandemic and the implications for shadow education policy development in the future. Design/Approach/Methods: In terms of approach, this policy review analyzes selected documents using the analytical framework of shadow education policies. Selected documents comprise recently revised decrees, policies, and regulations issued by the Korean Ministry of Education, as well as policy notices issued by the Korea Association of Hagwon. Data are supplemented by triangulation with news media content. Findings: This study identifies tutoring policies at the legal level in response to the COVID-19 pandemic. Government debate regarding shadow education largely centers on the closing of tutoring organizations and ensuring that online tuition fees adhere to government regulation. In respect to the expansion of the government-led shadow education partnership, the government’s increasing role in education has served to restrict the shadow education market. Originality/Value: The Korean government has adjusted its shadow education policies in response to COVID-19, altering its legal and economic status. An examination of Korea’s recent shadow education policies suggests future trends in the revision and development of shadow education in the country.

scholarly journals Cambodian National Education Policy: Global Wants or/and Local Needs?

2010 ◽  
Vol 39 (1) ◽  
Author(s):  
Kelly Crowley-Thorogood
Keyword(s):  
Education Policy ◽  
Policy Analysis ◽  
Policy Development ◽  
Theoretical Perspective ◽  
Education Policies ◽  
National Education ◽  
Post Conflict ◽  
National Education Policy ◽  
National Organizations ◽  
Educational Reconstruction

This paper will explore the problems associated with educational reconstruction in post-conflict Cambodia using a globalization theoretical perspective. The main questions to be addressed are: to what extent is globalization influencing education policy development in post-conflict Cambodia? and how have multinational financial agencies influenced the creation and adoption of national education policies in post-conflict Cambodian society? This paper will offer an introduction to globalization theory and provide a policy analysis of recent Cambodian and multinational policy documents and directives. The policy analysis will demonstrate that the agendas of several major multi-national organizations have influenced educational policy in Cambodia due to the country’s continued dependence on foreign monetary assistance for development. Cet article cherche à explorer, par le biais d’une perspective théorique de globalisation, les problèmes issus de la reconstruction du système éducatif après le conflit cambodgien. Les questions principales sont les suivantes : jusqu’à quel point la globalisation influence-t-elle le développement des politiques éducatives et comment les agences financières multinationales ont-elles conditionnées la création et l’adoption de politiques éducatives nationales dans la société cambodgienne d’après guerre ? Cet article introduira la théorie de globalisation et analysera les documents et les directives politiques du Cambodge contemporain. L’analyse politique démontrera que les agendas de plusieurs organisations multinationales ont en effet influencé la politique éducative du Cambodge car le pays est continuellement dépendant financièrement de l’étranger.

Jejak Historis Madrasah Serta Tantangannya Di Indonesia

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 58-75
Author(s):  
Achmad Faisol Haq
Keyword(s):  
Education Policy ◽  
Natural Resources ◽  
Islamic Education ◽  
Educational Institutions ◽  
Islamic Schools

The birth of madrassa (Islamic schools) is a response to Islamic education in dealing with the Dutch education policy, initially arriving in Indonesia to trade following the Indonesia’s abundant natural resources. Even, it was determined to take control of the Indonesia’s territory by propagating its teachings, popularly known as 3G namely, Glory, Gold, and Gospel. On account of this phenomenon, the madrassa appeared as Islamic educational institutions used as a means of transfering knowledge in addition to considerably having strateges, especially in shaping the soul of patriotism of the nation children.

History of Education Policymaking in India, 1947-2016

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Education Policy ◽  
History Of Education ◽  
Indian Education ◽  
The Political ◽  
Education Policies ◽  
Historical Perspectives ◽  
Education Commission ◽  
History Of ◽  
Judicial Policymaking ◽  
Political Economic

This book chronicles the history of education policymaking in India. The focus of the book is on the period from 1964 when the landmark Kothari Commission was constituted; however, to put the policy developments in this period into perspective major developments since the Indian Education Commission (1882) have been touched upon. The distinctiveness of the book lies in the rare insights which come from the author’s experience of making policy at the state, national and international levels; it is also the first book on the making of Indian education policy which brings to bear on the narrative comparative and historical perspectives it, which pays attention to the process and politics of policymaking and the larger setting –the political and policy environment- in which policies were made at different points of time, which attempts to subject regulation of education to a systematic analyses the way regulation of utilities or business or environment had been, and integrates judicial policymaking with the making and implementation of education policies. In fact for the period subsequent to 1979, there have been articles- may be a book or two- on some aspects of these developments individually; however, there is no comprehensive narrative that covers developments as a whole and places them against the backdrop of national and global political, economic, and educational developments.

scholarly journals Decision-making process for introduction of maternal vaccines in Kenya, 2017–2018

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Nancy A. Otieno ◽  
Fauzia A. Malik ◽  
Stacy W. Nganga ◽  
Winnie N. Wairimu ◽  
Dominic O. Ouma ◽  
...  
Keyword(s):  
Decision Making ◽  
Policy Development ◽  
Implementation Process ◽  
Policy Formulation ◽  
Advisory Group ◽  
Decision Making Process ◽  
Middle Income ◽  
Maternal Immunization ◽  
Negative Impacts ◽  
High Level

Abstract Background Maternal immunization is a key strategy for reducing morbidity and mortality associated with infectious diseases in mothers and their newborns. Recent developments in the science and safety of maternal vaccinations have made possible development of new maternal vaccines ready for introduction in low- and middle-income countries. Decisions at the policy level remain the entry point for maternal immunization programs. We describe the policy and decision-making process in Kenya for the introduction of new vaccines, with particular emphasis on maternal vaccines, and identify opportunities to improve vaccine policy formulation and implementation process. Methods We conducted 29 formal interviews with government officials and policy makers, including high-level officials at the Kenya National Immunization Technical Advisory Group, and Ministry of Health officials at national and county levels. All interviews were recorded and transcribed. We analyzed the qualitative data using NVivo 11.0 software. Results All key informants understood the vaccine policy formulation and implementation processes, although national officials appeared more informed compared to county officials. County officials reported feeling left out of policy development. The recent health system decentralization had both positive and negative impacts on the policy process; however, the negative impacts outweighed the positive impacts. Other factors outside vaccine policy environment such as rumours, sociocultural practices, and anti-vaccine campaigns influenced the policy development and implementation process. Conclusions Public policy development process is complex and multifaceted by its nature. As Kenya prepares for introduction of other maternal vaccines, it is important that the identified policy gaps and challenges are addressed.

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

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