Concept of Education Management: Positioning-Differentiation-Brand (PDB) for the Advancement of Islamic Education (Study at SMK Muhammadiyah 7 Gondanglegi, Malang)

Educational progress is produced by a strategic and quality process. To produce educational progress, the concept of educational management is needed with the Positioning-Differentiation-Brand strategy. This study aims to formulate a theoretical model: 1) positioning strategy developed by SMK Muhammadiyah 7 Gondanglegi to improve school competitiveness 2) differentiation strategy by SMK Muhammadiyah 7 Gondanglegi so as to strengthen the attractiveness of new students 3) branding strategy at SMK Muhammadiyah 7 Gondanglegi to make it known easier and become the hope of society 4) management strategy and reconstruction of Positioning-Differentiation-Brand (PDB) SMK Muhammadiyah 7 Gondanglegi so as to achieve the success of graduates being accepted by the industry and achieving school progress. This study uses a qualitative phenomenological approach in order to give birth to a phenomenological model formulation. Data collection techniques used: 1) direct observation, 2) documentation study, and 3) in-depth interviews. Data analysis using data reduction, data presentation, and drawing conclusions. The validity and reliability of the research results are measured by four criteria: 1) Credibility, 2) Transfermability, 3) Dependability, and 4) Confirmability.The results of this study indicate: 1) positioning strategy: on the customer (customer); on internal capabilities and strengths (company); over competitors (competitors); on changes (change); be a power of differentiation (clarity); compete for the products owned (consistency); have high credibility (credibility), and have superior products (competitiveness). 2) differentiation strategy: unique and different performance and design (product differentiation); friendly service with speed and convenience (service differentiation); capabilities in distribution channels (channel differentiation); Reliable Human Resources (HR) (people differentiation); courage to act (progressive differentiation); Iduka curriculum is always updated (content), industrial cooperation (context), and technology with other facilities (infrastructure: inabler) 3) branding strategy; innovative (core identity); open (extended identity); public trust (value proposition). 4) Positioning-Differentiation-Brand (PDB) management and reconstruction.Keywords: Education Management, Positioning-Differentiation-Brand (PDB), Educational Progress. The findings of this study are the reconstruction of the education management concept model with the Positioning-Differentiation-Brand (PDB) strategy for the advancement of Islamic education.

Social Change

Part III of the book is concerned with the social changes required if the educational proposals are to be implemented, and with the economic feasibility of making the recommended reforms. Chapter 10 takes up the first question. Features of contemporary societies pose all sorts of readily recognizable obstacles to educational progress. Teachers are often seriously underpaid. Schools are often dilapidated and dangerous. Children often live in poverty—and many have no stable homes to leave in the morning and to return to in the afternoon. Parental resources vary widely. Social and economic conditions force students to compete for scarce opportunities. That competition intensifies as they grow older. Stereotypes and biases are everywhere. The solutions proposed culminate in a blueprint for a very different society—the Deweyan society—characterized by seven major features. Arriving at a precise description of this society permits focused consideration of whether it could be economically sustained.

The education ministries of the Hon. Josiah Alfred Hanan, 1912 and 1915-1919

The trend of educational progress in New Zealand has been modified by the historical, political and economic conditions existing from time to time. The development of the national system of education since its inception in the 1877 Act has proceeded at a varying pace owing to the variety of motives of those controlling education and the obstacles which they had to face. Except for a few phases in the history of this development, the moves were not well thought out or planned. Education progressed by an assortment of policies good and bad, by natural growth and by legislative accidents. Although this study of education is concerned with the administration of a single Minister during the years 1912 and 1915 to 1919 it will be necessary briefly to consider the educational background during the years 1877 to 1898.

The education ministries of the Hon. Josiah Alfred Hanan, 1912 and 1915-1919

The trend of educational progress in New Zealand has been modified by the historical, political and economic conditions existing from time to time. The development of the national system of education since its inception in the 1877 Act has proceeded at a varying pace owing to the variety of motives of those controlling education and the obstacles which they had to face. Except for a few phases in the history of this development, the moves were not well thought out or planned. Education progressed by an assortment of policies good and bad, by natural growth and by legislative accidents. Although this study of education is concerned with the administration of a single Minister during the years 1912 and 1915 to 1919 it will be necessary briefly to consider the educational background during the years 1877 to 1898.

On Children’s Outcomes

Chapter 12 reviews research on the educational progress of children raised in different kinds of families. Using data from the 2000 U.S. census, the chapter shows that children raised by same-sex couples had good outcomes, which was consistent with a broad consensus of social science studies. In contrast to the negligible difference in educational progress between children raised by same-sex couples and children raised by heterosexual couples, there are many dimensions of social life that are strongly associated with children’s educational progress in the U.S. These more predictive dimensions include race, gender of the child, parental social class, parental education, region, disability, children raised in families as compared to children under the care of the state or foster children, and rural compared to urban and suburban residence. This research was featured in the DeBoer v Snyder trial.

Making excellent progress in early reading: How can the identification of essential skills and concepts help?

The ability to read and understand text is fundamental to full participation in modern adult life (Olson, 1977; Elwert, 2001). It is essential to educational progress across domains, but increased literacy levels are also linked to positive outcomes in terms of employment and health. Given its critical role both in the facilitation of learning in all domains, and in many aspects of life beyond school, it is imperative that we give students the best possible chance to develop their reading skills. This paper uses early reading as a case study for examining how the identification and explication of essential skills and concepts might assist all students to make excellent progress.

Islamic Da‘wah in the Malay Peninsula: Contributions of the Sayyids of Early Times

This article traces the stellar accomplishments of the Sayyids, as descendants of the Prophet Muhammad are known in the field of Islamic da‘wah. For the many Sayyids who excelled as torchbearers of Islam in the Malay world, propagating Islam was a lifetime vocation that passed without the stress that we find in the modern world. Their da‘wah efforts encompassed such diverse undertakings as employing business acumen in confronting the challenges of colonialism and Malay court culture, immersing themselves in native communities via intermarriages and adoption of local customs, and carving a niche for themselves in local and international politics as advisors and emissaries. At grassroots level, da‘wah for them was inseparable from daily chores and mundane affairs. That Western colonialism hardly made any impact in directly desacralizing the Malays is a tribute to the success of the Sayyids’ da‘wah efforts, which served as a buffer against the religious implications of colonial encroachment into autochthonous institutions and lifestyle. By looking at some examples of how the Sayyids interacted with local communities in selected regions of the Malay world, this article traces part of this glittering history of da‘wah in the easternmost parts of the Islamic commonwealth. Most importantly, the Malay world’s Islamization was distinguished by lack of violence and emphasis on educational progress more than anything else.

Satisfaction of General Practice Trainees with the Teaching Skills of Trainers: An Exploratory and Regional Study

Introduction: In Portugal, requirements for selection and training of General Practice trainers vary across the different regions of the country. The aim of our study was to assess the satisfaction of general practice trainees with their trainers of the Lisbon and Tagus Valley Regional Health Administration.Material and Methods: General Practice trainees were the target population for our cross-sectional, exploratory study. The authors developed a 16-item questionnaire based on the existing literature. The questions covered the following domains: patient safety, learning environment, trainer’s feedback, the trainee/trainer relationship, assessment of educational progress and continuous professional development of trainers. Items were scored on a 5-point Likert-type scale. Data was collected at a meeting in October 2018 attended by General Practice trainees.Results: A total of 384 questionnaires were distributed, with a response rate of 59.9%. The majority of respondents were female (79.9%) and all years of specialty training were represented. Our study shows that 60.4% of General Practice trainees from the Lisbon and Tagus Valley Regional Health Administration are very satisfied with the teaching skills of their trainers. However, there was lower satisfaction with trainer’s continuous professional development, trainer’s feedback, and monitoring of educational progress. The majority (57.4%) of respondents did not give feedback to their supervisors about their teaching performance, mostly because they do not feel comfortable doing so or because they have not considered this.Discussion: The findings show a high degree of satisfaction of the general practice trainees with their trainers of the Lisbon and Tagus Valley Regional Health Administration. The high response rate attained is one of the strengths of the study. The authors make some suggestions for improvement of domains with lower satisfaction levels. Unfortunately, it is difficult to extrapolate the findings nationwide due to the differences between the training programmes of the different regions.Conclusion: Although there is a high level of satisfaction, there is still potential for improvement, including the expansion of training programmes for trainers.