INTEGRALISTIK-INTERKONEKTIF PENDIDIKAN SALAF DAN KHALAF PONDOK PESANTREN TEBUIRENG JOMBANG

Along with the development of the education system in Indonesia, pesantren are classified into two parts, namely the Salafi pesantren (pesantren that maintains classical traditions) and the Khalafi pesantren (pesantren that incorporate general knowledge or open school institutions). Not all educational institutions have integrated relationships with other knowledge, but from several Islamic boarding schools, there are many that have integrated salaf and khalaf education, such as the one in Pondok Pesantren Tebuireng Jombang. Keywords : Education, Integrated, Islamic boarding school

Organizati on of dista nce learning using the platf orm "Russian electronic school"

The article discusses aspects of the organization of distance learning using educational platforms, the capabilities of Google Tables and distance communication systems. The experience of organizing distance learning also in the mode of full-time education is given. The transition to a distance learning format was the only way to continue training and effective feedback with students in a pandemic, but, as practice has shown, the skills of organizing training in a distance format have been closely integrated into the educational process, especially for an open school. The use of a Russian educational platform with ready-made tools for teaching, monitoring and analyzing the data obtained made it possible in the shortest possible time to restructure the learning process with minimal labor costs for both school teachers and students and their parents.

Managing Open School Units Amid COVID-19 Pandemic through the Experiences of Greek Principals. Implications for Current and Future Policies in Public Education

The purpose of this study was to examine the experiences of primary and secondary Greek school principals, regarding the management of their school units at the beginning of the school year 2020–2021, amid the COVID-19 pandemic. A qualitative study of 57 principals was undertaken, in order to explore the following questions: (a) What were the difficulties and obstacles that principals faced during the management of the school unit from the beginning of the school year? (b) What factors helped them to manage these difficulties? Written answers were analyzed using thematic analysis. Several key findings emerged, indicating that, in general, the principals had to respond to an unprecedented crisis context, under tremendous pressure, with limited resources. They faced a variety of difficulties, both on a personal level and in the context of their professional role. They also encountered difficulties above their role, which had to do with the general impact of the extended sanitary crisis on the emotional state and perceptions of the members of the school community. The results of the research have implications for the policy that is applied in schools in the context of the COVID-19 pandemic.

OPEN EDUCATION AS A PHILOSOPHICALLY METHODOLOGICAL BASIS FOR DISTANCE EDUCATION

Over the centuries, humanity's notions and worldview of what education should be have changed constantly in the order it serves both the development goals of society as a whole and the interests and needs of each individual. In the global educational environment, including Latvia, several educational paradigms have emerged and nowadays coexist which often complement each other. Among them, the Open Education paradigm plays an important role, where the main emphasis is on access to education. The aim of the research: to substantiate Open Education as a philosophical-methodological basis for distance education. The results of the research show that the origins of Open Education can be found in the philosophical thought of the Enlightenment era philosophers, as well as representatives of education, culture, and religion. The roots of the Open Education ideas can be traced to the history of distance learning, these ideas developed in close connection with the development of distance education/distance learning theories and their implementation in practice. From the 18th century to the present day, the ideas of Open Education developed and supplemented with new views on the aims, basic dimensions and principles, and functions of education, gaining more larger interpretation of this concept. At the end of the twentieth century, Open Education became the basis for a new educational paradigm in the Postmodernism era not only regarding distance education. Open Education became one of the most important doctrines of Postmodernism in the development of education, according to which the concepts of open education, open educational environment, and open school developed. There are three dimensions of Open Education: space, time, and process. Open Education and distance education have common three basic principles: openness, respect for distance in providing education, and flexibility.

New Localism in the Neoliberal Era: Local District Response to Voluntary Open-School Markets in Ohio

Local education governance has allowed neighborhood schools to offer community-oriented curricula and activities, and public schools have been operated to serve only residents’ children within the defined areas. The rise of neoliberalism may, however, undermine political foundations of the traditional political systems. This article explores how self-governed local education authorities function and evolve under neoliberalism by revisiting core values in localism and neoliberalism. By looking into the voluntary open-enrollment policy in Ohio, this study finds that the local governments surrounded by dissimilar neighborhoods are more likely to depend on the mechanism of localism to protect local authorities and locational privileges. This research argues that neoliberal policies safeguard community interests by deeply engaging with interchanging resources across their borders in regional market environments.

Open budget: Learning from the Open School Platform in Donetsk oblast, Ukraine

The case study developed as part of IIEP‐UNESCO Research Project ‘Open Government: Learning From Experience’ analyses how an open government approach is being applied in Ukraine to resolve the critical issue of non‐transparent school financing through parents’ donations that undermines trust among key educational stakeholders. Developed in 2016, the Open School Platform (OS) is an online tool that allows parents to visualise the school’s budget, needs and expenditures in an easy‐ to‐read format. The study shows that OS has contributed to: improved trust among key stakeholders, improved communication and collaboration between school personnel and local public authorities, and more effective planning. But it also confirms that the use of ICT can lead to inequalities in poor rural communities having low levels of Internet access or computer literacy. It concludes on the importance of open government for shifting to a new paradigm of cooperation and partnership. And it recommends providing access to information in line with the Open Data Charter; ensuring a legal framework for citizen participation; using handy and accessible technological solutions; and following a ‘learning‐by‐doing’ approach to build up social capital for constructive interaction with authorities.

Science Education in the Family Environment with the Experimental Method of Facial Cosmetics Plant Fertilization in the Covid-19 Pandemic Era

The physical and non-physical family environment is one of the most critical factors in student learning outcomes. This research was assessed using a mixed-method descriptive qualitative and quantitative method to see how the family environment, both physical and non-physical, with experimental science learning was conducted on 60 Junior High School students. The requirements of the respondents in this study were 30 open school students and 30 non-open school students. The results showed that: (a) family involvement motivates students when conducting experiments; (b) the feasibility of the physical environment of the family allows students to complete the experiment of making simple liquid fertilizers to the application of these fertilizers to cosmetic plants, (c) students can complete the experiment by giving directions to the online method because of the high involvement family in the learning process. Other studies state that the family environment in the form of parents ‘expectations of students’ future careers in science is the main reason for high family participation in the experimental process to provide maximum student experimental results. In conclusion, the family’s physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods so that science education applied during the Covid-19 pandemic by studying at home can be continued and carried out experimentally. The New Normal Education Model through online and non-online methods for science learning can still be done at home, with the involvement of the family’s physical and non-physical environments that support students to complete experiment-based science learning projects. Independent learning in junior high school students can also be done by providing direct control between educators and the students’ non-physical environment, namely parents, to remain motivated.

State Reforms and Informal Payments in Secondary Education of Kazakhstan

This paper explores the issue of informal payments in the education sector. State underinvestment in education has significantly increased the scope of informal payments in the post-independence period. The authorities of Kazakhstan have legalized informal payments by introducing Councils of Trustees, creating open school budget accounts, and making changes in the distribution of public expenditures. Although these measures have reduced informal payments in schools, the money received from parents is still an important part of school budgets.