Kartu Indonesia Pintar sebagai Representasi No Poverty dan Education dalam paradigma Sustainable Development Goals

Sustainable Development Goals (SDGs) is a concept of sustainable development combines aspects of social, economic and environmental 17 sustainable development Goals where the first point is No poverty or no poverty. No poverty to be the first point in the SDGs indicates that all the Countries that signed the Document of the SDGs agreed to see the problem of poverty became a serious problem that must be handled by all Countries in the world. To eradicate poverty of course, every Country has her way each. Interesting things seen in the program which is run by the government of President Jokowi in terms of the alleviation of poverty by through education. The concept of no poverty by way of education is not a new thing. This study uses the study of a literature review with a focus on the study of how the government program in the fight against poverty through education. This study resulted that the efforts to alleviate poverty through education has been run by the Government of Joko Widodo in the period from the first through the Indonesia Smart Program whereby in the year 2015 until the year 2019 poverty significantly decreased and the school participation rate (APS) is increased. In addition have implemented the goals of the first SGD is no poverty, the government of Joko Widodo also indirectly apply goals to 4, namely Quality Education in Indonesia Smart Program.Keywords : sustainable development goals; no poverty ;education; kartu indonesia pintar. AbstrakSustainable Development Goals (SDGs) merupakan sebuah konsep pembangunan yang berkelanjutan mengkombinasikan aspek sosial, ekonomi serta lingkungan dengan 17 Tujuan pembangunan berkelanjutan dimana point pertama adalah No poverty atau tanpa kemiskinan. No poverty menjadi point pertama dalam SDGs mengindikasikan bahwa seluruh Negara yang menandatangani Dokumen SDGs sepakat melihat permasalahan kemiskinan menjadi masalah yang serius yang harus di tangani oleh seluruh Negara di dunia. Dalam memberantas kemiskinan tentunya tiap Negara memiliki cara nya masing-masing. Hal menarik terlihat dalam program yang di jalankan oleh pemerintah Presiden Jokowi dalam hal pengentasan kemiskinan dengan cara melalui pendidikan. Konsep pemberantasan kemiskinan dengan cara pendidikan bukan merupakan hal yang baru. Studi ini menggunakan studi literatur dengan fokus studi tentang bagaimana program pemerintah dalam upaya pengentasan kemiskinan melalui pendidikan. Studi ini menghasilkan bahwa upaya pengentasan kemiskinan melalui pendidikan telah dijalankan oleh Pemerintahan Joko Widodo pada periode pertamanya melalui Program Indonesia Pintar dimana pada tahun 2015 hingga tahun 2019 kemiskinan secara signifikan menurun dan angka partisipasi sekolah (APS) meningkat. Selain telah menerapkan goals pertama SGD yaitu no poverty, disamping itu pemerintahan Joko Widodo juga secara tidak langsung menerapkan goals ke 4 yaitu Quality Education pada Program Indonesia Pintar.Kata kunci: sustainable development goals; kemiskinan; pendidikan; kartu indonesia pintar.

Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings

Cognitive behavioral therapy for youth with autism spectrum disorder and anxiety is effective, but disparities exist in accessing these programs. Training school providers to deliver cognitive behavioral therapy may help to address these disparities. However, little is known about how cognitive behavioral therapy programs are implemented by interdisciplinary school providers and the broader impact of these programs. This study aimed to address this gap and was part of a larger trial that examined the effectiveness of Facing Your Fears–School-Based across 25 public schools. Study aims were to understand the impact of Facing Your Fears–School-Based and factors that impacted implementation. Thirty providers participated in exit interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Primary themes included (1) the fit of Facing Your Fears–School-Based for diverse students; (2) the effects of Facing Your Fears–School-Based on students’ school participation; and (3) planned Facing Your Fears–School-Based maintenance. Participants also highlighted the program’s accessibility for non-mental health providers and reported adapting Facing Your Fears–School-Based in response to student needs. Results suggest that Facing Your Fears–School-Based may have a broader impact on students and highlight the importance of task sharing to overcome mental health staff shortages within public schools. Programs that can be implemented flexibly are also critical given variability in school structures and student needs. Lay abstract Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears–School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears–School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears–School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears–School-Based to many different students; (2) the positive impact of Facing Your Fears–School-Based on students’ school participation; and (3) plans to continue using Facing Your Fears–School-Based. School providers also shared that Facing Your Fears–School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears–School-Based to meet student needs. The results of this study suggest that Facing Your Fears–School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers.

Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers

Limited interventions exist that support student’s school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed.

Farmer Business School Participation in Ghana: Implications for Market Orientation, Entrepreneurial Proclivity and Livelihood Performance

The study assumes that participation in the Farmer Business School (FBS) gives the cocoa farmer an advantage over the non-participants. The following objectives were set to give an overall appreciation of the research; determine the extent to which participation in the FBS has influenced the market orientation of the cocoa farmers, determine the extent to which participation in the FBS has influenced the entrepreneurial proclivity of cocoa farmers and determine the extent to which participation in the FBS has influenced the livelihood of the cocoa farmers. With this in mind, 600 cocoa farmers were sampled in Ghana using the multi-stage sampling technique. Data were analyzed using mean, standard deviation, and the independent sample t-test. The results show that participation in the Farmer Business School indeed gives the cocoa farmers an advantage; market orientation (p<0.05), an entrepreneurial proclivity (p<0.05), and livelihood outcomes (p<0.05). There is a need to continually strengthen activities that promote these three key areas.

SUBSIDIZED FREE DAY SECONDARY SCHOOL EDUCATION PROGRAM AND ITS INFLUENCE ON GIRLS’ SCHOOL PARTICIPATION IN NANDI NORTH SUB-COUNTY, KENYA

<p>Despite the introduction of free primary education by the Government of Kenya in 2003 and subsequent subsidized secondary education in 2008, there are still challenges in access, retention and completion of girls in Nandi County. The purpose of this study was to investigate the influence of subsidized day secondary education program on girls’ school participation in Nandi North Sub-County, Kenya. The study adopted mixed method approach and descriptive survey research design. This study was guided by Education Production Function theory. The data were collected using questionnaires and interview schedules to obtain both quantitative and qualitative data from respective respondents. The target population comprised 20 head teachers, 60 class teachers and 1320 girls drawn from 20 public day secondary schools in the Nandi North Sub-County. From these populations, a sample of 20 head teachers, 60 class teachers and 396 girls were drawn using census method on head teachers and class teachers, and random sampling technique was used to select 30 percent of girls from one to form three. The study used questionnaires to collect data from the girls and class teachers and interviewed head teachers. The instruments were validated and a piloted questionnaire that obtained a reliable 0.78 Cronbach alpha test score used. Quantitative data obtained from the questionnaires have been analyzed to obtain frequencies and percentages. Qualitative data obtained from the interviewees have been analyzed thematically in accordance to the research questions. The study found out that inadequate funds allocated to girls and school infrastructural facilities affected girls’ participation in secondary school education to a great extent. However, in general, teaching and learning materials were adequate and enhanced instruction and students’ performance. The study therefore recommends that parents should complement government effort and that government should increase allocation of subsidy funds to students especially girls and disburse the funds in time to schools.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0809/a.php" alt="Hit counter" /></p>

Determinants of School Participation in Riau Province in 2019

Education has an important role in economic development, not only in driving economic growth but also in breaking intergenerational poverty. For this reason, the Government of Indonesia has implemented a 12-year compulsory education program in the last decade. Through this program, it is hoped that school enrollment rates will increase and economic development will be of higher quality. However, the implementation of this program was not without obstacles. This study aims to analyze the determinants of school participation in Riau Province in 2019 using data from the National Socio-Economic Survey (SUSENAS). The results of this study indicate that the education of the head of the household, the level of welfare and gender have a significant effect on school participation of children aged 7-18 years.

Perceptions of participation in school and association with health and wellbeing: comparison among Nigerian and Irish pupils

School participation among pupils is considered a key value of the health promoting school approach. However, few studies have documented the relationship between the school participation of pupils and health and wellbeing outcomes in different geographical contexts, especially looking at developing and developed country contexts. This study investigated the perceptions of Nigerian and Irish pupils on participation in school and reported health and wellbeing. Data was collected using self-completed questionnaires among 333 and 231 primary school pupils in 4th, 5th and 6th classes across 17 schools in Nigeria and Ireland. Logistic regression analysis was used to analyse the data from both countries. There was no statistically significant difference in the mean scores for participation in school activities (NIG mean = 22.8, SD 3.5; IRE mean = 22.3, SD 3.4) and school events (NIG mean = 18.8, SD 3.7; IRE mean = 17.1, SD 3.6). However, participation in school decisions and rules (NIG mean = 17.3, SD 4.7; IRE mean = 15.8, SD 3.6) and health and wellbeing (NIG mean = 16.9, SD 1.7; IRE mean = 15.3, SD 2.4) scores were significantly higher among Nigerian pupils, while positive perception of school participation (NIG mean = 24.2, SD 4.1; IRE mean = 26.2, SD 3.4) was significantly higher among Irish pupils. The findings suggest that Irish and Nigerian pupils have positive perceptions of their schools irrespective of their location and levels of development. However, further research using qualitative approaches might be needed to better clarify dimensions of pupils’ perceptions of school life and school participation among Nigerian pupils in order to substantiate these claims.