This document discusses empowerment of Islamic elementary schools (SDITs) in Jambi Province, Indonesia to improve education quality. It finds that educational foundations effectively empower SDITs by committing to quality, meeting community aspirations, gaining parent support, and having good governance. SDIT empowerment strategies applied include strengthening stakeholders, collaborating with government and private groups, promotions, improving facilities, creating excellent learning programs, and developing educators' abilities. The strategies aim to make SDITs competitive with public schools and attractive to students.
Unit 2 Educational Demands of Individuals and Diverse CommunitiesThanavathi C
(1) Universalization of elementary education has been a national goal in India since independence to provide free and compulsory education to children aged 6-14. (2) Key aspects of universalization include universal provision of schools, universal enrollment of students, universal retention of students in schools until age 14, universal participation of communities, and universal achievement of learning outcomes. (3) Programs like Sarva Shiksha Abhiyan aim to achieve this goal through community ownership of schools, focusing on quality education for all children by 2010. However, challenges remain like inadequate funding, shortage of trained teachers, and lack of school infrastructure in all areas.
1. The document discusses educational development in Indian rural areas. It notes that over 72% of India's population lives in rural areas and villages, so rural education plays a significant role in overall development.
2. Several problems are outlined with the rural education system, including lack of infrastructure, basic amenities, transportation, and fewer schools compared to urban areas. Teachers also earn less income than urban teachers.
3. Suggestions are provided to improve rural education, such as updating curriculums to include agriculture, using technology to engage students, and providing scholarships to reward high-performing students.
4. The government has introduced several initiatives to promote rural education, including the Right to Education Act, Sarva
educational demands of individuals and diverse communitiesThanavathi C
The document discusses universalization of primary, secondary, and higher education in India. It provides details on various schemes and policies implemented by the government to achieve universal access to education such as Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Rashtriya Uchchatar Shiksha Abhiyan (RUSA). SSA aims to provide useful and relevant elementary education to children aged 6-14 years by 2010. RMSA targets increasing enrolment rates at secondary and higher secondary levels. RUSA seeks to improve gross enrolment ratio in higher education to 25.2% by 2017 and 32% by 2022
This document outlines the education policy and initiatives of the Tamil Nadu School Education Department for the 2012-13 year. Key points include:
1) The department budget of Rs.14,552.82 crore is the highest allocation ever for any department in the state.
2) The policy aims to provide universal elementary and secondary education for all school-age children through increasing access to schools, teachers, quality education, and infrastructure.
3) Special initiatives and reservations target increasing access for children with special needs, from remote areas, girls, SC/STs, and other disadvantaged groups.
The Indian education system emphasizes primary education up to age 14. While education is meant to be free and child labor is banned, economic disparity and social conditions make enforcing these policies difficult. At the secondary level, the system focuses on inclusion, vocational training, science, and traditional elements like yoga. Higher education is overseen by the University Grants Commission and autonomous institutions. Overall, the government is working to reform and improve education access and quality across urban and rural areas through initiatives like Sarva Shiksha Abhiyan, but challenges remain in achieving universal education.
Educational system in india (by SRM STUDENTS)sachinsimpu
The document summarizes the findings of a survey on the educational system in India. The survey found that the main issues are the reservation system (52.6%), lack of incentives for talented students (21.1%), and regressive mentality among educated people (15.8%). Other issues include gender bias, population explosion, and stress. The methodology section explains that the survey received input from a wide range of classes to get different societal perspectives. It aims to identify flaws and challenges in the Indian educational system based on 104 survey responses. Some detectable flaws are that the education system promotes a rat race, does not develop students' personalities, provides irrelevant training, and neglects physical development.
Empirical study on education system in indiaIlyas Ahmed
The document summarizes an empirical study on the education system in India. It discusses the objectives of studying the pre-independence and post-independence periods. During pre-independence, education levels were very low, especially for women and poor families. After independence, the government expanded general education and institutions, increasing literacy from 19% to 65% between 1951-2001. It also developed technical education. Central government schemes targeted improving access to education for girls, disabled students, and minority groups. While evaluations emphasized exams, reforms are needed in the education system to focus more on skills and holistic development.
The document discusses education in India and areas for improvement. It notes that while India's education system is leading and on par with developed countries, the quality of education needs to be improved over quantity. Specifically, it states that the system emphasizes theoretical knowledge over practical skills and that infrastructure and staffing in government schools is insufficient. The document advocates for the government to take action in addressing these challenges to improve students' futures and help India become a developed country.
Unit 2 Educational Demands of Individuals and Diverse CommunitiesThanavathi C
(1) Universalization of elementary education has been a national goal in India since independence to provide free and compulsory education to children aged 6-14. (2) Key aspects of universalization include universal provision of schools, universal enrollment of students, universal retention of students in schools until age 14, universal participation of communities, and universal achievement of learning outcomes. (3) Programs like Sarva Shiksha Abhiyan aim to achieve this goal through community ownership of schools, focusing on quality education for all children by 2010. However, challenges remain like inadequate funding, shortage of trained teachers, and lack of school infrastructure in all areas.
1. The document discusses educational development in Indian rural areas. It notes that over 72% of India's population lives in rural areas and villages, so rural education plays a significant role in overall development.
2. Several problems are outlined with the rural education system, including lack of infrastructure, basic amenities, transportation, and fewer schools compared to urban areas. Teachers also earn less income than urban teachers.
3. Suggestions are provided to improve rural education, such as updating curriculums to include agriculture, using technology to engage students, and providing scholarships to reward high-performing students.
4. The government has introduced several initiatives to promote rural education, including the Right to Education Act, Sarva
educational demands of individuals and diverse communitiesThanavathi C
The document discusses universalization of primary, secondary, and higher education in India. It provides details on various schemes and policies implemented by the government to achieve universal access to education such as Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Rashtriya Uchchatar Shiksha Abhiyan (RUSA). SSA aims to provide useful and relevant elementary education to children aged 6-14 years by 2010. RMSA targets increasing enrolment rates at secondary and higher secondary levels. RUSA seeks to improve gross enrolment ratio in higher education to 25.2% by 2017 and 32% by 2022
This document outlines the education policy and initiatives of the Tamil Nadu School Education Department for the 2012-13 year. Key points include:
1) The department budget of Rs.14,552.82 crore is the highest allocation ever for any department in the state.
2) The policy aims to provide universal elementary and secondary education for all school-age children through increasing access to schools, teachers, quality education, and infrastructure.
3) Special initiatives and reservations target increasing access for children with special needs, from remote areas, girls, SC/STs, and other disadvantaged groups.
The Indian education system emphasizes primary education up to age 14. While education is meant to be free and child labor is banned, economic disparity and social conditions make enforcing these policies difficult. At the secondary level, the system focuses on inclusion, vocational training, science, and traditional elements like yoga. Higher education is overseen by the University Grants Commission and autonomous institutions. Overall, the government is working to reform and improve education access and quality across urban and rural areas through initiatives like Sarva Shiksha Abhiyan, but challenges remain in achieving universal education.
Educational system in india (by SRM STUDENTS)sachinsimpu
The document summarizes the findings of a survey on the educational system in India. The survey found that the main issues are the reservation system (52.6%), lack of incentives for talented students (21.1%), and regressive mentality among educated people (15.8%). Other issues include gender bias, population explosion, and stress. The methodology section explains that the survey received input from a wide range of classes to get different societal perspectives. It aims to identify flaws and challenges in the Indian educational system based on 104 survey responses. Some detectable flaws are that the education system promotes a rat race, does not develop students' personalities, provides irrelevant training, and neglects physical development.
Empirical study on education system in indiaIlyas Ahmed
The document summarizes an empirical study on the education system in India. It discusses the objectives of studying the pre-independence and post-independence periods. During pre-independence, education levels were very low, especially for women and poor families. After independence, the government expanded general education and institutions, increasing literacy from 19% to 65% between 1951-2001. It also developed technical education. Central government schemes targeted improving access to education for girls, disabled students, and minority groups. While evaluations emphasized exams, reforms are needed in the education system to focus more on skills and holistic development.
The document discusses education in India and areas for improvement. It notes that while India's education system is leading and on par with developed countries, the quality of education needs to be improved over quantity. Specifically, it states that the system emphasizes theoretical knowledge over practical skills and that infrastructure and staffing in government schools is insufficient. The document advocates for the government to take action in addressing these challenges to improve students' futures and help India become a developed country.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
The Indian education system has undergone significant reforms over the past 60 years. It has shifted from a traditional Gurukul system of oral learning to a modern system influenced by the British. After independence in 1947, the government established more oversight and made education a joint responsibility between states and the central government. Recent reforms have focused on improving access to education, developing creative skills over rote learning, and addressing issues like ragging in colleges. However, challenges remain around developing personality and creativity, reducing emphasis on exams, and increasing overall education expenditure.
Learning Objectives
After going through this module, the learner will be able to
• Get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
• Understand the objectives and provisions under Samagra Shiksha for improving quality of school education
• Take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, Youth and Eco Clubs, etc., for providing children experiential learning opportunities and joyful learning
Primary education in India faces challenges including poor performance on international assessments, low reading levels among students, high private school enrollment rates, and no significant increase in student retention rates; the document proposes adopting an activity-based learning methodology, increasing public-private partnerships and the percentage of GDP spent on education, and enhancing instruction quality through teacher incentives and professional development to help address these issues affecting primary education quality in India.
This document discusses the need for an India-centered education system based on Gandhi's concept of basic education. It outlines how the current system is a product of colonial rule and does not meet India's needs. Gandhi's basic education approach focused on integrating practical skills and "work education" to make students self-sufficient. The document proposes a model where schools would be connected to local industries and communities. This would help acquire skills, reduce unemployment, and promote self-sufficiency at both the individual and national levels. It argues this India-centered education approach is urgently needed to address India's current social and economic problems.
The document summarizes the evolution of the Indian education system from ancient to modern times. It discusses the ancient Gurukul system where students lived with their teacher and learned diverse topics. It then describes how the British introduced the modern school system focused on science and math taught within classrooms. Several education commissions and policies post-independence aimed to reform and expand the system. While literacy rates have increased, challenges remain such as an overemphasis on exams, lack of practical skills, high costs, and inadequate infrastructure and teachers especially in rural areas. Improvements are still needed including investing more in education, reducing commercialization, and changing attitudes around grades.
Challenges in achieving universalization of educationThanavathi C
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
Sarvottam International School was founded over 60 years ago by the United Group, an industrial house involved in manufacturing kitchenware. The school's motto is "Belonging - Being - Becoming" which focuses on strengthening bonds within the global community and emphasizing personal growth and change. Sarvottam provides excellence in education from primary to higher levels. It also focuses on vocational training to help students find careers. While India has made efforts to provide education for all, challenges remain in achieving universal literacy, with rural areas and girls facing greater barriers. Sarvottam aims to empower students socially, morally and ethically through a focus on quality education.
Blesson.pptx on Indian education systemBlesson Babu
The document discusses the education system in India from ancient to modern times. It describes the gurukul system of residential schools in ancient India. It then outlines the development of the education system under British rule in India and the reforms after independence, including the recommendation for a uniform national system under Maulana Azad. The summary highlights the government's emphasis on primary, secondary, higher and inclusive education as well as the Right to Education Act.
Quality Education in Rural India - Bharti FoundationBharti Foundation
Bharti Foundation remains focussed on supporting and strengthening the National mission of quality education in rural India, our initiatives in sanitation and legal aid address the other
pressing issues raised by the Government. Within two years, Satya Bharti Abhiyan, a rural sanitation initiative, has successfully provided individual toilets in 15,637 households across
698 villages as well as a separate toilet for girls in 14 Government schools identified by the Education Department of Punjab.
The document discusses the current state of education in India. It describes the three-tier education system of primary, secondary, and tertiary education. It provides statistics on enrollment, noting that total enrollment is 194 million students, with roughly equal percentages of boys and girls in government schools but more boys than girls in private schools. It also outlines several recent policy initiatives to improve access, including the Right to Education Act. It discusses ongoing issues and challenges around access, quality, resources, funding, and reforms needed in areas like teacher recruitment and education administration.
This presentation provides an overview of the Sarva Shiksha Abhiyan (SSA) program in India. SSA was launched in 2002 with the goal of providing universal elementary education and reducing educational disparities. Key points of the presentation include:
- SSA aims to provide 8 years of quality education to all children ages 6-14 by 2010.
- It focuses on increasing access, enrollment, and retention, especially for girls and disadvantaged groups.
- SSA integrates prior programs like Operation Blackboard, DPEP, and the Mid-Day Meal scheme.
- Enrollment has increased significantly since SSA's launch, though challenges remain in improving quality and reducing dropout rates.
The document summarizes a presentation made by a team on enhancing the quality of primary education in India. It discusses that while access to primary education has improved, the quality remains low. It identifies several issues affecting quality like lack of infrastructure, high pupil-teacher ratios, untrained teachers, and not using local languages as the medium of instruction. It also proposes innovative solutions like hiring contract teachers, linking teacher pay to performance, using technology, and increasing community participation and spending on primary education.
Education in India has a long history and is overseen by the Ministry of Human Resource Development. It has several stages from pre-primary to higher education. While some Indian universities and institutions are highly ranked worldwide, universal primary education has been a challenge, with only Kerala achieving the goal so far. Enrollment has increased substantially over the past decades but quality and attendance in rural areas remains a concern.
The document discusses different types of schools at the secondary level in Pakistan. It begins by explaining the role and functions of the Federal Directorate of Education (FDE), which oversees 423 public schools in Islamabad. It then discusses two prominent private school systems: Beaconhouse School System, which has a large global network and provides advantages of being part of a larger system; and The City School, established in 1978 in Karachi, which offers early childhood through GCSE and A-level programs. The document aims to provide an understanding of the importance of both public and private schools in strengthening secondary education in Pakistan.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
Analysis of the impediments influencing the management ofAlexander Decker
This document analyzes impediments to managing special needs education in inclusive primary school settings in Embu County, Kenya. It finds that while inclusion is available and schools have resources, those resources do not adequately meet the needs of special needs education. Key impediments identified include disagreements over inclusion, lack of national policy, and challenges with labeling, cultural factors, staffing, resources, attitudes and parental/professional disagreements. The study concludes more must be done to overcome these challenges and ensure persons with special needs can access education and live meaningful lives.
This document summarizes a study that examined the implementation of inclusive education in 7 elementary schools in Karangmojo Sub-district, Gunungkidul Regency, Indonesia. The study revealed that:
1) School members cultivated mutual respect and the principal played a key role in supporting inclusion.
2) School policies promoted inclusion through flexible admissions, accessibility improvements, teacher collaboration, and curriculum flexibility for students with special needs.
3) Inclusive practices included identifying and assessing students with special needs, adapting teaching methods, and allocating school budgets for inclusion.
This study was a descriptive qualitative research. The respondents of were
headmasters, human resource (HR) coordinators, teachers and special guide
teachers. Data were collected through observation, interview, and
documentation. Data were validated using source and method triangulations.
Data were then analyzed. The results are as follows: 1) HR planning started
from needs preparation, recruitment, selection, placement, orientation and
adaptation to the new workplaces. The difference is found in SDIT Al Irsyad
Al Islamiyyah 2 Purwokerto compared to the other two elementary schools.
The recruitment of its new employees at all levels is carried out by the
Committee of Education and Teaching from recruitment to orientation
stages; 2) HR development is basically the same, i.e. through education or
training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2
Purwokerto, where it provides scholarships; 3) HR evaluation is
implemented by the headmasters regularly every semester in the form of
classroom supervision and administration; 4) Compensation and other
benefits received by employees depend on the employees’ work term, types
of employees (job training employees, non-permanent employees, permanent
employees, and school headmasters).
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
The Indian education system has undergone significant reforms over the past 60 years. It has shifted from a traditional Gurukul system of oral learning to a modern system influenced by the British. After independence in 1947, the government established more oversight and made education a joint responsibility between states and the central government. Recent reforms have focused on improving access to education, developing creative skills over rote learning, and addressing issues like ragging in colleges. However, challenges remain around developing personality and creativity, reducing emphasis on exams, and increasing overall education expenditure.
Learning Objectives
After going through this module, the learner will be able to
• Get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
• Understand the objectives and provisions under Samagra Shiksha for improving quality of school education
• Take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, Youth and Eco Clubs, etc., for providing children experiential learning opportunities and joyful learning
Primary education in India faces challenges including poor performance on international assessments, low reading levels among students, high private school enrollment rates, and no significant increase in student retention rates; the document proposes adopting an activity-based learning methodology, increasing public-private partnerships and the percentage of GDP spent on education, and enhancing instruction quality through teacher incentives and professional development to help address these issues affecting primary education quality in India.
This document discusses the need for an India-centered education system based on Gandhi's concept of basic education. It outlines how the current system is a product of colonial rule and does not meet India's needs. Gandhi's basic education approach focused on integrating practical skills and "work education" to make students self-sufficient. The document proposes a model where schools would be connected to local industries and communities. This would help acquire skills, reduce unemployment, and promote self-sufficiency at both the individual and national levels. It argues this India-centered education approach is urgently needed to address India's current social and economic problems.
The document summarizes the evolution of the Indian education system from ancient to modern times. It discusses the ancient Gurukul system where students lived with their teacher and learned diverse topics. It then describes how the British introduced the modern school system focused on science and math taught within classrooms. Several education commissions and policies post-independence aimed to reform and expand the system. While literacy rates have increased, challenges remain such as an overemphasis on exams, lack of practical skills, high costs, and inadequate infrastructure and teachers especially in rural areas. Improvements are still needed including investing more in education, reducing commercialization, and changing attitudes around grades.
Challenges in achieving universalization of educationThanavathi C
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
Sarvottam International School was founded over 60 years ago by the United Group, an industrial house involved in manufacturing kitchenware. The school's motto is "Belonging - Being - Becoming" which focuses on strengthening bonds within the global community and emphasizing personal growth and change. Sarvottam provides excellence in education from primary to higher levels. It also focuses on vocational training to help students find careers. While India has made efforts to provide education for all, challenges remain in achieving universal literacy, with rural areas and girls facing greater barriers. Sarvottam aims to empower students socially, morally and ethically through a focus on quality education.
Blesson.pptx on Indian education systemBlesson Babu
The document discusses the education system in India from ancient to modern times. It describes the gurukul system of residential schools in ancient India. It then outlines the development of the education system under British rule in India and the reforms after independence, including the recommendation for a uniform national system under Maulana Azad. The summary highlights the government's emphasis on primary, secondary, higher and inclusive education as well as the Right to Education Act.
Quality Education in Rural India - Bharti FoundationBharti Foundation
Bharti Foundation remains focussed on supporting and strengthening the National mission of quality education in rural India, our initiatives in sanitation and legal aid address the other
pressing issues raised by the Government. Within two years, Satya Bharti Abhiyan, a rural sanitation initiative, has successfully provided individual toilets in 15,637 households across
698 villages as well as a separate toilet for girls in 14 Government schools identified by the Education Department of Punjab.
The document discusses the current state of education in India. It describes the three-tier education system of primary, secondary, and tertiary education. It provides statistics on enrollment, noting that total enrollment is 194 million students, with roughly equal percentages of boys and girls in government schools but more boys than girls in private schools. It also outlines several recent policy initiatives to improve access, including the Right to Education Act. It discusses ongoing issues and challenges around access, quality, resources, funding, and reforms needed in areas like teacher recruitment and education administration.
This presentation provides an overview of the Sarva Shiksha Abhiyan (SSA) program in India. SSA was launched in 2002 with the goal of providing universal elementary education and reducing educational disparities. Key points of the presentation include:
- SSA aims to provide 8 years of quality education to all children ages 6-14 by 2010.
- It focuses on increasing access, enrollment, and retention, especially for girls and disadvantaged groups.
- SSA integrates prior programs like Operation Blackboard, DPEP, and the Mid-Day Meal scheme.
- Enrollment has increased significantly since SSA's launch, though challenges remain in improving quality and reducing dropout rates.
The document summarizes a presentation made by a team on enhancing the quality of primary education in India. It discusses that while access to primary education has improved, the quality remains low. It identifies several issues affecting quality like lack of infrastructure, high pupil-teacher ratios, untrained teachers, and not using local languages as the medium of instruction. It also proposes innovative solutions like hiring contract teachers, linking teacher pay to performance, using technology, and increasing community participation and spending on primary education.
Education in India has a long history and is overseen by the Ministry of Human Resource Development. It has several stages from pre-primary to higher education. While some Indian universities and institutions are highly ranked worldwide, universal primary education has been a challenge, with only Kerala achieving the goal so far. Enrollment has increased substantially over the past decades but quality and attendance in rural areas remains a concern.
The document discusses different types of schools at the secondary level in Pakistan. It begins by explaining the role and functions of the Federal Directorate of Education (FDE), which oversees 423 public schools in Islamabad. It then discusses two prominent private school systems: Beaconhouse School System, which has a large global network and provides advantages of being part of a larger system; and The City School, established in 1978 in Karachi, which offers early childhood through GCSE and A-level programs. The document aims to provide an understanding of the importance of both public and private schools in strengthening secondary education in Pakistan.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
Analysis of the impediments influencing the management ofAlexander Decker
This document analyzes impediments to managing special needs education in inclusive primary school settings in Embu County, Kenya. It finds that while inclusion is available and schools have resources, those resources do not adequately meet the needs of special needs education. Key impediments identified include disagreements over inclusion, lack of national policy, and challenges with labeling, cultural factors, staffing, resources, attitudes and parental/professional disagreements. The study concludes more must be done to overcome these challenges and ensure persons with special needs can access education and live meaningful lives.
This document summarizes a study that examined the implementation of inclusive education in 7 elementary schools in Karangmojo Sub-district, Gunungkidul Regency, Indonesia. The study revealed that:
1) School members cultivated mutual respect and the principal played a key role in supporting inclusion.
2) School policies promoted inclusion through flexible admissions, accessibility improvements, teacher collaboration, and curriculum flexibility for students with special needs.
3) Inclusive practices included identifying and assessing students with special needs, adapting teaching methods, and allocating school budgets for inclusion.
This study was a descriptive qualitative research. The respondents of were
headmasters, human resource (HR) coordinators, teachers and special guide
teachers. Data were collected through observation, interview, and
documentation. Data were validated using source and method triangulations.
Data were then analyzed. The results are as follows: 1) HR planning started
from needs preparation, recruitment, selection, placement, orientation and
adaptation to the new workplaces. The difference is found in SDIT Al Irsyad
Al Islamiyyah 2 Purwokerto compared to the other two elementary schools.
The recruitment of its new employees at all levels is carried out by the
Committee of Education and Teaching from recruitment to orientation
stages; 2) HR development is basically the same, i.e. through education or
training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2
Purwokerto, where it provides scholarships; 3) HR evaluation is
implemented by the headmasters regularly every semester in the form of
classroom supervision and administration; 4) Compensation and other
benefits received by employees depend on the employees’ work term, types
of employees (job training employees, non-permanent employees, permanent
employees, and school headmasters).
This document discusses community participation in school education in India. It covers topics like the relationship between education and society, the role of the community in elementary education, and provisions for community participation under initiatives like the Sarva Shiksha Abhiyan and Right to Education Act. It emphasizes that community participation is important for effective school functioning and management, and can help mobilize resources, monitor teachers and student attendance, and provide academic support.
Principal as Education Leader (Case Study at YPK Ransiki Junior High School)Paulus Robert Tuerah
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This summary provides an overview of the key points from the document:
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This document summarizes a study on the management of zakat (Islamic alms-giving) by the National Zakat Agency (BAZNAS) in Jambi Province, Indonesia to support education. The study assessed the legal basis, zakat collection procedures, distribution techniques, and monitoring efforts. It found that BAZNAS references Islamic scripture and Indonesian law in its work. Zakat collection and distribution increased after 2010 when new management took over. Funds supported students, teachers, and building projects. The researchers concluded BAZNAS effectively and efficiently distributed zakat to empower education.
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1) It investigated the effects of work climate and leaders' characteristics on teachers' work motivation separately, as well as their combined effects.
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2) The principals of the three madrasahs embody transformational leadership traits like building trust, shared commitment to change, creativity, courage, and being role models. They direct vision, act as agents of change, communicate, coach, secure support and guarantee success.
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This document summarizes a research paper on the effect of emotional intelligence and work motivation on chief innovation in junior high schools in Jambi Province, Indonesia. The study found that emotional intelligence and work motivation have a positive and significant impact on chief innovation. Principals with higher emotional intelligence and work motivation were better able to develop innovations in their schools. The study was conducted on 30 principals across 3 regions using questionnaires and analysis tools to test the relationships between the variables. The results indicate that improving emotional intelligence and work motivation in principals can help increase innovation in schools.
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14. ahmad syukri, marwazi, musli, uin jambi, www.ijhssi.org
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org ||Volume 6 Issue 3||March. 2017 || PP.06-11
www.ijhssi.org 6 | Page
Empowerment Islamic Elementary School in the Education
Quality Improvement in Jambi Province
Prof. Dr. H. Ahmad Syukri, MA1
, Dr. H. Marwazi, M.Ag2
, and
Musli, S.Ag., M.PdI3
1
Professor of the Faculty of Science and Teaching Tarbiyah Jambi IAIN STS
2
Faculty of Science and Teaching Tarbiyah Jambi IAIN STS
3
Graduate Students Jambi IAIN STS
ABSTRACT: The problems studied in this dissertation is the ability of an education foundation to empower
elementary school ISAM (SDIT) in improving the quality of education in the province of Jambi. The purpose of
this study was to: (1). Finding the cause of education foundation is able to empower elementary school ISAM
(SDIT) into a quality school and the demand by the public; (2) Determine the shape SDIT empowerment
implementation in order to improve the quality of education; and (3) Finding the strategies used in SDIT
empowerment for improving the quality of education in the province of Jambi. This study used a qualitative
approach, in which the techniques of data collection is done through observation, interviews, and
documentation, and to test the credibility of the data and triangulation with a case study on SDIT in the city of
Jambi, Bungo district and county Merangin in Jambi province. Research results of this study indicate that the
educational foundation is able to empower SDIT be a quality school and the demand by the public due to their
commitment and efforts to build a quality school, their aspirations of the community, the support of parents,
communication systems and management of school governance is good, oriented in achieving the vision and
mission, a strong religious education and quality, cultivation of character education, full-day school, school
discipline, regular integrated and education Tahfiz Al Qur'an. An empowerment strategy SDIT in improving the
quality of education applied by empowering stakeholders, cooperation with the government and private parties,
promotions, complementary facilities and infrastructure, create learning programs and extra-curricular
excellence, the awards (reward) and sanctions (punishment), and improve the ability educators and education
personnel
Keywords: empowerment, integrated Islamic primary schools, improving the quality of education
I. INTRODUCTION
Empowerment is a process, a mechanism, to be individuals, organizations and communities become
experts in solving the problems they face. (Wrihatnolo. 2007; 177).Mulyasa stated that in the world of
education, empowerment is a practical and productive way to get the best results from principals, teachers and
employees. Empowerment is aimed to improve school performance in order to achieve the planned target
optimally, efficiently and effectively. on the other hand to empower schools should also be pursued efforts to
empower learners and the local community. (Mulyasa.2006; 33).
Elementary School Isam (SDIT) are terms that come from the School Network ISAM (JSIT), where
JSIT an Islamic institution that offers a model for alternative schools from the level Kindergarten integrated
Islamic (TKIT), Islamic Primary School integrated (SDIT), to high school integrated Islamic (SMAIT), all
integrated Islamic school is under the auspices of the department of education and culture. Integrated Islamic
school is a school that tries to apply the implementation approach that combines general education and religious
education into the fabric of the curriculum. With this approach, all subjects and all school activities can not be
separated from the frame's teachings and message of Islamic values. (Anonymous, tt; 3)
Empowerment Integrated Islamic Elementary School in order to improve the quality of education, a
component needs attention, either by the foundation or the management manager of Integrated Islamic
Elementary School, community, government and other stakeholders. Because it is elementary school Isam is an
educational institution that has the responsibility to implement basic education and print Indonesian children to
be educated, like Public Elementary School with responsibility for education equal to elementary school Isam,
only difference State Elementary School are all empowered , financed and managed by the government, while
the Islamic primary school integrated educational finance, educational facilities, and the management is fully
carried out by the foundation manager of integrated Islamic elementary school.
Educational empowerment of several Integrated Islamic Elementary School in the province of Jambi is
still diverse. But most of the elementary schools Isam such, many have already led to the empowerment of
education that is optimal, and be actively involved in improving the quality of basic education in the province of
Jambi, thus Elementary School Isam, it is very attractive, trustworthy and rewarding education to users
2. Empowerment Islamic Elementary School In The Education Quality Improvement In Jambi Province
www.ijhssi.org 7 | Page
educational services, through education and education kebermutuan result, even the school, competing with
public elementary school in the vicinity. As an illustration Elementary School ISAM (SDIT) Al Azhar and As
Shidiiqi in the city of Jambi, Permata Hati in Merangin district and Diniyah in Bungo, very enthuses the user
community education, for schools, create educational programs through various curricular activities and co-
curricular. To improve the quality of education and the realization of all program activities such education, the
foundations interesting educational costs in the form of donations implementation of education and other costs
are varied from school with other schools, and the withdrawal of these costs, carried out by the foundation and
paid for by parents guardian voluntarily without any complaint. The public was enthusiastic entrust their
children's education at the elementary school Isam, although at the school they have to spend a little amount.
Despite the cost they have to pay quite expensive, found the parents / guardians of students volunteered to pay
for the education of their children at the school. Even while holding recruitment / admission of new students
each year, in the Integrated Islamic Elementary School, the devotees are very much at all so exceeds the local
capacity available in the school, in addition to the selection of admissions are very strict and competitive.
(Observations, July 18, 2016).
II. LITERATURE REVIEWS
Empowerment as an attempt to give the opportunity and ability to community groups (poor) to be able
and willing to speak or voice their opinions, ideas, or ideas, and the ability and courage to choose something
(concepts, methods, products, actions and others) for their personal , families, and communities. (Totok
Mardikanto. 2012; 28). There are four variations in the dimensions of empowerment, as stated by Cecilia
Luttrell, namely: a. Economic empowerment, b. Human and social empowerment, c. Political empowerment.d ..
Cultural empowerment. (Cecilia and Sitna Quiros.2009; 1). Fasli Jalal said, in the empowerment of education
there are some elements that need to be executed, namely: a. the implementation of total quality management
(TQM) in education, b. Application of professionalism of management education, c. Improving welfare and
application of the system of teacher career development, and d. Enforcement of legal education. (Fasli Jalal &
Dede Supriya. 2006; 105).
Integrated Islamic primary school is essentially a school that implements the concept of Islamic
education based on the Book and the Sunna. Operational concept of integrated Islamic school is an
accumulation of the civilizing process, inheritance and development of the teachings of the Islamic religion,
culture and civilization of Islam from generation to generation. term integrated within an integrated Islamic
schools are intended as reinforcement (taukid) of Islam itself. The point is that Islam is fully comprehensive,
integral and not partial, comprehensive and not partial. This became the main spirit of the movement's
propaganda in the field of education as a "resistance" against the secular understanding, dichotomy, and
juz'iyah. (Anonymous. Tt; 35). The integration of an integrated primary school looks at several aspects,
including: management, curriculum, teaching and learning activities, school climate, and participation, which
involves the parents and the external (public) schools to participate as facilitators education learners. (Iif Khairu
Ahmadi. 2011; 5)
The concep of quality and means to achieve it have gone trhough some interesting durations over
recent years.The definition of quality as ‘excellence’ was replaced in the early 1980s by reasonably fit for the
purpose and since the late 1980 has swung back to be generally accepted as meeting or exceeding the
expectations of the costumer.( KB. Everard, Geofrey Morris and Ian Wilsan .2004; 193). the quality of
education can be seen from: 1. Aspects of service provision of education (dimensions Process), 2. The
availability of facilities and infrastructure, 3. The quantity and quality of education personnel, 4. academic
achievement of their students. 5. Satisfaction and trust of parents in the education system, and 6. Ability
competence of its graduates in life. (Choirul Fuad Yusuf, 2008; 21). According to Nana Syaodih Sukmadinata,
there are several factors involved in the development of quality, as shown b
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Source: Nana Syaodih Sukmadinata, Ayi Novi Jami'at and Ahmad, 2008; 87
Empowerment Islamic elementary school integrated in peneingkatam quality of education in the
province of Jambi, judging from the quality standards set by the network of Islamic schools integrated (JSIT)
and set by the Indonesian government that includes content standards, process standards, competency standards,
standards of teachers and education personnel , standard facilities and infrastructure, school management
standard, a standard financing, and education assessment standards.
III. RESEARCH METHODS
This is a qualitative research approach and strategy case studies (case study). In which researchers
investigated carefully a program, event, activity, process, or a group of indivdu.Kasus-case limited by time and
activity, and researchers gather complete information using a variety of data collection procedures based on a
predetermined time. (John W. Creswell, 2014; 20).
The subject of research is a reliable source of information to get the data through observation,
interviews, documentation. As revealed by Burhan Bungin, that the informant research in qualitative research
related to how the steps taken researchers so that the data or information can be obtained. Therefore in this
important discussion is the researcher "determine" the informant and how researchers "get" the informant.
(Burhan Bungin, 2012; 107). In this study involves: 1). education foundation boards, 2). the leadership of
integrated Islamic primary school, 3). teacher, 4). parents, 5). school committees and 6). other administrative
personnel.
Sources of data in the study is the subject of where the data can be obtained, when the researchers used
interviews in data collection, then the source of the data referred to respondent, that is, those who respond or
answer questions of researchers, both written and oral questions. (Suharsimi Arikunto, 2006; 75). The types of
data to be collected at the study site, the researchers concluded that the opinion Creswell as qualitative
observation, qualitative interviews, collecting dokuemen-documents, and audio and visual media. (John W.
Creswell, 2014; 268). As for the sources and types of data used in this study are primary data in the form of
words and actions, as well as documents, while the data collection techniques through observation and
interviews with observing setting and interviewed informants competent to focus on the problems examined in
Islamic primary schools integrated as well as secondary data in the form of written data sources, such as books,
journals, archives, photos SDIT.
Data collection techniques used are the most important observation, interviews, and documentation.
While Model anaslis data used in this study is a model Huberman and Miles. Diagrammatically, cyclical process
of data collection and analysis of data to the stage presentation of research results, and conclusions. (Miles,
M.B. and Huberman, A.M, 1992; 3).
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The stages in this study starts from the last stage of the preparation phase seen in the following figure:
Image: Flowchart Stages Research
IV. RESULT ANDDISCUSSION
1. Why are the foundation of education is able to empower integrated Islamic primary school in improving the
quality of education and the demand by the people in the province of Jambi?
a. Sincere intentions and strong commitment from the strong foundation boards to establish and empower
SDIT and operational permits issued by the government.
b. SDIT that implements the concept of Islamic education is a powerful and integrated basis Al-Qur'an and
Sunnah.
c. Moral and material support given parents, to the empowerment of packaged SDIT with communication
systems and a good school governance
d. Education and cultivation of character for students,.
e. Discipline with a full day school system
f. Education Tahfidz Qur'an
2. How is the implementation of an integrated empowerment Islamic primary schools in improving the quality
of education in the province of Jambi?
Implementation of empowering Islamic elementary school integrated in the efforts to improve the
quality of education in the province of Jambi, based on data that researchers are getting, referring to the quality
standards of education set by the government, both from government regulations and ministerial decrees of
national education and some other regulations governing quality standards education, namely content standards,
process standards, competency standards, standards of teachers and education personnel, facilities and
infrastructure standard, the standard of school management, financing standards and assessment standards of
education. In addition to the SNP that has been set in the government, the implementation of empowerment and
quality of education in SDIT also guided by the standards set by the network of Islamic schools integrated JSIT
and some standards that created the foundation pendididikan in SDIT. In summary form SDIT empowerment in
improving the quality of education in the province of Jambi, as shown below:
Quality Standards
specificity JSIT
Quality Standard by
SNP
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3. How empowerment strategies integrated Islamic primary school in improving the quality of education in the
province of Jambi?
a. Empowering and do a good cooperation with all stakeholders, both internal and external stakeholders in
integrated Islamic primary school. Form school committees, scholarship through foster parents, warning
Islamic holidays. and liqo'
b. Seek cooperation with various parties, both government and private sectors to promote the school make
grade.
c. Dissemination and promotion of schools targeted
d. Complementing the existing facilities and infrastructure in order to meet the quality standards of education
that has been set
e. conduct programs uggulan nature of academic and non-academic, who became identifier integrated Islamic
school and grade. Excellent programs that are applied are, in addition to teaching and learning activities as
usual and program the activities in general such as marching band, scouts, youth red cross and the other,
there is also a flagship program to Islamization like, tahfizh, muhadhoroh, calligraphy, Kultum, recitations
Qur 'an and others.
f. Cultivate the spirit of teachers, with reward and punishment
g. Make improvements to the development of the ability of teachers in their learning tasks, through education
and training on a scheduled basis.
V. CONCLUSION
Empowerment integrated Islamic primary school in improving the quality of education in the province
of Jambi, carried on four SDIT namely Al Azhar As Shiddiiqi and Jambi city. Permata Hati district Merangin
and Diniyyah in Bungo regency. And research results that can be concluded is:
1. Management of the foundation is able to empower the Islamic primary schools integrated into the school
grade and demand by the public because: a). The commitment and effort of trustees to build a quality
school, b). Their support and systematic and effective cooperation between the school and parents c). The
communication system is constructed, which made the foundation SDIT to school leaders, teachers,
employees and parents of students, d). Effective school and foster a culture of professionalism and oriented
to achieving the vision and mission, e). Strong Islamic religious education, through penanamam character
education for children, by carrying out quality education f). Implementation of the system of education with
full day school with a good school management, discipline and regularity of integrated educational
activities and, g). Tahfiz program implemented in SDIT
2. Empowerment integrated Islamic primary schools to improve the quality of education in the province of
Jambi conducted by SDIT form of implementation of the school education program that is based on and
refers to Government Regulation No. 19 of 2005 on national education standards, which include 8
educational standards, and provide the hallmark school based integrated with the quality standards
prescribed educational schools and integrated network of Islamic schools, and some of the standards set by
the foundation.
3. Strategies undertaken in empowering the Islamic primary schools integrated to improve the quality of
education in the province of Jambi, which are to: a). empower stakeholders in improving the quality of
education, b). To collaborate with governments and the private sector, c). Promoting school, d). Completing
the infrastructure e). Make learning programs and extra-curricular excellence, f). Reward and punishment,
and g). Improving the ability of educators through training and coaching skills of teachers
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