CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
- The new basic education curriculum reduced subjects from 20 maximum to 10 to align with international best practices.
The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
- The new basic education curriculum reduced subjects from 20 maximum to 10 to align with international best practices.
The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
Philippines educational system analysis and weaknessesJefferson Gerez
The document discusses the Philippine educational system. It provides details on:
1) The key government agencies that manage education in the Philippines at different levels, including DepEd, CHED, and TESDA.
2) Issues facing the Philippine educational system including the declining quality of education, lack of affordability and large disparities across socioeconomic groups, and mismatch between training and jobs.
3) Comparisons between the Philippine system and those of neighboring countries in areas like curriculum aims, progression policies, structure and design, teacher ratios, and assessment methods.
This document discusses the history and development of non-formal education from a global perspective. It provides definitions of non-formal education and discusses how distance education has expanded across borders due to advances in technology and globalization. Examples are given of leading distance education universities in countries around the world, including the US, Europe, Australia, China, India, Japan, and Malaysia. Non-formal education models have evolved and grown significantly over time to increase access to learning opportunities internationally.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document discusses Ayn Rand's objectivist philosophy and how it relates to educational leadership. It examines Rand's view of man as a heroic being who pursues his own happiness through productive achievement and reason.
Epistemologically, Rand believed that human beings are able to know reality and that one's own happiness is the moral purpose of life. Metaphysically, her concept of ethics examines whether moral values are objective truths or human conventions.
Rand argued that morality guides one's choices and life course. While her "Virtue of Selfishness" is criticized by some, it does address important questions about life. Her view that ethics involves discovering the nature of moral values could provide some relevance to roles and responsibilities
Status of universities and secondary school teachers’ use of instructional st...Alexander Decker
This document discusses instructional strategies for teaching social studies in secondary schools and universities in Southwestern Nigeria. It finds that many recommended instructional methods are not being employed, particularly in secondary schools. Universities employ more strategies than secondary schools. The document recommends seminars, conferences, and workshops to train teachers on using appropriate instructional methods to achieve the goals of social studies, such as citizenship education. These goals are currently not being met, as evidenced by social problems in Nigeria. The National Teachers' Institute promotes learner-centered strategies like inquiry-based learning, guided discovery, and role-playing to make social studies concepts more practical and engaging for students.
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
The character education development through hidden curriculum at disasterprone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants’ observation, indepth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development, (2) The Hidden Curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area, (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.
Influence of the differences in social studies teachers’ curriculum conceptio...Alexander Decker
1. The study examined how differences in social studies teachers' curriculum conceptions from two universities in Ghana (University of Cape Coast and University of Education, Winneba) influence their classroom practices.
2. The literature review found that teachers develop subject understandings that shape how they teach, and their curriculum conceptions influence curriculum implementation. Different conceptions of social studies can lead to disagreements about the subject.
3. The study aimed to determine if teachers from the two universities differed in their curriculum conceptions and how this impacted their classroom activities, to inform curriculum policy.
The changing trends in the development of teacher education in kenyaAlexander Decker
This document discusses the changing trends in teacher education in Kenya and the role of the Teachers Service Commission (TSC). It traces the historical development of teacher education from missionary schools to the current levels - early childhood, primary, diploma, and graduate. The TSC was established in 1967 and has transformed over time from a staffing unit to regulating teacher education and employment standards. The TSC now sets academic requirements for teacher training programs and only employs teachers that meet these standards, helping to improve quality. While universities still determine their own admissions, the TSC only hires graduates that meet its criteria around subject knowledge and grades. The role of the TSC in developing and enforcing standards for teacher education and employment in Kenya is examined.
empirical study on education system in India Ilyas Ahmed
This document is a project report submitted by Zahida Shaikh to Rajeev Gandhi College of Management Studies in partial fulfillment of a Master's degree. The project empirically studies India's education system. It includes an introduction, literature review, methodology, results, objectives, significance, discussion, classification of the Indian education system, government schemes for school education, the role of NGOs in promoting elementary education, NGOs working for education improvement, and a conclusion. The project was conducted under the guidance of Dr. Dinesh Gabhane during the 2016-2018 academic years.
Critical analysis of problems of school teachers in pakistanAlexander Decker
This document summarizes the key problems faced by school teachers in Pakistan, as identified by a study. The study found that:
1) Teachers are less motivated because appointments, transfers, and promotions are often based on nepotism and political affiliations rather than merit.
2) Teachers are frequently posted to remote areas and face issues with accommodation and transportation.
3) Teachers are overburdened with large class sizes due to staff shortages.
4) Schools lack adequate teaching and learning resources, and there are few opportunities for teacher professional development.
The document recommends solving these problems by creating trust and accountability, providing resources to schools, offering incentives and professional development for teachers, and making
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
The document provides a critique of contemporary teacher education programs in India and Sri Lanka. It outlines the objectives of the study as comparing the objectives, forms and features, administration, management, organization, trends and issues of pre-service secondary teacher education programs between the two countries. The key objectives of secondary teacher education programs in both India and Sri Lanka are to promote quality education of teachers with subject knowledge, computer/English literacy, and experience with needs-based learning methods. Both countries also aim to improve course structure and curricula at the secondary level of teacher education to develop competent teachers who can spread awareness of national development.
PROBLEMS, ISSUES and TRENDS IN SECONDARY EDUCATION OF PAKISTANR.A Duhdra
The secondary education is the most defectives stage in our entire educational organization and it needs urgently a thorough examination and complete reorientation . Defect cannot be overlooked that during the period of secondary education the young boys and girls of the country are exploited by individuals and groups and their energies, instead of being utilized into worthy social purposes, are harnessed to destructive activities.
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
The Implementation of Gifted Education through Acceleration Program at Senior...iosrjce
The document summarizes research on the implementation of an acceleration program for gifted students at MAN 1 Medan in North Sumatra, Indonesia. The acceleration program aims to provide specialized education for gifted children. The research found that the acceleration class was well organized and implemented the following:
1. Teachers had mastered the theoretical and practical aspects of teaching gifted students.
2. The curriculum and learning process focused on the optimal development of students' potential.
3. Students were identified as gifted through measures of intelligence and abilities.
4. Educational facilities supported the acceleration program.
5. Teachers were qualified to teach gifted students.
The acceleration program provided gifted students with an education tailored to their abilities and
Quality Assurance and Acreditation in Religious Higher Education:Indonesian C...inventionjournals
This study aims at examining whether the Higher Religious Education (Perguruan Tinggi Keagamaan/PTK) as an educational sub-system in Indonesia has implemented a quality assurance system. Practically, the quality control system in the Higher Religious Education illustrates that its units have udertaken synergic and systematic performance and have completed it according to the agreed standards. In addition, they have implemented and have continuously assessed the quality indicators, and have used the results of the assessment to the quality standards as basis for policy making. In the meantime, the Religious Higher Education management has undergone proper quality management which is implemented as it should be and has become a culture. According to the study of documents, accreditation data, and the Higher Education Database (PDDIKTI), the study shows that most Religious Higher Educations have applied a good quality assurance system and have made quality control as a culture. Similarly, they have realized that the accreditation is important for the reputation of their Higher Education itself and their study programs. They have even regarded accreditation as a way to give a guarantee on their services in the terms of educational systems to students and community. Overall, the increasing awareness of quality among Higher Educations and Religious Higher Educations in Indonesia has not only started achieving national standards for Higher Education, but has also begun adopting international standards as given opportunity by the state (Indonesia).
This document provides an overview of Islamic higher education in contemporary Indonesia and the influence of studying at al-Azhar University in Cairo. It discusses the history and development of Islamic universities (PTAI) in Indonesia, which were established in the 1950s largely through the efforts of graduates from al-Azhar. The document also examines the current state of Indonesian students studying at al-Azhar, including student organizations and publishing journals. It analyzes interviews with Indonesian faculty who graduated from al-Azhar to understand how their experiences influenced their careers in Indonesia.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
Philippines educational system analysis and weaknessesJefferson Gerez
The document discusses the Philippine educational system. It provides details on:
1) The key government agencies that manage education in the Philippines at different levels, including DepEd, CHED, and TESDA.
2) Issues facing the Philippine educational system including the declining quality of education, lack of affordability and large disparities across socioeconomic groups, and mismatch between training and jobs.
3) Comparisons between the Philippine system and those of neighboring countries in areas like curriculum aims, progression policies, structure and design, teacher ratios, and assessment methods.
This document discusses the history and development of non-formal education from a global perspective. It provides definitions of non-formal education and discusses how distance education has expanded across borders due to advances in technology and globalization. Examples are given of leading distance education universities in countries around the world, including the US, Europe, Australia, China, India, Japan, and Malaysia. Non-formal education models have evolved and grown significantly over time to increase access to learning opportunities internationally.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document discusses Ayn Rand's objectivist philosophy and how it relates to educational leadership. It examines Rand's view of man as a heroic being who pursues his own happiness through productive achievement and reason.
Epistemologically, Rand believed that human beings are able to know reality and that one's own happiness is the moral purpose of life. Metaphysically, her concept of ethics examines whether moral values are objective truths or human conventions.
Rand argued that morality guides one's choices and life course. While her "Virtue of Selfishness" is criticized by some, it does address important questions about life. Her view that ethics involves discovering the nature of moral values could provide some relevance to roles and responsibilities
Status of universities and secondary school teachers’ use of instructional st...Alexander Decker
This document discusses instructional strategies for teaching social studies in secondary schools and universities in Southwestern Nigeria. It finds that many recommended instructional methods are not being employed, particularly in secondary schools. Universities employ more strategies than secondary schools. The document recommends seminars, conferences, and workshops to train teachers on using appropriate instructional methods to achieve the goals of social studies, such as citizenship education. These goals are currently not being met, as evidenced by social problems in Nigeria. The National Teachers' Institute promotes learner-centered strategies like inquiry-based learning, guided discovery, and role-playing to make social studies concepts more practical and engaging for students.
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
The character education development through hidden curriculum at disasterprone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants’ observation, indepth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development, (2) The Hidden Curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area, (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.
Influence of the differences in social studies teachers’ curriculum conceptio...Alexander Decker
1. The study examined how differences in social studies teachers' curriculum conceptions from two universities in Ghana (University of Cape Coast and University of Education, Winneba) influence their classroom practices.
2. The literature review found that teachers develop subject understandings that shape how they teach, and their curriculum conceptions influence curriculum implementation. Different conceptions of social studies can lead to disagreements about the subject.
3. The study aimed to determine if teachers from the two universities differed in their curriculum conceptions and how this impacted their classroom activities, to inform curriculum policy.
The changing trends in the development of teacher education in kenyaAlexander Decker
This document discusses the changing trends in teacher education in Kenya and the role of the Teachers Service Commission (TSC). It traces the historical development of teacher education from missionary schools to the current levels - early childhood, primary, diploma, and graduate. The TSC was established in 1967 and has transformed over time from a staffing unit to regulating teacher education and employment standards. The TSC now sets academic requirements for teacher training programs and only employs teachers that meet these standards, helping to improve quality. While universities still determine their own admissions, the TSC only hires graduates that meet its criteria around subject knowledge and grades. The role of the TSC in developing and enforcing standards for teacher education and employment in Kenya is examined.
empirical study on education system in India Ilyas Ahmed
This document is a project report submitted by Zahida Shaikh to Rajeev Gandhi College of Management Studies in partial fulfillment of a Master's degree. The project empirically studies India's education system. It includes an introduction, literature review, methodology, results, objectives, significance, discussion, classification of the Indian education system, government schemes for school education, the role of NGOs in promoting elementary education, NGOs working for education improvement, and a conclusion. The project was conducted under the guidance of Dr. Dinesh Gabhane during the 2016-2018 academic years.
Critical analysis of problems of school teachers in pakistanAlexander Decker
This document summarizes the key problems faced by school teachers in Pakistan, as identified by a study. The study found that:
1) Teachers are less motivated because appointments, transfers, and promotions are often based on nepotism and political affiliations rather than merit.
2) Teachers are frequently posted to remote areas and face issues with accommodation and transportation.
3) Teachers are overburdened with large class sizes due to staff shortages.
4) Schools lack adequate teaching and learning resources, and there are few opportunities for teacher professional development.
The document recommends solving these problems by creating trust and accountability, providing resources to schools, offering incentives and professional development for teachers, and making
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
The document provides a critique of contemporary teacher education programs in India and Sri Lanka. It outlines the objectives of the study as comparing the objectives, forms and features, administration, management, organization, trends and issues of pre-service secondary teacher education programs between the two countries. The key objectives of secondary teacher education programs in both India and Sri Lanka are to promote quality education of teachers with subject knowledge, computer/English literacy, and experience with needs-based learning methods. Both countries also aim to improve course structure and curricula at the secondary level of teacher education to develop competent teachers who can spread awareness of national development.
PROBLEMS, ISSUES and TRENDS IN SECONDARY EDUCATION OF PAKISTANR.A Duhdra
The secondary education is the most defectives stage in our entire educational organization and it needs urgently a thorough examination and complete reorientation . Defect cannot be overlooked that during the period of secondary education the young boys and girls of the country are exploited by individuals and groups and their energies, instead of being utilized into worthy social purposes, are harnessed to destructive activities.
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
The Implementation of Gifted Education through Acceleration Program at Senior...iosrjce
The document summarizes research on the implementation of an acceleration program for gifted students at MAN 1 Medan in North Sumatra, Indonesia. The acceleration program aims to provide specialized education for gifted children. The research found that the acceleration class was well organized and implemented the following:
1. Teachers had mastered the theoretical and practical aspects of teaching gifted students.
2. The curriculum and learning process focused on the optimal development of students' potential.
3. Students were identified as gifted through measures of intelligence and abilities.
4. Educational facilities supported the acceleration program.
5. Teachers were qualified to teach gifted students.
The acceleration program provided gifted students with an education tailored to their abilities and
Quality Assurance and Acreditation in Religious Higher Education:Indonesian C...inventionjournals
This study aims at examining whether the Higher Religious Education (Perguruan Tinggi Keagamaan/PTK) as an educational sub-system in Indonesia has implemented a quality assurance system. Practically, the quality control system in the Higher Religious Education illustrates that its units have udertaken synergic and systematic performance and have completed it according to the agreed standards. In addition, they have implemented and have continuously assessed the quality indicators, and have used the results of the assessment to the quality standards as basis for policy making. In the meantime, the Religious Higher Education management has undergone proper quality management which is implemented as it should be and has become a culture. According to the study of documents, accreditation data, and the Higher Education Database (PDDIKTI), the study shows that most Religious Higher Educations have applied a good quality assurance system and have made quality control as a culture. Similarly, they have realized that the accreditation is important for the reputation of their Higher Education itself and their study programs. They have even regarded accreditation as a way to give a guarantee on their services in the terms of educational systems to students and community. Overall, the increasing awareness of quality among Higher Educations and Religious Higher Educations in Indonesia has not only started achieving national standards for Higher Education, but has also begun adopting international standards as given opportunity by the state (Indonesia).
This document provides an overview of Islamic higher education in contemporary Indonesia and the influence of studying at al-Azhar University in Cairo. It discusses the history and development of Islamic universities (PTAI) in Indonesia, which were established in the 1950s largely through the efforts of graduates from al-Azhar. The document also examines the current state of Indonesian students studying at al-Azhar, including student organizations and publishing journals. It analyzes interviews with Indonesian faculty who graduated from al-Azhar to understand how their experiences influenced their careers in Indonesia.
The Implementation of Curriculum at Kuttab Al-Fatih SurabayaSubmissionResearchpa
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia by Muhammad Yudo and Rahmad Salahuddin 2020. The Implementation of Curriculum at Kuttab Al-Fatih Surabaya. International Journal on Integrated Education. 3, 3 (Jun. 2020), 174-178. DOI:https://doi.org/10.31149/ijie.v3i3.425 https://journals.researchparks.org/index.php/IJIE/article/view/425/402 https://journals.researchparks.org/index.php/IJIE/article/view/425
This document provides an introduction to social studies as a field of study. It defines social studies as the multidisciplinary study of past, present, and future societies from cultural, economic, geographic, and political perspectives. The goals of social studies education are to help students understand their role in the world and develop critical thinking skills to participate competently as citizens. An effective social studies curriculum incorporates 10 themes including culture, time and change, individuals and groups, power and governance, and global connections. Principles of effective social studies teaching are that it be meaningful, integrative, value-based, challenging, and active. The document also discusses reasons for lack of student interest in social studies, including an emphasis on other subjects and ineffective teaching
The document discusses the role of Islamic movements in improving Islamic education, using Malaysia as a case study. It outlines how Islamic movements have historically contributed to reforming and developing Islamic education in Malaysia since the 1920s, establishing new schools and universities. Specifically, it discusses how movements in the 1970s pushed for an Islamization of knowledge and made Islamic education a main priority. It notes some successes of Islamic movements, but also challenges like tensions between modernization and tradition. The document concludes that Islamic movements have significantly advanced Islamic education and more support is needed from Muslim communities and leaders.
This article describes the development of oriented on multicultural Islamic religious education in school. Multicultural-oriented religious education is a vehicle to give awareness to learners about the people of Indonesia is a plural society that has cultural diversity, beliefs, languages, races and tribes. Therefore, demanding a multicultural education, in order to anticipate the occurrence of a sharp conflict among the existing differences. Multicultural education as an education on cultural diversity in responding to demographic changes and environmental cultures of particular communities, even the world as a whole. The values of Islamic religious education with a multicultural insight have a significant influence in the effort to form patterns of religious understanding among learners. The values are not only contained in the curriculum content of Islamic religious education, but also reflected from the understanding of teachers applied with the approach and methods used in the process of Islamic religious education. Positive views and understanding for religious teachers on pluralism and multiculturalism in turn will be able to transform patterns of understanding Indications of failure is inseparable from the role of religious education teachers in providing religious understanding to learners.
The Diversity Of Waqf Implementations for Economic Development in Higher Educ...Mercu Buana University
The development of higher education in Malaysia is multiplying based on the increasing numbers of Public Higher Learning Institutions (IPTA) and Private Higher Learning Institutions (IPTS). This increase has encouraged various parties to collaborate to create a solid foundation and strategy to create IPT to become more competitive. However, the funding factor is still one restraint that IPTs must face. To overcome this problem, one example of IPT is taking the initiative by implementing waqf for higher education in limited institutions. Based on this scenario, the present paper was written to achieve two objectives: The first isto examine the precise development of higher education waqf that has been implemented in IPT in Malaysia. Thesecond isto precisely examine the variety of waqf that can be implemented for higher education. This study is an exploration in which the data used were derived from library research. The findings of this study will develop a theory on the diversification of waqf implementations for higher education in Malaysia.
History of Primary and Secondary Education Five Year Plans in Pakistan: A Rev...AJHSSR Journal
ABSTRACT : The quality education is an indispensable and inevitable agent for change aseducation is a
process of civilization and development. The issue of deterioration of qualityin education in Pakistan, especially
decline in quality of secondary education was the sloganof the day. The major purpose of the research is to
compare and analyze the quality of education throughout history by understanding the Five-Year Plans initiated
by the Government of Pakistan inpublic and private schools of Punjab. It was discovered that while the plans were
detailed in theory, in terms of practical application much was left to be desired. It was understood that while
students attended the schools at both primary and secondary levels, they were not given the quality of education
promised. As a result the quality of education in primary and secondary schools in Punjab suffered greatly. It is
recommended that the next Five Year Plan initiated by the Government of Pakistan be implemented in letter and
spirit so that the students of primary and secondary schools in Punjab could benefit greatly from it.
KEYWORDS: Education, Pakistan, Secondary, Primary, Punjab.
This study analyzes Indonesian and Malaysian universities in order to evaluate the reality of higher education in both countries, uncover the dynamics and causes influencing higher education, and disclose the similarities and contrasts between the Indonesian and Malaysian systems. Birdy's comparative descriptive method was used. This research relies on trustworthy global rating websites, statistics from the Indonesian and Malaysian Ministries of Higher Education, high-quality publications, and authoritative news. Indonesian higher education is largely entirely supported by the government and tuition fees at private universities. Due to a lack of collaboration between universities and industry groups, Indonesian higher education lacks a connection between scientific research, technical education, and the job market. Unlike Malaysia, it stresses scientific research, community service, and labor market demands. The researchers hypothesized the following processes based on the comparator countries: Adopting a productive university focused on output application via instruction and advice. Community-government and private-sector connections using research to enhance firm products collaboration with a firm or group to provide services that benefit them in exchange for participation in higher education goals, payment of expenditures, and use of outcomes. Through cooperative education, businesses and institutions may train and prepare university students for the job market.
A Policy of Equality and Equity Distribution of Religious Education and its I...QUESTJOURNAL
ABSTRACT. The purpose of this study is to reveal the equality and equity of education policy and its implementation at MAN and SMA N 1 in Rantauprapat Labuhan Batu. This study used a qualitative approach to reveal the policy applied to two types of education are the same yet different ministries. The data collection were used interview, observation, documentation study. The first school under the Ministry of religion and the schools under the ministry of education and culture. This study aimed at eight national education standards to see how far the implementation of educational standards have been implemented to these two schools. Based on the results of the study revealed that equality and equity have been executed better. There is no discrimination in the educational facilities. Both of these schools get good facilities in accordance with the standards of infrastructure. Standard of graduates, standard of processes, financing standards, standards of educators and assessment standards have been implemented in accordance with applicable regulations.
Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.
Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.
This document summarizes a journal article about analyzing the content of higher education internationalization policy from the perspective of internal stakeholders at Sebelas Maret University in Indonesia. The policy content areas analyzed include affected interests, types of benefits, extent of desired change, decision-making processes, program implementers, and involved resources. Through interviews with various stakeholders, the study found there were some conflicts of interest between stakeholders, especially between program implementers and some lecturers. Both short-term and long-term benefits of internationalization were recognized. The university had clear internationalization targets and policies. Decision-making power was hierarchical, with rectors having the most influence. Program implementers faced challenges with limited resources and understanding of internationalization.
Curriculum is the heart of education that is considered important and should be
considered by all parties related to education itself. Curriculum is flexible and must be
developed to achieve the quality of graduates, let alone the quality of graduates in
college. Higher education is seen as the highest institution and must print graduates as
agent of change. Therefore, students must be equipped with life skills by integrating in
learning activities so that it can be applied in the real world and everyday life. Although
up to now all universities have developed curriculum with ideal, but in reality in the
implementation level is not in accordance with what is written on the curriculum. This
means there is a gap between idea and reality. Curriculum development should pay
attention to various aspects of its development, such as its own curriculum, actors who
play a role in curriculum development and the approach used for curriculum
development. Thus, we must remain optimistic to innovate in developing the curriculum
as a future curriculum in Higher Education.
The Kothari Education Commission (1964-1966) was formed to comprehensively examine India's education system and make recommendations to align it with national development goals. The commission was chaired by Dr. D.S. Kothari and had 17 members including foreign experts. It submitted the Education and National Development report in 1966 with recommendations on educational aims, structure, standards, teacher status and more. Key goals included using education to increase productivity, foster social integration, modernize society, and develop democracy and values.
The Kothari Education Commission (1964-1966) was formed to comprehensively examine India's education system and make recommendations to align it with national development goals. The commission was chaired by Dr. D.S. Kothari and had 17 members including foreign experts. It submitted the "Education and National Development" report in 1966. Key recommendations included a 10-year universal education program, increasing the focus on science, technology and vocational education, improving teacher training programs, and aligning education with India's social, economic and political needs.
1. The document summarizes the key topics and contents of digital modules being created by the IERS consortium to teach about world religions.
2. It provides an overview of 10 digital modules that introduce the main religious traditions, including the three monotheisms and Eastern religions like Hinduism, Buddhism, and Daoism.
3. It also describes digital modules that introduce the academic study of religions, covering methodology, comparative approaches, and contemporary issues.
4. Additional modules focus on topics related to "coexistence and conflict, differences and similarities" within and between religions.
This document discusses education inequality in Ivory Coast in the context of the COVID-19 pandemic. It identifies types of conventional education inequalities related to school attainment, distribution, completion, and learning outcomes. While efforts have been made to promote equality and equity, inequalities persist. The use of media education during COVID-19 in Ivory Coast revealed gender and regional inequalities. There were both similarities and differences between conventional and media-based education inequalities. Media education helped reduce some inequalities but also created new ones related to access and resources. Addressing issues like school locations, inequity, and rural-urban divides could help promote more equal education opportunities.
This document summarizes a research paper that examines how a lack of local legitimacy has undermined the effectiveness of UN peacekeeping missions in the Horn of Africa region. It finds that host governments and conflicting parties often perceived missions as inappropriate or partisan, reducing cooperation. When local actors see missions as illegitimate, they are less likely to comply or support them. The document analyzes how legitimacy deficits influenced specific missions, like UNOSOM in Somalia in the 1990s, which failed in part due to a lack of consent from powerful Somali warlords. Overall, it concludes that a lack of local legitimacy has made missions unable to resolve conflicts and promote sustainable peace in the region.
OJP data from firms like Vicinity Jobs have emerged as a complement to traditional sources of labour demand data, such as the Job Vacancy and Wages Survey (JVWS). Ibrahim Abuallail, PhD Candidate, University of Ottawa, presented research relating to bias in OJPs and a proposed approach to effectively adjust OJP data to complement existing official data (such as from the JVWS) and improve the measurement of labour demand.
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Seminar: Gender Board Diversity through Ownership NetworksGRAPE
Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
Financial Assets: Debit vs Equity Securities.pptxWrito-Finance
financial assets represent claim for future benefit or cash. Financial assets are formed by establishing contracts between participants. These financial assets are used for collection of huge amounts of money for business purposes.
Two major Types: Debt Securities and Equity Securities.
Debt Securities are Also known as fixed-income securities or instruments. The type of assets is formed by establishing contracts between investor and issuer of the asset.
• The first type of Debit securities is BONDS. Bonds are issued by corporations and government (both local and national government).
• The second important type of Debit security is NOTES. Apart from similarities associated with notes and bonds, notes have shorter term maturity.
• The 3rd important type of Debit security is TRESURY BILLS. These securities have short-term ranging from three months, six months, and one year. Issuer of such securities are governments.
• Above discussed debit securities are mostly issued by governments and corporations. CERTIFICATE OF DEPOSITS CDs are issued by Banks and Financial Institutions. Risk factor associated with CDs gets reduced when issued by reputable institutions or Banks.
Following are the risk attached with debt securities: Credit risk, interest rate risk and currency risk
There are no fixed maturity dates in such securities, and asset’s value is determined by company’s performance. There are two major types of equity securities: common stock and preferred stock.
Common Stock: These are simple equity securities and bear no complexities which the preferred stock bears. Holders of such securities or instrument have the voting rights when it comes to select the company’s board of director or the business decisions to be made.
Preferred Stock: Preferred stocks are sometime referred to as hybrid securities, because it contains elements of both debit security and equity security. Preferred stock confers ownership rights to security holder that is why it is equity instrument
<a href="https://www.writofinance.com/equity-securities-features-types-risk/" >Equity securities </a> as a whole is used for capital funding for companies. Companies have multiple expenses to cover. Potential growth of company is required in competitive market. So, these securities are used for capital generation, and then uses it for company’s growth.
Concluding remarks
Both are employed in business. Businesses are often established through debit securities, then what is the need for equity securities. Companies have to cover multiple expenses and expansion of business. They can also use equity instruments for repayment of debits. So, there are multiple uses for securities. As an investor, you need tools for analysis. Investment decisions are made by carefully analyzing the market. For better analysis of the stock market, investors often employ financial analysis of companies.
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
The Rise of Generative AI in Finance: Reshaping the Industry with Synthetic DataChampak Jhagmag
In this presentation, we will explore the rise of generative AI in finance and its potential to reshape the industry. We will discuss how generative AI can be used to develop new products, combat fraud, and revolutionize risk management. Finally, we will address some of the ethical considerations and challenges associated with this powerful technology.
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdfcoingabbar
Introducing BONKMILLON - The Most Bonkers Meme Coin Yet
Let's be real for a second – the world of meme coins can feel like a bit of a circus at times. Every other day, there's a new token promising to take you "to the moon" or offering some groundbreaking utility that'll change the game forever. But how many of them actually deliver on that hype?
In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.
1. Elemental Economics - Introduction to mining.pdfNeal Brewster
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
2. Elemental Economics - Mineral demand.pdfNeal Brewster
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...Donc Test
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting, 8th Canadian Edition by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Ebook Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Pdf Solution Manual For Financial Accounting 8th Canadian Edition Pdf Download Stuvia Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Financial Accounting 8th Canadian Edition Ebook Download Stuvia Financial Accounting 8th Canadian Edition Pdf Financial Accounting 8th Canadian Edition Pdf Download Stuvia
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
F3125459.pdf
1. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 54
American Research Journal of Humanities & Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-03, Issue-12, pp 54-59
December-2020
www.arjhss.com
Research Paper Open Access
Transformation of Islamic Religious Institutes (IAIN) Become
Islamic University (UIN) In the Ministry Of Religion, Indonesia
Hamruni1
, Mohamad Agung Rokhimawan2
, Moh. Irsyad Fahmi3
1
Professor of Sunan Kalijaga State Islamic University Yogyakarta, Indonesia
2
FITK Sunan Kalijaga State Islamic University Yogyakarta, Indonesia
3
Doctoral student of Sunan Kalijaga State Islamic University Yogyakarta Indonesia
Corresponding author: Mohamad Agung Rokhimawan
ABSTRACT : The transformation of the State Islamic Institute (IAIN) into a University (UIN) has become a
very important moment in the development of Islamic tertiary institutions in Indonesia. This is because IAIN
became one of the Islamic educational institutions that carried out the mandate of the National Education
System Law No. 2 of 1989, which emphasized that Islamic religious education is a subsystem of the national
education system that functions to assist national education in educating the life of the nation and instilling
godly values. In connection with its historical development, emergency response period, and the challenges of
globalization, the role of the University (UIN) must be directed towards struggles that are professional,
competitive, and multicultural in mind, so that its mission and role as UIN can be realized. The dynamics of the
development of IAIN transforming into UIN is a trend, so it has been developed and developed by experts and
academics. This transformation opens opportunities for the realization of the integration of religious-science,
technology-science, and social-humanities, so that every scientific building will be stronger. It is hoped that by
becoming a university, it will be able to meet stakeholder desires, market needs, and be able to provide positive
responses to modernization and globalization. In its future journey, it is hoped that UIN can become an
advanced university in science and technology, advanced in religious, social and cultural studies.
Keywords - Tranformation, IAIN, UIN, UUSPN, globalization.
I. INTRODUCTION
There are a number of major challenges facing the Islamic world in the 21st century, including the
emergence of environmental and global economic crises, the secularization of life, the crisis of science and
technology, attitudes towards other civilizations, and internal challenges (Muhaimin, 2010: 197). Culturally,
based on the nation's historical and cultural background and its existence in helping the success of national
education, which is to educate the nation's life and instill the value of piety, Islamic religious education is a
subsystem in the national education system. Especially after the issuance of Law on National Education System
Number 2 of 1989, which is a formal forum and constitutional foundation for the integration of Islamic
education in the national education system (Law No. 2 of 1989: 479).
After Indonesia's independence, the need for Islamic tertiary education was very urgent, especially to
educate experts in Islamic religious studies and as a center for the development of intellectualism among
Indonesian Muslims. This desire was successfully realized in Minangkabau with the establishment of the
Islamic High School by the Association of Islamic Teachers (PGAI) in Padang. The Islamic High School is the
first Islamic tertiary institution in Indonesia which was formalized on December 9, 1940 (Yunus, 1992: 117).
This educational institution has two faculties, the Shari'ah and Arabic Education, and aims to educate and print
scholars who are reliable and broad-minded (Hasbullah, 1999: 103). However, this college only lasted for two
years because Japanese colonialism in the city of Padang only allowed madrassas to the middle level (Fuad,
2002: 3). Further developments in West Sumatra stood the Islamic High School (SIT) and Yogyakarta stood the
2. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 55
Islamic High School (STI) in 1945, which later became the forerunner of the Indonesian Islamic University
(UII), which has a Faculty of Law, Economics, and Islamic Religious Education (Yunus, 1992: 288-289).
In 1950 the government took over the Faculty of Religion at UII Yogyakarta, handed over to the
Ministry of Religion which was later changed to the State Islamic University (PTAIN) which became the
forerunner to the State Islamic Institute through PP No. 34/1950 (Azra, 2000: 159). Meanwhile, at Jakarta is a
tertiary institution called the Academy of the Department of Religious Sciences (ADIA), which was founded on
June 1,1957. The length of study at ADIA is 5 years, consisting of two levels, namely a 3-year semi-academic
level and a 2-year academic level. Each level has two majors; Department of Religious Education and
Department of Literature. ADIA is intended to improve the quality of civil servants in the religious field
(Sumardi, 1978: 92-93).
In May 1960, the Ministry of Religion issued a policy of combining PTAIN and ADIA into the Al-
Jami'atul aI-Islamiyah al-Hukumiyah State Islamic Institute (IAIN). (Steenbrink, 1996: 204). The first IAIN was
officially opened in Yogyakarta on August 24, 1960 by the Indonesian Minister of Religion, K.H. Wahid
Wahab. In the initial stages, IAIN consisted of several faculties, namely the Ushuluddin, Syari'ah, Tarbiyah, and
Adab Faculties. Each faculty has several majors.
Efforts to develop IAIN continue to be carried out, including efforts in the area of funding, the role of
IAIN organizations, curriculum, and improvement of infrastructure. Improving the quality of lecturers is done
by establishing Masters and Doctoral Postgraduate Programs starting from IAIN Jakarta in 1982 and
Yogyakarta IAIN in 1983 and up to now IAIN in Indonesia has carried out many Masters and Doctoral
programs in the fields of Islamic thought, Islamic education and Islamic law (Steenbrink, 1996: 130).
In the next development, according to Azra, a number of main problems faced by IAIN were, among
others: First, IAIN has not yet played an optimal role in the academic, bureaucratic and Indonesian society as a
whole. Among these three environments, it seems that the role of the IAIN is greater in society, due to the strong
orientation to propaganda rather than to the development of science. Second, the IAIN curriculum has not been
able to respond to the development of science and technology and the increasingly complex changes in society.
This is mainly due to the fact that the field of religious studies which is a specialization of IAIN lacks
interaction and rapprochement with the general sciences, and even tends to be dichotomous. The IAIN
curriculum is still too heavy on normative sciences, while general sciences that can direct students to more
empirical and contextual ways of thinking and approaches are apparently still inadequate (Azra, 2000: 159).
In addition, he also acknowledged the many criticisms directed at IAIN, including: (1) weaknesses in
language skills, both Arabic, English and Indonesian itself; (2) system and method weaknesses, because they do
not provide opportunities for the development of critical student quality, are one-way and still adhere to "The
Banking Concept of Education" criticized by Freire; (3) weaknesses of scientific mental attitude, both among
lecturers and especially among students, where education looks only like academic routines and interactions
occur only in the lecture hall; and (4) lack of hardware, especially the lack of physical facilities and professional
lecturers (Azra, 1999:126-128).
II. RESEARCH METHOD
This type of research uses library research or library methods with a qualitative approach. Data
collection techniques use two sources, namely primary sources and secondary sources. Primary data used are
laws, government regulations, ministerial regulations, reference books and journals with the aim of knowing the
theoretical conditions that have been developed to date. From scientific works that include both published and
unpublished research results. Secondary sources are research supporting references and are complementary to
primary sources. What is used in this study includes a description of government regulations in the form of
SOPs, technical guidelines and applied guidelines.
III. RESULT & DISCUSSION
1. Institutional Model
The transformation of IAIN into UIN is a long-standing desire and ideals among the founding
predecessors of IAIN. This idea was motivated by dissatisfaction with the performance and development of
IAIN itself, as well as to the models of Islamic higher education as a whole. There are at least five things that
3. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
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underlie the need for this transformation (Nata, 2003: 64). First, there is a change in the type of education at
Madrasah Aliyah, namely the change from a religious school to a public school with a religious nuance. At
present the content of general subjects in Madrasah Aliyah is more dominant and stronger than the content of
religious subjects in Madrasah Aliyah in the past. In order for the Aliyah Madrasah graduates to be equal with
high school graduates, several new majors were opened, namely the Social, Exact, Language and Physics
Departments. This condition requires the adjustment of majors and study programs at IAIN. This is very
difficult to do, because its existence as an Islamic Religion Institute does not allow open majors and general
study programs, so that the IAIN must change to UIN. By transforming into UIN, opportunities for high school
graduates to study at Islamic tertiary institutions are open.
Second, the dichotomy between the religious sciences and general sciences can be overcome with the
integration program between the religious sciences and general sciences at UIN. Through this transformation, it
is hoped that the Islamization, spiritualization or integration program between religion and general science can
be carried out to create an ulama's intellect and an intellectual ulama. Third, the transformation of IAIN into
UIN will provide opportunities for graduates to enter wider employment, not only working within the Ministry
of Religion or in the religious field, but also in non-religious strategic fields and positions which have so far
only been filled by graduates of educational institutions. non-IAIN level, such as ITB, UGM and UI.
Fourth, the transformation of IAIN into UIN is needed in order to provide opportunities for IAIN
graduates to carry out vertical mobility, namely the opportunity and role to enter a broader and varied field of
motion, so as not to be confined in the religious field. In the end, through the development of various fields of
science at UIN, it is hoped that it can give birth to Muslims as pioneers in the movement of human civilization
like its predecessors in the classical century.
Fifth, the transformation of IAIN into UIN is in line with the demands of Muslims who want
professional and quality tertiary education services to be able to produce superior human beings who are able to
seize opportunities in competitive situations. At the moment the prospective students of IAIN are declining, this
is because the majors in Madrasah Aliyah (high school level) consist of majors in Natural Sciences, Social
Sciences, Language and Religion. Transforming into UIN is expected to provide freedom for madrasa aliyah
students to get the same rights in obtaining education as experienced by high school students. In addition, the
division of knowledge according to the Islamic view is divided into two parts, namely perennial knowledge and
acquired knowledge, so that the ideal concept of Islamic higher education is in the form of a university (Daulay,
2007:139).
In the process of transforming IAIN into UIN, two strategies emerged. First, directly change and
transform IAIN which might be considered quite ready especially in terms of HR and academic environment to
become UIN. This method is considered too radical. because the curriculum and teaching staff are not ready.
Second, establishing or forming new departments and faculties in the current IAIN institution, so that it is
substantially in accordance with the UIN framework. This concept and framework is called an IAIN with an
expanded mandate (IAIN with Wider Mandate), which allows IAIN to better prepare facilities and infrastructure
as well as resources, while preparing the conditions for the operation of the university system. This second
alternative seems to be in accordance with the advice of former Minister of Education and Culture (Mendikbud)
Juwono Sudarsono when replying to Minister of Administrative Reform (Menpan) Hartarto's letter supporting
the idea of transforming the Jakarta IAIN into UIN which previously accepted the proposed change from former
Minister of Religion Quraish Shihab. According to the former Minister of Education and Culture, there are two
changes that must be made: first, the change from an institute into a university must be in line with the
government's policy on higher education to give priority to the development of exactors departments and
faculties. Second, that the change must begin with the preparation of human resources in the fields to be
developed, rather than institutional changes. Compare with PERTA Vol. IV / No.01 / 2001, p. 34–37.
UIN or IAIN with a broader mandate require certain models, both seen in scientific and institutional
epistemological terms. That model feels increasingly needed to keep religious fields that are long the character
of the IAIN from being excluded or marginalized. Since the expanded mandate of IAIN has prepared facilities
and infrastructure as well as its human resources until 2002 there has been a change in part of IAIN to UIN. In
making changes to IAIN to UIN through certain models, there are three options offered:
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First, the al-Azhar University model, where religious faculties stand side by side with general faculties.
These faculties tend to be separate from each other, although they remain under one umbrella. The tendency of
this model is that public faculties become favorite faculties. while religious faculties become "second choice
faculties".
Second, the model of Private Islamic Higher Education Institutions (PTAIS) which has a separate
religious faculty. General faculties are side by side with religious faculties consisting of several departments,
such as tarbiyah majors, sharia majors (previously in the IAIN institution it was a separate faculty). In this
model, religious subjects can become peripherals, because there is only one Faculty of Religion (Azra, 2002:15-
17).
Third, the Kuala Lumpur International University (UIA) Model. In this model, the sciences are divided
into "revealed knowledge", which gives rise to faculties / departments of religion; and "knowledge", which is
then translated into faculties or general departments, such as engineering, medicine, economics, psychology, and
anthropology. From the various models, it seems that the university model (UIN), has shown a model that is
able to integrate religious and general knowledge, both scientifically and practically in campus life. Therefore,
the best choice is to integrate from several existing models, to ensure the existence of religious faculties,
including their empowerment and development (Azra, 2001: 76).
From the explanation above, the concept of a university (UIN) seems more promising to be chosen.
The concept of the university opens opportunities for integration of general education and religious education;
each faculty fills and reinforces one another, by way of students of the religious faculties being given the
opportunity to study general science and general faculty students also have the opportunity to study religious
knowledge. Thus after completing their studies students will have a comprehensive mindset. With the
realization of integration between general science, for example social science, history and philosophy with
traditional Islamic sciences, they are expected to be able to answer the challenges of their times better. Of
course, the transformation into UIN requires changes in attitudes and perspectives of the academic community
in developing academic culture and traditions in various majors or study programs.
2. The Challenge of Globalization
The transformation of IAIN into UIN is expected to be able to open up opportunities for the
reconstruction or reintegration of scientific buildings, bridging the religious and general sciences which have
been viewed as dichotomous. On the one hand, religious knowledge can be "contextualized", popularized, or
"socialized", whereas general sciences have humanistic and religious touches. By transforming into UIN,
Islamic universities are faced with various developments and demands of globalization that occur in society
(Mansur, 2002:118-119). For example, the demands of service users (users and stakeholders) of the variety of
study programs in UIN. High school graduates, both high school and MAN even some madrassas in boarding
schools have various majors and disciplines as diverse as religion, natural sciences, social sciences, linguistics
and others. The grouping of disciplines at the high school level requires UIN to prepare various majors/study
programs that are relevant to the knowledge and demands of stakeholders. UIN must be able to develop
competitive majors and study programs, which are in line with market demand.
In addition, the phenomenon of the increasingly widespread intellectual unemployment of college
graduates from year to year is a challenge in itself. Critics raise questions about the credibility of Islamic
universities that do not meet expectations. Those who doubt the ability of Islamic tertiary institutions to produce
graduates who are capable of being independent, have reliable thinking skills, strong personalities, creative and
innovative. On the other hand, it is still doubtful the ability of these tertiary graduates to compete for
employment. In other words, Islamic universities are still unable to produce graduates who are ready to use and
are able to enter the job market (Mansur, 2002: 3-4).
In this reformation era, there were also demands that universities be able to play a role as educational
institutions to train future nation leaders. The State Islamic University (UIN) is expected to be able to build an
integrated and comprehensive education system in various disciplines, so as to produce professional and moral
intellectuals. The challenges of globalization must be able to be faced and anticipated, both cultural, ethical and
moral globalization as a result of technological advances in transportation and information. International survey
results still show that the quality of education in Indonesia is still low and the disparity in the quality of
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education among regions in Indonesia is still high. This is exacerbated by the implementation of globalization
and free trade, which opens competition for higher education alumni in increasingly stringent jobs (Muhaimin,
2009: 15-17).
3. Impact of Transformation
Changing the status of IAIN to UIN, has brought various implications and considerable challenges.
This change has developed a variety of scientific disciplines that are universal without being confined to the
religious sciences that were initially truly grounded in each field of science. This orientation must be continued
by UIN in the future in order to develop civilized knowledge by incorporating religious knowledge in each
scientific field (PERTA, 2004: 14).
Community responses to changes in the status of IAIN to UIN are quite diverse. From a positive
perspective, first UIN students will not only come from Muslim students, but also from non-santri students
studying in high school, vocational school, and others. If this continues, it is not impossible that UIN is a public
idol because here there is a plus, as experienced by PTKIN which embraces public programs. Secondly, it
provides an opportunity to develop disciplines other than religious sciences including science and technology.
This institution which already has special characteristics and excellence in the field of religion is the basic
capital in returning science to be Islamic. UIN will be the foundation of the hope of the return of Islamic science
because education is a big investment for modern civilized society. Thus, it will provide job opportunities for its
alumni.
From the negative side, the erosion of Islamic studies. Islamic Studies has been a hallmark of IAIN for
years. It is the mission of IAIN to produce strong Islamic cadres. The decline in students' interest in Islamic
Studies because the study is considered not promising the future. In line with the times, students no longer
choose religious majors but choose general majors such as economics, social sciences, and engineering sciences.
This can be seen in the IAIN that is running now that students' interest in pursuing the field of Islamic studies is
very small such as Islamic education, Islamic philosophy, shari'a, and others. If this continues it is not
impossible that Islamic Studies will be marginalized. While Islamic Studies is a characteristic of IAIN for many
years. The decline in student interest in Islamic studies because this field is considered not promising the future.
In addition, the culture of ALN students is very diverse. The culture certainly intersects with each other because
the roots of tradition vary like santri versus non-santri. Village children versus city children. In this context UIN
must be able to anticipate the emergence of student behaviors that do not reflect their alma mater. In fact, the
whole culture is dialectic with modern culture which in fact is carried by Western countries. The culture of UIN
students, such as relationships, clothing, attitudes and behavior, is almost difficult to distinguish between
Islamic students and general students.
IV. CONCLUSION
The development of Islamic tertiary institutions that is happening now opens bright prospects of the
IAN journey to become UIN. The government, represented by the Ministry of Education and Culture and the
Ministry of Religion, has given permission for the development of IAIN to UIN, by giving an expanded
mandate and opening majors and general study programs. The idea of transforming IAIN into UIN was based on
many factors, including the desire to integrate science, so that it gave birth to a whole university, meeting
market needs and in response to the response to the emergence of modernization and globalization. Therefore
the expected form of UIN is an integrative form between faith, knowledge and professional teaching ethics.
The development of Islamic tertiary institutions that is happening now opens bright prospects of the
IAN journey to become UIN. The government, represented by the Ministry of Education and Culture and the
Ministry of Religion, has given permission for the development of IAIN to UIN, by giving an expanded
mandate and opening majors and general study programs. The idea of transforming IAIN into UIN was based on
many factors, including the desire to integrate science, so that it gave birth to a whole university, meeting
market needs and in response to the response to the emergence of modernization and globalization. Therefore
the expected form of UIN is an integrative form between faith, knowledge and professional teaching ethics.
As one of the State Universities (PTN), UIN has apparently been able to play a greater role in society.
Mandate from USPN in 2003 that higher education institutions in Indonesia must strive to improve human
resources. UIN must be more an academic institution than a religious institution and da'wah. Besides, the
number of existing universities has not been sufficient to accommodate the number of people (high school
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graduates and equivalents) who want to continue their education. Therefore, and to meet these expectations, a
number of IAINs need to be developed into universities (UIN). With the transformation into UIN, Islamic
universities can become a center for the development and deepening of public knowledge and religion in an
integrated manner.
The transformation of IAIN into UIN will also broaden employment opportunities for academic
(lecturer) and administrative staff (employees) and alumni not only work in the religious field but more than that
they can work in other departmental agencies. This development will in turn increase scientific competence and
professionalism in managing higher education, so that the quality of IAIN and its alumni will increase and can
play a maximum role and in accordance with the demands of the alumni of IAIN and UIN. Another positive
impact is the opening of opportunities for Islamic religious colleges to develop various disciplines other than
religious knowledge. This, slowly but surely, will make UIN an advanced university, capable of providing
broader and more diverse employment opportunities, and realizing a civilized, scientific and religious modern
society.
V. ACKNOWLEDGEMENTS
The State Islamic University of Sunan Kalijaga Yogyakarta supported this research. The author would
like to thank the Director of Postgraduate Program and the Dean of FITK UIN Sunan Kalijaga Yogyakarta and
all parties involved in writing this article.
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Corresponding author: Mohamad Agung Rokhimawan
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FITK Sunan Kalijaga State Islamic University Yogyakarta, Indonesia