Suchergebnisse

Метою статті є аналіз зарубіжної практики підготовки соціальних педагогів (працівників) до практичної діяльності, надання рекомендацій щодо вдосконалення сучасної системи освіти в цій галузі. Методи дослідження: індукція, дедукція, порівняння, аналіз, синтез, абстрагування, узагальнення. Результати дослідження: подано порівняння підготовки соціальних педагогів (соціальних працівників) до практичної діяльності в зарубіжних країнах, висвітлено особливості навчальних дисциплін та практики, розглянуто досвід громадських і волонтерських організацій, сформульовано пропозиції щодо вдосконалення вітчизняної системи підготовки соціальних педагогів. Практичне значення дослідження: можливість введення в підготовку вітчизняних соціальних педагогів (працівників) найкращих досягнень зарубіжного досвіду. Перспективами подальших наукових розвідок є обґрунтування відповідних програм щодо удосконалення підготовки фахівців соціальної сфери в Україні. ; The aim of the article is the analysis of foreign practice of training of social pedagogues (social workers) to practice, making recommendations for improving the current system of education in this area. The following methods were used: induction, deduction, comparison, analysis, synthesis, abstraction, generalization. The experience of training social pedagogues (social workers) to practical activity in foreign countries, especially lit disciplines and practices, and the experience of community and voluntary organizations, the proposals for improving the domestic system for training social workers are revealed. Social pedagogue (social worker) is intended to create conditions that are the most favorable for psychological comfort, social assistance, development and self-development of a person, taking into account appropriate social and cultural environment. Particular attention is paid to the training of specialists, level of education and specialization according to the practical part of the training. The experience of training in different countries makes it possible to compare foreign and native training system of social pedagogues (social workers) and to draw conclusions on the fullness of the curriculum disciplines, particularly the practice, issues of management training, a thorough psychological preparation, as well as studying the characteristics of certain categories of subjects of a social pedagogue. It should be extremely cautious in the use of foreign experience, that both the theory and practice of social and socio-educational activities in any country is conditioned by the cultural and historical traditions, socio-economic and political conditions. The success of the process of formation and development of social work and social pedagogy in Ukraine is of great importance to study, as well as interpretation and adaptation of the experience gained by foreign countries, especially the countries of Western Europe, the US, Israel and Britain. The practical significance of the study is the possibility of introducing in the preparation of local social pedagogues (social workers) of the best achievements of international experience. The prospects for further research are the study of relevant programs for improving the training of experts of social sphere in Ukraine.

The purpose of Islamic education is essentially a form of learners in order to grow as a generation "khoiru ummah" (the faithful, and devoted, mature in attitude, mentality, intellect and spirit of independent living, creative, dynamic and morals karimah) the main problem is how menggembangkan agencies -lembaga Islamic education so that they can become "fertile ground" persemian a new generation of powerful and loaded by the target formations and educational values ​​of the Qur'an.The system of Islamic education at the time of Rasulullah SAW, has the goal of forming a personal protégé of individual Muslim to become good in life so getting welfare and tranquility of life derived from the Qur'an and the Sunnah of Rasulullah SAW.In the learning system at the time of Rasulullah SAW there are some pereode the mecca and educational material madinah. Pembinaan Islam in Mecca emphasized on Aqidah guidance in order to inculcate the values ​​of monotheism to their souls monotheism rays radiated and reflected in the actions and behavior in the everyday life, while the issue of Islamic education in the medina is essentially continuing education of education monotheism in Mecca that is coaching in the field of religious, especially kaitanya in worship, education ahlak, health education, and educational relation with the community, including in the field of social education, and politics so imbued with the teachings of monotheism, so that the social and political behavior is a reflection and the reflection of monotheism.

The purpose of Islamic education is essentially a form of learners in order to grow as a generation "khoiru ummah" (the faithful, and devoted, mature in attitude, mentality, intellect and spirit of independent living, creative, dynamic and morals karimah) the main problem is how menggembangkan agencies -lembaga Islamic education so that they can become "fertile ground" persemian a new generation of powerful and loaded by the target formations and educational values of the Qur'an.The system of Islamic education at the time of Rasulullah SAW, has the goal of forming a personal protégé of individual Muslim to become good in life so getting welfare and tranquility of life derived from the Qur'an and the Sunnah of Rasulullah SAW.In the learning system at the time of Rasulullah SAW there are some pereode the mecca and educational material madinah. Pembinaan Islam in Mecca emphasized on Aqidah guidance in order to inculcate the values of monotheism to their souls monotheism rays radiated and reflected in the actions and behavior in the everyday life, while the issue of Islamic education in the medina is essentially continuing education of education monotheism in Mecca that is coaching in the field of religious, especially kaitanya in worship, education ahlak, health education, and educational relation with the community, including in the field of social education, and politics so imbued with the teachings of monotheism, so that the social and political behavior is a reflection and the reflection of monotheism.

Democratic education (DE) sees young people not as passive recipients of knowledge, but rather as active co-creators of their own learning and valued participants in a learning community. This study investigates tutors' understanding and implementation of DE in the Egyptian Higher Education (HE). It investigates HE tutors' conception about learners controlling their educational process by being fully embedded in it. Data for this qualitative paper was collected from 20 tutors from two Egyptian universities via one-to-one interviews and focus groups. This study highlighted the inference of political events in Egypt, since 2011, on HE students in their way of thinking and reflecting and addressed the need of DE to be a part of the educational paradigm. This paper concluded that DE is based on placing students in the centre of their learning and empowering them. Also, tutor-student dialogic approach and tutor-student trust are essential approaches to implement DE.

AbstractWhile there is much (party) politicking about the social and educational backgrounds of Members of Parliament, especially presently around the composition of Boris Johnson's Cabinet, it may be observed that the educational backgrounds of Conservative and Labour education secretaries over the decades have not been wildly different. This article examines their elite biographical peculiarities, and how these combine in other education ministers and their networks of advisors to constitute a distinct 'policy community' in the pursuit of an agenda in educational reform, presently being that of academies and free schools. It is proposed that while diversity in this context may not always be found in their secondary or higher education, this does not limit, as is sometimes posited, either their capacity for compassion in social deprivation, or their understanding of diverse educational structures.

This paper discusses the issue of disability in universities that aims to discuss universities that must play a role and participate in the government and society to build and improve the lives of people with disabilities through the activities of Tridharma. The method used in this analysis is descriptive. The legal basis for persons with disabilities to obtain the right to education is the 1945 Constitution Article 31 paragraph 1 with the implementation of the paradigm of inclusive education in higher education reviewed by the Minister of Education and Culture No. 26 of 2014. In Islam, disability is implied in the letter of At-tin verse 4 and Al-Hujurat verse 13. Understanding disability-friendly education is one of the obligations that must be implemented about human beings and with the constitution through: (1) The equivalent to register; (2) freedom of choice of study program/department; (3) providing services as needed.Keywords: Disabilities', Streaming, dan Higher Educational. Abstrak Tulisan ini membahas isu disabilitas di perguruan tinggi yang bertujuan untuk membahas tentang perguruan tinggi yang harus berperan dan berpartisipasi bersama pemerintah dan masyarakat untuk membangun dan meningkatkan taraf hidup penyandang disabilitas melalui kegiatan Tridharma. Metode yang digunakan dalam analisis ini adalah deskriptif. Adapun landasan hukum bagi penyandang disabilitas mendapatkan hak pendidikan adalah UUD 1945 Pasal 31 ayat 1 dengan implementasi paradigma pendidikan inklusif di pendidikan tinggi yang diulas sesuai dengan peraturan Menteri Pendidikan dan Kebudayaan Nomor 26 Tahun 2014. Dalam Islam disabilitas di antaranya disiratkan dalam surat At-tin ayat 4 surat Al-Hujurat dan ayat 13. Memahami pendidikan yang ramah terhadap penyandang disabilitas merupakan salah satu kewajiban yang harus dilaksanakan dalam rangka hubungan dengan manusia dan dengan konstitusi melalui: (1) pemberian kesempatan yang setara untuk mendaftar; (2) kebebasan memilih program studi/jurusan; (3) pemberian layanan sesuai dengan kebutuhan.Kata kunci: Disabilitas, Pengarusutamaan, dan Perguruan Tinggi.