Suchergebnisse

This research intend to discuss about public policy from East Java province government to improve the quality of Islamic religious education. The results of this study were: (1) East Java Provincial Government used policy formulation model in the name "elite deliberative democratic ". A policy formulation model that combines several theories of policy formulation, there are elite, deliberative theory, and democratic theory. (2) The policy formulation was done through several stages: They are reading of the reality; preparation of the general policy of long-term development; arrangement of short-term development policy; the preparation and stipulation of Regional Regulations, and the Governor Regulation on Translation of APBD; (3). The government of East Java province has under graduate Scholarship program (S.1) for Madrasah diniyyah teachers. AbstrakPenelitian ini bermaksud membahas tentang kebijakan publik dari pemerintah provinsi Jawa Timur untuk meningkatkan kualitas pendidikan agama Islam. Hasil penelitian ini adalah: (1) Pemerintah Provinsi Jawa Timur menggunakan model perumusan kebijakan dengan nama "elite deliberative demokratis". Sebuah model perumusan kebijakan yang menggabungkan beberapa teori perumusan kebijakan, ada elit, teori deliberatif, dan teori demokrasi. (2) Perumusan kebijakan dilakukan melalui beberapa tahap: Mereka membaca realitas; persiapan kebijakan umum pembangunan jangka panjang; pengaturan kebijakan pembangunan jangka pendek; persiapan dan penetapan Peraturan Daerah, dan Peraturan Gubernur tentang Penerjemahan APBD; (3) Pemerintah provinsi Jawa Timur memiliki program sarjana (S.1) untuk guru Madrasah diniyyah

"Inklusion erfordert neue Organisationsstrukturen in Schule und Unterricht. Integrationshelfer/innen sind eine von außen gesteuerte personelle Ressource, die im gemeinsamen Unterricht sehr unterschiedlich eingesetzt wird. Diese Studie geht der Frage nach, ob Schulen unterschiedlich mit dieser Ressource umgehen je nachdem, welche Inklusionskultur realisiert wird. Der Zusammenhang zwischen dem Entwicklungsstand einer Schule in Bezug auf Inklusion und dem Verhalten der Integrationshelfer/innen im gemeinsamen Unterricht wurde in 61 Unterrichtssequenzen aus 22 Schulen untersucht. Es zeigte sich, dass in der Inklusion weiter fortgeschrittene Schulen Integrationshelfer/innen signifikant häufiger als auf die gesamte Lerngruppe bezogene Ressource einsetzten als Schulen mit wenig inklusiver Schulkultur." (Autorenreferat)

Розвідка присвячена розкриттю особливостей розвитку недержаної вищої школи у США та Великобританії. На підставі історіографічного аналізу з'ясовано ступінь розробленості обраної проблеми. З використанням ретроспективного аналізу розвитку світового освітнього простору висвітлено джерела становлення недержавних закладів вищої освіти у зазначених англомовних країнах. За допомогою синхронного аналізу перебігу інноваційних процесів у вищій освіті окреслено характерні особливості розвитку недержаної вищої школи у країнах США та Великобританії. ; In the era of information systems and digital technologies, the urgency of developing non-state higher education is primarily related to economic progress and the challenges of a risky society. The investigation is devoted to revealing the peculiarities of the development of non-state higher education in the United States and Great Britain. On the basis of historiographical analysis, the degree of elaboration of the selected problem is determined. Using a retrospective analysis of the development of the world educational space, the historical origins of the emergence and formation of non-state higher education institutions in these English-speaking countries, related to the implementation of church, private and public initiatives. With the help of synchronous analysis of the course of innovation processes in higher education, the peculiarities of the development of the non-state higher school in the USA and Great Britain at the present stage are outlined. The method of synthesis summarizes the main advantages and disadvantages of non-state higher institutions in these English-speaking countries, as well as identifies prospects for further research. The importance of church, private and public initiative in the origin and formation of non-state schools in the United States and Great Britain is revealed, the dominance of the non-state higher education sector over the public in terms of quantity and quality of educational services in these countries. There is a growing tendency to popularize and democratize higher education in the context of the implementation of "ideas of free higher education", primarily due to the spread of the movement for "Enlargement of the University" in the second half of the nineteenth century from Britain and the United States. The role of open universities in providing quality educational services in developed English-speaking countries at the present stage is presented.

Copenhagen City has since 2000 worked to fulfill policy aims and visions for integration in a democratic society. This integration provides equal opportunities in education, where teachers are able to empower pupils with ethnic minority background. The Copenhagen mayor for education and schools Per Bregengaard will focus on this issue. Two schools give examples of how they work. Raadmandsgades School is a primary school for 6-14 years students. They integrate the minority children in language groups. The other school Heimdalsgades Overbygningsskole is a secondary school with 14-17 years old pupils. It has innovated the curriculum and the students take part in the decisions of the school. Finally a consultant from the Development and Planning Unit in the Educational Department in Copenhagen City will explain the efforts to perform a special Copenhagen PISA survey and a massive in-service training for the teachers

The article analyzes the program-basic document "New Ukrainian School", which is not only conceptual but also practical and implementation. In particular, the document defines the groups of competencies that should be considered by the pedagogical community as a practical basis for teaching and education. This project envisages significant changes in the philosophy of education, the theory of modernization of its key areas and the branch in general, priority and promising steps to bring the education system in line with trends tested by world practice.The document of the European Parliament and the Council of Europe identifies 8 groups of competencies, while the Project outlines 10 key competencies. It is worth noting that these competencies are the key ones, so their features are: multifunctionality, supersubjectivity, interdisciplinarity, multi-component, focus on the formation of critical thinking, reflection, defining one's own position. The concept recognizes their equivalence at all stages of learning. This means that each educational field (linguistic-literary, foreign language, mathematical, natural, technological, informational, social and health, physical culture, civic and historical, artistic) has the educational potential which is necessary for the formation of each key competence. This potential must be realized through the learning process of each subject or course. It is emphasized that the formation of the above competencies requires the use of technologies of modular developmental learning, problem-based learning, project methodology, interactive learning, including game technology, case technology, debates, public presentations, various types of training, critical thinking technology, etc. The prospect of further development of the outlined issues is precisely the development of specific initial, methodological, practical mechanisms for the implementation of these groups of competencies in national education. ; У статті аналізується програмно-засадничий документ «Нова українська школа», що носить не лише концептуальний, але й практико-імплементаційний характер. Зокрема, в документі визначаються групи компетенцій, що мають розглядатися педагогічною спільнотою як практичне підґрунтя для навчання і виховання. Цим проектом передбачаються суттєві зміни у філософії освіти, теорії модернізації її ключових сфер і галузі загалом, першочергові й перспективні кроки приведення системи освіти у відповідність до трендів, апробованих світовою практикою. Автор у статті наголошує, що документ європейського парламенту та Ради Європи визначає 8 груп компетенцій, тоді як Проект окреслює 10 ключових компетенцій. Зазначається, що ці компетенції є ключовими, тому їх особливостями є багатофункціональність, надсуб'єктивність, міждисциплінарність, багатокомпонентність, спрямованість на формування критичного мислення, рефлексію, визначення власної позиції. Концепція визнає їх еквівалентність на всіх етапах навчання. Автор приходить до висновку, що кожна освітня галузь має освітній потенціал, необхідний для формування кожної ключової компетентності. Цей потенціал повинен бути реалізований у процесі навчання кожного предмета чи курсу. Підкреслюється, що формування вищезазначених компетентностей вимагає використання технологій модульного розвитку, проблемного навчання, включаючи ігрові технології, дебати, публічні презентації, різні види тренінгів тощо. Стверджується, що перспектива подальшого розвитк окреслених питань полягає в розробці конкретних початкових, методологічних, практичних механізмів реалізації цих груп компетенцій у національній освіті.

Sri Lanka's past, present and future efforts to improve the provision of education are in focus. Decentralization of education is reviewed. Since 1960s when decentralization in education management was initiated schools have been subjected to multiple control by the such layers of management as the provincial ministry, provincial department, zonal office and the division. To reduce role ambiguity clarity in division of roles and functions is needed as well as collaboration among the different layers. Historical and recent reasons that hinder decentralisation and school autonomy are reviewed. Structural and cultural changes that facilitate the democratisation of school management are proposed. The newest trend in educational decentralisation in the country the Programme on School Improvement (PSI) is a kind of school based management. In PSI, schools are given a degree of autonomy in the areas of planning, teaching-learning process, co-curricular activities, staff development and the maintenance and development of the school plant. PSI enables schools to forge links with local communities through the establishment of a School Development Committees to improve resource mobilization and public accountability, thus creating better learning cultures in schools. The role and functions of the zonal education office are examined. The role of the zone is proposed to provide strategic guidance to the schools and effectively monitor overall performance. The zones have to work with schools and not on schools. The role and the main challenges of the school leaders in the proposed decentralized set-up are also examined and the need for more collaborative partnerships within the school is emphasized. The research further examines the factors that contribute to the institutionalisation of the new organizational innovation and as to how the capacity building institutes can help in transforming the roles of the zonal staff and school leaders.

SummaryA preventive program of training social skills was developed and implemented in-class for 14–16-year-old adolescents in a regular secondary school. The social skills training program of sixteen workshops was led by a professional social worker. The methods of instruction, modeling, role-playing games, generalization were used to develop social skills of adolescents. In the research, the triangulation method (qualitative and quantitative) was used. The action research revealed that the social skills training program was partially effective. The boys' behaviour mostly changed according to data of the assertiveness and empathy scales. The boys became more open; moreover, they began to express their feelings and show interest in other peoples' feelings. Adolescents began to initiate conversations and became assertive in interactions with others. In group work, the girls showed more changes in their behaviour (became more united, were sharing their situations, were actively involed in the group work). According to the data of the research, recommendations were prepared for organizations and institutions working with adolescents in organizing stable and long-term social skills training sessions including participants with different levels of social competence development.Key words: social skills, preventive training of social skills, training of social skills at school.

The main aim of the study was to find out the significant difference between institutional development of high schools. Survey method was adopted for this study. The sample consists of 150 high schools in Thoothukudi and Tirunelveli districts. Simple Random Sampling Technique was used. Questionnaire for Assessment of Institutional Development (2017) was developed by the investigator used to collect the data. The statistical technique used was mean, standard deviation and 't' test. The findings of the study were: i) There is significant difference among below 5 years, 5 to 10 years and above 10 years establishment of high schools in their resource development, social development and institutional development. ii) There is significant difference among government, government aided and private high schools in their faculty development, financial development and institutional development. The educational implications and suggestions for further study are also given as per the findings of the study.