Suchergebnisse

Dewasa ini, pendidikan memiliki peran ganda dalammengatur ilmu pengetahuan. Pendidikan tidak hanya sebagaibentuk usaha transferisasi ilmu saja tetapi sudah pada tataranmengatur perkembangan ilmu pengetahuan yang akan selalumengalami perubahan dari masa ke masa. Mengatur dalam artimengolah, mengontrol, dan mengembangkan pendidikan secaramenyeluruh baik dari segi konsep, materi, sistem, kualitaspengajar dan lain sebagainya.Salah satu bentuk usaha mengatur pendidikan secarauniversal adalah dengan melakukan evaluasi secara periodikterhadap sistem pendidikan yang diterapkan. Di antaranya adalahkonsep pendidikan andragoy yang diharapkan mampu menjadipenyeimbang dan sekaligus upaya menutupi kekurangankekuranganyang ada dalam konsep pendidikan kuno. Andragogysebagai bentuk konsep pendidikan yang menjadikan siswasebagai subyek dalam pendidikan dan pengajaran. Konsep inimenawarkan suatu konsep pendidikan yang lebih demokratis.Hal tersebut tidak lepas dari adanya penekanan konseppendidikan terdahulu kepada objektivisasi anak didik yangcenderung menjadikan anak didik sebagai robot.

BPK RI has a vision to become a trusted audit institution that plays an active role in realizing quality and beneficial state financial governance. To strengthen this vision, a regulatory framework regarding discipline and a code of ethics has been established; however, there are still several cases of ethical violations by auditors. This is dangerous for institutions and can reduce public trust in the results of BPK audits. One strategy for building character with integrity is to develop education and training that is comprehensive and in accordance with the needs of examiners in dealing with ethical dilemmas in the field. This study applied a descriptive qualitative method. It described a lot of research using literature studies. Andragogy has a different character because adults already have well-developed ideas within themselves and have confidence that they can also implement these ideas. Characteristics of Andragogy learning in ethics education must be independent, experience and knowledge-oriented, have clear goals, be relevant to everyday contexts, have a practical nature, not just theory, and be collaborative. BPK RI needs to develop a learning model that places more emphasis on exploring experiences related to auditor ethical dilemmas in the field with the norms that apply in the code of ethics. There are still few journals that discuss ethics education for auditors and this study does not discuss in more depth regarding the system for taking action against disclosure of fraud. This research can provide input and information for leaders and policy makers in preparing a grand design for preventing fraud and can be input for the management to improve its capabilities in the context of education and training programs related to ethics.

Pedagogy is the science of teaching to Children, Androgogy is the science of teaching to adults and Heutagogy is the science of self determined learning. Heutagogy is a learner-centered educational theory founded on the key principles of learner agency, self-efficacy, capability, and metacognition and reflection. Combined with today?s technologies, the theory provides a framework for designing and developing learner centered environments that have the potential to equip learners with the necessary skills for a lifetime of learning. In addition, application of heutagogy has been to shown to promote themes of both social responsibility and justice, as well as a more democratic educational process. This chapter outlines the fundamental principles of pedagogy, androgogy and heutagogy, or self-determined learning, and describes ways in which the theory can be applied, taking into consideration the critical and changing roles played by the student, teacher, and institution in creating a holistic, self-determined learning environment.

Black students continue to experience trauma in response to racial, social, political, and cultural discrimination. Therefore, there is a need for antiracist work to push beyond awareness and to seek action for systemic change on their behalf. School counselors are uniquely positioned to encourage spaces of equity and justice however, counseling students have reported feeling unprepared to work with unfamiliar groups of people (Littleford et al., 2010). School counselor training programs are expected to prepare counselors to address racism through comprehensive counseling programs that emphasize advocacy and social justice. Drawing from Critical Race Theory, this article examines the context of the impact of discrimination and racial injustices against Black students. This article further outlines culturally responsive andragogy designed to prepare future practitioners to engage in anti-racist work on behalf of Black students.

Background:Although inconspicuously, female genital mutilation (FGM) continues to remain in Nigeria over time. Objective:This study aimed to throw more light on the traditional practice of FGM in the Osun State in Nigeria while recommending campaign methods and education as the best approaches to raise awareness about FGM risks. Methods:This cross-sectional study was conducted on 371 rural and urban women. A researcher-made and self-administered questionnaire coupled with theoretical research were used to collect data on the andragogy for FGM. Data were analyzed using descriptive statistics, Pearson product-moment correlation, and independent samples t-test in SPSS20. The reliability of the instrument was acceptable based on the Cronbach's alpha of 0.79. Results:according to the results, 64.2% of the participants reported the practice of FGM in their communities. The study found significant relationships between FGM and health campaign level (p < 0.0001), media campaign level (p < 0.0001), and educational level (p < 0.0001). However, there was no significant difference between FGM practices in urban and rural areas (p = 0.631). Conclusion:Governmental organizations and NGOs are recommended to take required measures to curb traditional practices, such as FGM, which are detrimental to one's health.

While the scholarship of teaching and learning literature has made great advances in our understanding of how learning might best occur, the syllabus as a teaching and learning tool appears to have been almost completely left out of the developmental conversation. Overwhelmingly, extant literature about syllabi and their use focuses on operational course norms—what to include, policies to be delineated, structural aspects to be covered. However, the student development literature and in particular, the Generation Y age cohort literature, indicates that information processing norms may increasingly degrade students' ability to use course syllabi for their intended purpose. In this article, we explore how and why the role of a course syllabus has changed, particularly in the management education realm, using the andragogy literature to frame the discussion. Employing four analytic frames from the current syllabus development literature—syllabus as contract, as power, as communication or signaling device, and as collaboration—we offer current and andragogically revised excerpts from our own syllabi as part of the conversation.

Administrators of Village-owned enterprises play pivotal role in determining the objection, strength and speed of the development of the village-owned enterprises. Therefore, it requires willingness/ commitment (hard-work, persistence, sacrifice, and sincerity) and capabilities which include management, leadership, creativity, and entrepreneurial capabilities. It is required to improve the capabilities of the administrators in managing the enterprises, one of which is by conducting Education and Training. The present study constitutes as a case study on the implementation of village-owned enterprises management training in Jombang. As for The subject of the study is the administrators of village-owned enterprises involving the training running by the local government cooperated with LPPM of Brawijaya University Malang. The data are collected through interview, observation, and documentation. The analysis technique employed is Miles and Huberman model classifying data analysis into three stages: (1) Data reduction; (2) Data display; and (3) Data verification and conclusion. The result of the study indicates: (1) The training environment is conducive, the facilitators do not dominate the training, they facilitate the training well, trust, respect and appreciate to each other. The participants are given a freedom to find and solve they own problems, appreciate others opinions and maintain the environment well. (2) The performance of the training instructor generally great, they are fun, not patronizing, master the material, and pay more attention to the participants;(3) The learning method is vary so that the participant is enthusiast in following the training; (4) The implementation of andragogy in organizing training material of managing village-owned enterprises emphasizes on the need of the participants and oriented to the practical applicative.

In our previous article about reconceptualizing the course syllabus, we argued that instructors must move syllabi beyond their traditional pedagogically-inspired focus on operational course norms if the syllabus is to remain relevant as a teaching and learning tool. Here, we take the andragogical ideas developed in the prior article and provide educators with seven practical and concrete tips for syllabus development efforts that are more consistent with co-learning communities and shared learning outcomes.

Purpose
This study aims to construct an entrepreneurship educational pattern applicable to all disciplines at the undergraduate level. The proposal focusses on two-course models of transdisciplinary entrepreneurship education (TEE), which involve andragogy and heutagogy as the basis of entrepreneurial competency development.


Design/methodology/approach
The competencies acquired during the proposed course models for TEE are analysed through Bayesian methods. The study is conducted using 400 opinions of students from Tecnologico de Monterrey in Mexico City.


Findings
The proposed TEE models are auspicious for establishing an educational pattern to develop entrepreneurship competencies in undergraduate students with the independence of their school of origin.


Originality/value
Nowadays, universities recognise the importance of providing entrepreneurship education as part of their mission. However, well-defined canons to guide such teaching are still non-existent. This paper fills a gap on what and how to teach TEE. By providing a new competency classification based on soft and technical skills, the authors contribute to the pattern of what to teach in entrepreneurship. The authors provide guidance on the teaching methods for TEE through two-course models based on andragogy and heutagogy. Moreover, their efficacy is measured using the students' perception of the acquired competencies and their usefulness.

Koncept socio-kulturne animacije nastao je u Francuskoj početkom šezdesetih godina, razvijao se i bio prisutan u svetskom obrazovanju odraslih oko dve decenije da bi se poslednjih godina sve više napuštao. Ovaj koncept, nastao u specifičnom kulturno-istorijskom kontekstu, karakteriše se visokom pojmovnom neusklađenošću. Samo područje kulturne animacije suviše se široko određuje, što uslovljava neujednačena tumačenja o problematici pripremanja kadrova, metodici rada i daljem razvoju i institucionalizaciji ove koncepcije. ; The concept of socio-cultural animation appeared in France at the beginning of the sixties, it developed and it was present in the world education for about two decades and during last few years this concept has been more and more abandoned. This concept, formed in a specific cultural and historical context is characterized by high conceptual non- reconciliation. The area of the cultural animation itself is determined too broadly thus implying unequal interpretations on the problems of the preparing the personnel, teaching methods of work and further development and institutionalization of this conception. Therefore frequent confusions in using the expression socio-cultural animation (concept or method) appeared thus reflecting the uncertainty in the field of occupying of socio-cultural and animating activity, preparing of personnel, methods of work, further development and institutionalization of this concept. Socio-cultural animation represents the group of activities directed towards the giving of help to individuals in adult education. This animation in the global sense can represent socio-political and cultural finality that does not start simply from taking over the social cultural politics but encompasses general politics applied on education, that assumes the possibility of participation of public in its planning and financing. Although this concept started to broaden rapidly in one moment, its influence later on was limited on the countries of the French speaking areas. There exist clearly expressed tendency that socio-cultural and animating activity is to be risen on a higher level through the education of personnel therefore opening the possibility of acting under the joint protection of educational and communicational paradigm (expressed in Lerman's terms). In such a manner the advantages of both paradigms - possibility of the transformation and orientation towards life experience and the construction of society can be used in overcoming basic shortage of the concept of socio-cultural animation - impossibility of satisfactory influence on mobility of particular parts of social structure which was the reason for staying on the margins of educational and cultural acting on the positions of lower socio-cultural layers.