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International development programs strive not only to alleviate poverty but to transform people, aid workers and recipients alike. Becoming One grapples with this process by exploring the work of OISCA*, a prominent Japanese NGO in central Myanmar. OISCA's postwar origins at the intersection of Shinto, secularism, and rightwing politics, and its vision of inter-Asian solidarity and a sustainable future helped shape the organization's ideology and activities. By delving into the world of its aid workers—their everyday practices, discourses, and aspirations—author Chika Watanabe seeks to understand the NGO's political, social, and ethical effects. At OISCA training centers, Japanese and local staff teach sustainable agricultural skills and organic farming methods to rural youth. Much of the teaching involves laboring in the fields, harvesting produce, and caring for livestock: what they can't use themselves is sold at nearby markets. Watanabe's detailed and multi-sited ethnography shows how Japanese and Burmese actors mobilize around the idea of "becoming one" with Mother Earth and their human counterparts within a shared communal lifestyle. By exploring the tension between intentions and political effects—spanning environmentalism, cultural-nationalist ideologies of "Japaneseness," and aspirations to make the world a better place—Watanabe highlights fascinating questions and both positive and negative outcomes. Becoming One weaves together vivid descriptions of the intensive, intimate, and "muddy labor" of "making persons" (hitozukuri) with the wider historical resonances of these efforts, decentering common understandings of development, NGOs, and their moral and political promises. This engaging and thought-provoking book combines insights from anthropology, development studies, and religious studies to add to our understanding of modern Japan. *Organization for Industrial, Spiritual and Cultural Advancement The open-access edition of this title was made possible with generous support from the University of ...

This article is devoted to the analysis of current trends in civic education development and presentation and analysis of the results of the all-Ukrainian study "Democracy in Education" in order to highlight the challenges that arise in the implementation of mechanisms and instruments of civic competence development within the concept of the new Ukrainian school. The analysis revealed the following challenges: the delineation of active citizenship and political participation, the reduction of the concept of citizenship to the legal relations of the state and the citizen, a lack of awareness of the possibilities of using integrated learning and an active approach to promote justice among students. So, there is a need in developing strategies for overcoming them. ; Ця стаття присвячена аналізу сучасних тенденцій розвитку громадянської освіти та презентації та аналізу результатів всеукраїнського дослідження «Демократія в освіті» задля виокремлення викликів, що постають в процесі впровадження механізмів та інструментів розвитку громадянської компетентності в рамках концепції нової української школи. Проведений аналіз засвідчив існування таких викликів: розмежування активного громадянства та політичної участі, редукування концепції громадянства до правових відносин держави і громадянина, недостатній рівень усвідомлення можливостей використання інтегрованого навчання та діяльнісного підходу для сприяння справедливості серед студентів, - що потребують додаткового вивчення та розробки науковою та освітянською спільнотою стратегії їх подолання.

This research discusses the implementation of school development management at SMAN 1 Bolo, Bima Regency, in the New Normal era. This research uses a qualitative approach with a case study method to understand and analyse phenomena and events that cannot be measured quantitatively, emphasising in-depth observation and various data sources. Data was obtained through interviews, observations and document studies with multiple parties, including teachers, principals, deputy principals, committees and other stakeholders. The research results show that developing teacher professionalism, effective school management, adaptive curriculum, and the use of technology in learning are critical factors in developing quality schools. Overall, this research illustrates how SMAN 1 Bolo has prepared itself to face changes and challenges in the dynamic world of education in the New Normal era. It provides comprehensive insight into the school's adaptation to changes in the current educational paradigm.

This research aimed to present the states and problems of supporting private basic education Institutions from the government and to develop a proposed model for supporting private basic education institutions in Thailand. The research methodology compromised in 5 steps. 1st Step: Documentary analysis to develop a research framework. 2nd Step: Documentary analysis and survey research about the states and problems of supporting private basic education Institutions. 3rd Step: Construct the proposed model. 4th Step: Evaluate propriety and feasibility of the model by expert judgments. 5th Step: Adjust and scrutinize the proposed model. The research findings are summarized as follow:The governmental supports to private institutions are not equal to public institutions that bring to oligopoly market and unfair competitions.The study of the states of supporting private basic education Institutions finds that the government supported at the low level all, vice versa the government should support at highest all in the statistic significant different of 0.05. The important problems are the supporting in the investment expenditures and academic supports.The proposed model for Supporting Private Basic Education Institutions is "The Integrative Model" which comprises of 2 components (1) The integration of Demand-size financing and Supply-side financing (2) The integration of In Cash and In Kind supports. Demand-size financing consists of education coupon and health promotion for students. Supply-side financing is the infrastructure developing funds, teachers' salary coupon, teachers' welfare, the academic funds for teacher and the honor award for institutes, the school executive and teacher.Research Suggestion: The next should be a research for the Strategies of Supporting Private Basic Education Institutions to find out the key success factors.

The article presents the results of the study of the conditionality of the components of forecasting the regulatory-will qualities of the personality among men who are ready and not ready for professional self-determination. In the article, the author reveals the specifics of the competence of forecasting in higher education. In the article, the author identifies two areas in the framework of which the competence of forecasting is considered – as a personal quality and as a "through" skill required in any professional activity. As a result of empirical research, differences were revealed in the conditionality of readiness for professional self-determination, depending on the development of forecasting components. Thus, for students unready for professional self-determination, such components of self-regulation as "planning", "programming", "evaluating results", "flexibility", "independence", are caused by changes in mood, well-being, activity. For students ready for professional self-determination, these same components of self-regulation are determined by the strength of the intentions of young men, the development of volitional qualities, the ability of individual regulation of activity and all regulatory links. Making a conclusion, the author focuses on the role of a teacher at a higher educational organisation in the development of forecasting competence.

With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association's definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing. The test was validated by computing the relationships between the outcomes on the reading-skills and reading-related measures by means of correlation and factor analyses. External variables, i.e., school grades and teacher ratings of the reading and learning abilities of individual students, were also utilized to provide evidence of its construct validity. Four variables were found to be significantly related with reading-skill measures: phonological awareness, rapid naming, spelling, and digit span. The current study on reading development in Standard Indonesian confirms findings from other languages with transparent orthographies and suggests a test battery including preliminary norm scores for screening and assessment of elementary school children learning to read Standard Indonesian.

Tekst prezentuje krótki przegląd działalności polskiego Ministerstwa Edukacji Narodowej w ciągu ostatnich dwunastu lat. Szczególna uwaga poświęcona zostaje działaniom, które są rezultatem planowanych i już wprowadzonych reform w polskich szkołach w celu poprawy ich zdolności do współzawodnictwa z innymi szkołami, a także wykonania praktycznych kroków w kierunku nauczania umiejętności praktycznych, a nie prostego przekazywania wiedzy teoretycznej z zakresu nowych technologii, wykorzystania narzędzi ICT jako pomocy dydaktycznych, dostępu do Internetu, bezpieczeństwa w sieci elektronicznych podręczników oraz projektów współpracy międzynarodowej, takich jak eTweening. Artykuł może stać się punktem odniesienia dla porównania z działaniami podejmowanymi w tym zakresie przez rządy innych krajów. Liczby przytoczone w artykule dają tylko ogólne pojęcie o tym, jak wiele wyzwań staje przed rządzącymi, systemem finansowania edukacji oraz Ministerstwem Edukacji Narodowej. Szkoła nie ma obowiązku zachęcać uczniów do wykorzystywania Internetu i multimediów, ale powinna nauczać, jak ich świadomie i bezpiecznie używać, aby uczniowie rozwinęli się jako osoby oraz zwiększyli swoje kwalifikacje i kompetencje. ; The text presents a short overview of activities of the Polish Ministry of National Education over the last dozen years or so, with a particular focus on the activities that are the results of planned or already implemented reforms in Polish school in terms of both improving its competitiveness and taking practical steps aimed at teaching practical skills, and not just providing the theoretical knowledge on such topics as new technologies, usage of ICT tools as didactic aids, Internet accessibility, cyber-safety, e-textbooks, or international cooperation projects (for instance eTwinning). The article can function as the base for comparison with the actions of other countries' governments from our region in this field. The numbers given in this text are to give only the general idea of how many more challenges there are for the governing authorities, education financing system, and the Ministry of National Education. The school does not have to encourage students to use the Internet or multimedia, but it should teach how to use them in a safe and conscious way in order to develop one's self, qualifications, and competences.

The labor force in Liberia is quite young. Youth aged 15 to 34 constitute over a third of thepopulation in Liberia and are somewhat concentrated in urban areas, according to the 2008census. These youth represent both a demographic dividend and a concern. The educational attainment of Liberian youth is steadily improving but remains low on average.Youth recognize that their lack of skills and experience are impediments to employment.The objective of this report is to assess youth skills development in Liberia.Given the composition of Liberia's economy and the concentration of the labor force outside formal employment, this report has a particular focus on skill development in vocational trades and the informal sector. This report comprises three analyses. Section Two constructs a profile of Liberian youth from existing administrative data are studied to enable a more detailed understanding of the current skill levels among working youth. Section Three first assesses skills development providers based on new survey data summarizes the results of original analysis carried out on data collected on a sample of 139 skill providers' training offerings, capacity, target beneficiaries, and other criteria. Next section three goes on to present young trainees' perceptions of skills development opportunities and limits, based on 354 interviews with recent trainees. This report contributes to the Government of Liberia's Agenda for Transformation (AfT) and the World Bank's Country Partnership Strategy (CPS) 2013-2017. Both recognize that inadequate skills and vulnerable employment are key constrictions on rapid, inclusive and sustainable growth.This report provides practical recommendations that align with pillars of the National Technical and Vocational Education and Training (TVET) Policy 2015-2020. This report makes recommendations specific to three pillars: promoting productivity in the agricultural sector through TVET, promoting productivity in the informal sector through TVET, and financing TVET.

This article aims at understanding and interpreting from a critical perspective the ideology behind the educational reforms on professional development for basic education teachers in Mexico. For that purpose, the discourse in the national 2017 basic education programs is analyzed closely with a critical and hermeneutic perspective. Three aspects are focused: being a teacher, his teaching practice, and his professional development. The research findings reveal two dominant ideological categories consistently present in this discourse: the normalization of technical-instrumental rationality as the legitimized one, and the Toyotism, as a practical mechanism disguising the dominance of a legitimate "democratic control". ; Este artículo tiene como propósito, comprender e interpretar, desde una perspectiva crítica, la ideología subyacente en las reformas educativas de educación básica en el campo de la formación continua de docentes. Para ello se realiza un análisis del discurso desde la perspectiva de la hermenéutica crítica que se aplica al modelo educativo mexicano de 2017 para educación básica. La investigación se centró en tres aspectos: el ser docente, su práctica y la formación continua. El análisis de resultados da cuenta del predominio de dos grandes categorías ideológicas recurrentes en los discursos: la naturalización de la racionalidad técnica-instrumental como una racionalidad legítima y el toyotismo, como mecanismo práctico de ocultamiento del dominio a través de un "control democrático" de legitimación. ; O objetivo deste artigo é compreender e interpretar, de uma perspectiva crítica, a ideologia subjacente nas reformas educativas na educação básica no campo da formação contínua de professores. Para este efeito, é realizada uma análise do discurso a partir da perspectiva da hermenêutica crítica aplicada ao modelo educativo mexicano de 2017 para o ensino básico. A investigação centrou-se em três aspectos: ser um professor, a sua prática e a sua educação contínua. A análise dos resultados explica a predominância de duas grandes categorias ideológicas recorrentes nos discursos: a naturalização da racionalidade técnico-instrumental como uma racionalidade legítima e o toyotismo, como um mecanismo prático de ocultação do domínio através de um "controlo democrático" de legitimação.

The democratization of the University claims the congruent modification of government actons, the institutional goals, and the individual students' strategies. The University professor has to reafirm himself in professional ethics as well as in the social requirements. The access to University asks for the integration of the educational system to, along previous preparation, capacity, and scientific and tecnichal vocation, mark the levels and specialities to follow in the University, for each one of the students. The institution's structure, planning of studies, and methodology must be subject to periodical revision by means of the proper evaluations. We propose these points to reflect on the democratization of the University: studies differentiation, development of the departamental structure, methodological revision and guaranties for the objectivity in evaluating. We stablish, in order to facilitate the educational process, the diferentiation in class-activities, seminary, counseling and application. Regarding the students their education must be supported in relation to research methods, availability of computer systems, group-work, development of their critical capability, and everything that may lead to research work. In order to meet the social aims of the University, the professor, besides the research and teaching, must make objective critic of the organization and social life. ; La democratización de la Universidad reclama la modificación congruente de las acciones del gobierno, los objetivos institucionales y las estrategias individuales de los estudiantes. El profesor universitario debe reafirmarse en la ética profesional y en los requisitos sociales. El acceso a la Universidad solicita la integración del sistema educativo para, a lo largo de la preparación previa, la capacidad y la vocación científica y técnica, marcar los niveles y especialidades a seguir en la Universidad, para cada uno de los alumnos. La estructura de la institución, la planificación de los estudios y la metodología deben estar sujetos a revisiones periódicas mediante las evaluaciones adecuadas. Proponemos estos puntos para reflexionar sobre la democratización de la Universidad: estudios de diferenciación, desarrollo de la estructura departamental, revisión metodológica y garantías para la objetividad en la evaluación. Establecemos, para facilitar el proceso educativo, la diferenciación en las actividades de clase, el seminario, el asesoramiento y la aplicación. En cuanto a los estudiantes, su educación debe ser apoyada en relación con los métodos de investigación, la disponibilidad de sistemas informáticos, el trabajo en grupo, el desarrollo de su capacidad crítica y todo lo que pueda conducir al trabajo de investigación. Para cumplir con los objetivos sociales de la Universidad, el profesor, además de la investigación y la docencia, debe hacer una crítica objetiva de la organización y la vida social.

"Die Schulentwicklung beider deutscher Staaten beginnt bei sozialen Verhältnissen, in denen ständische Ordnungsvorstellungen noch eine beachtliche Wirkung hatten. An ihrer Stelle setzten sich in den Schulen der BRD vor allem die formalen Normen eines formalen Individualismus durch, in den Schulen der DDR dagegen materiale Normen bürokratischen Charakters. Defizient blieb im Westen die Durchsetzung der Gleichheitsnorm; dadurch wird das liberalere Schüler-Lehrer-Verhältnis erheblich beeinträchtigt. Im Osten blieben Lehrern und Schülern die bürgerlichen Freiheitsrechte vorenthalten. Dadurch veränderte die Gleichheitsnorm ihre Bedeutung. Sie fungierte nicht als Voraussetzung individueller Autonomie, sondern rückte an die Stelle ständischer Ungleichheit eine bürokratisch-ständische Gleichheit mit erheblichen Zwängen zu Uniformität. Das Verhältnis zwischen Lehrern und Schülern ist in beiden Bilddungssystemen wegen dieser Defizienzen vor allem antagonistisch und lehrerzentriert. Westdeutsche Schüler gewinnen Autonomie in offenen Auseinandersetzungen mit der Schule, die ostdeutschen eher in verdeckten. Die unpersönliche Sachlichkeit des Schulalltags bot dafür spezifische Möglichkeiten." (Autorenreferat)

In recent years, the huge development of digital information and the communication technologies, which have been presented as the panacea of education, has grasped a great dose of attention. In this article, after expressing our position in front of technology, we briefly characterize an optimistic discourse around the digital technologies that not only has failed to fill the expectations raised but, by focussing in their immense possibilities, has constantly neglected the rest of the components of the educational system. Subsequently we address the initial and in-service professional development of teachers that configures itself as a fundamental factor to transform and improve the educational practice, this time with the aid of the ICT. The analysis of the policy and the practice of promotion of the use of ICT carried out in Catalonia, in the last 25 years, allows us to glimpse the inadequacy of the initial and in-service professional development of teachers, not only to respond to the educational needs of the current society, but for achieving the own objectives of the Computers in Education Program. ; En los últimos años, el ingente desarrollo de las tecnologías digitales de la información y la comunicación, que han sido presentadas como la panacea de la educación, ha captado una gran dosis de atención. En este artículo, tras situar nuestro posicionamiento frente a la tecnología, caracterizamos de forma breve un discurso optimista en torno a las tecnologías digitales que, no sólo no han logrado colmar las expectativas levantadas, sino que al centrarse en sus inmensas posibilidades, ha descuidado de forma constante el resto de los componentes del sistema educativo. A continuación nos centramos en la formación inicial y permanente del profesorado que se configura como un factor fundamental a la hora de transformar la práctica educativa, esta vez con la ayuda de las TIC. El análisis de la política y la práctica de promoción del uso de las TIC llevada a cabo en Cataluña (España) en los últimos 20 años nos permite vislumbrar la inadecuación de la formación inicial y permanente del profesorado, no sólo para responder a las necesidades educativas de la sociedad actual, sino para conseguir los propios objetivos del Programa de Informática Educativa.

This research is about the history of education because it is discussed historically, namely prioritizing the meaning of processes and changes from history. In connection with this history also uses a sociological approach to describe a social system in that historical period and uses a political approach because Arabic language education is closely related to the Daulah policy. The method required for research is using the historical method, namely using the heuristic method, verification, interpretation, and ending with historiography. This research finds that Arabic during the Umayyad Daula became the language of theology, the language of communication and the language of state administration which developed in line with the regional expansion of the Arabization policy. In the past Daula Abbasid language, Arabic is continuing role of language Arabic at the time of the Umayyad and then developed into a language knowledge that acts as a bridge of knowledge through government policy by performing translation movement. The education system in this classical period was teacher-oriented, not institution oriented, which means that the quality of education depends on the teacher, not on the institution. Whereas in the Arabic learning system in those two periods, it was impliedly the same as the Islamic learning system because of Arabic as a language medium for studying Islam and other sciences.

This study examined teachers' capacity building as genuine mechanism for achieving human capital development in Nigeria. The study is delimited to Delta North Senatorial District of Delta state, Nigeria. Three research questions guided the study. This study adopted the descriptive survey design. The population of this study covers all school teachers in Delta North Senatorial District of Delta state. The sample of this study consisted of 330 teachers. Purposive sampling technique was used to select 3 out of 9 local government areas that constituted Delta North Senatorial District of Delta state. Twenty schools were selected using the simple random sampling technique of which about 15 teachers were purposively taken from each school. The instrument adopted in the study was the questionnaire titled: Teacher Capacity building Inventory (TCBI). It was constructed by the researcher. The data collected were collated, coded and analyzed with descriptive statistics because of their appropriateness to the research questions. The outcome of the study revealed that the extent to which teachers' capacity building can enhance the achievement of human capital development in Nigeria is very high. There were several challenges militating against teachers' capacity building in Nigeria and that the itemized strategies were laudable for improving teachers' capacity building in Nigeria. Conclusion was reached based on the findings and useful recommendations were made, which include among others that attention should be paid to development programmes that would make teaching career appealing and geared towards achieving human capital development in Nigeria. Government should device more strategies that will enhance capacity building of teachers' Educational administrators and policy formulators should implement policies that would surmount the challenges facing teachers' professional development in Nigeria.

The article highlights the issue of Physical Training and Foreign Language interaction within the competence-based, system and subject-activity approaches to the education of a military specialist. The correlation and integration of these two subjects can facilitate the building of the motivation for the development of students' physical fitness. The necessity to motivate servicemen for healthy lifestyle, physical training and sport is due to the requirements imposed on military specialists in the Armed Forces of the Russian Federation. Foreign Language classes can contribute to the development of this training field which is considered one of the key fields in the education system of the Russian Defence Ministry. To achieve the goal a teacher should choose appropriate and various methodological techniques that will add to the effective realisation of mental activity, creative and cognitive abilities of students and to the development of their culture. The motivation component is seen rational in the language material related to physical fitness and healthy lifestyle. Moreover, using modern pedagogic technologies, such as gaming and project-based ones, during Foreign Language classes will definitely play and important role in building the essential motivation for students' physical fitness development.