In human civilization everywhere, education has a very important and strategic role. It is recorded in history that the important figures in this country during the struggle for independence from the Dutch Colonial and Japan were those who had the opportunity to get a good education in their time, both held by the colonial government in the form of schools such as SR, HIS, MULO and education organized by the community in the form of madrasas and Islamic boarding schools. Likewise, during the reign of the Old Order, the New Order and the Reformation period there were now many figures who played important roles in various sectors, they were educated people. Along with the passage of time, our education has made various efforts to make it better and quality including several times making curriculum changes which are the heart of education. However, the emergence of phenomena in the form of fights between students, increasing criminal acts, drug abuse, motorcycle gangs, promiscuity, pornography and pornographic action, LGBT, rampant corruption and so on are referred to as failure of education especially religious education and moral education. Therefore this paper tries to discuss the problems that occur in the world of education and provide alternative solutions to solutions.
Purpose Higher education has experienced some significant changes over the past few years including a highly competitive landscape, use of new technology, managing COVID protocols and guiding students to resources that ensure their success. With prior research highlighting the changes in the workforce and poor working conditions of part-time faculty, this study aims to explore full-time perceptions of several employment-related variables to determine how these significant workplace changes have impacted them.
Design/methodology/approach A mixed-methods approach is used. This includes a questionnaire being sent out via e-mail to faculty at a medium-sized, public, regional university located in the USA. This was sent through two separate listservs: full-time faculty listserv and part-time faculty listserv. The questionnaire included quantitative and qualitative questions. A one-way ANOVA was used to detect significant differences between the two groups of interest for the quantitative components. The qualitative portions of the questionnaire provided deeper insights into employee perceptions of their workplace.
Findings This research uncovers some alarming trends for full-time faculty within higher education. Across several different employment variables, full-time faculty perceptions are significantly worse than part-time faculty. This includes work–family conflict, pay perceptions, compensation opportunities, online teaching experiences, overwhelming work activities, technology provided, travel funding provided, perceived satisfaction of a faculty advocate and perceived benefits of a faculty advocate. Qualitative and quantitative results support these findings and provide additional clarification as to why they have these negative workplace perceptions.
Research limitations/implications A convenience sample was used, where data was only gathered from one university. Future research could replicate finding with more universities varying in their make-up and location to determine if these results hold across the USA and internationally. Some measures did not use established scales in the literature, and some were single-item measures. Future research could replicate findings using established scales with multi-item measures to provide more confidence the results produced that are reliable and valid.
Practical implications These results suggest alarming concerns for higher education institutions regarding their full-time faculty. Human resource managers and administrators at universities should respond to "the alarm" from this research and internal employee satisfaction surveys they have conducted with their employees. Changes should be made at higher education institutions to improve employee workplace perceptions in hopes of retaining valuable employees and improving worker morale to increase productivity. The recent workplace changes and challenges for full-time faculty are negatively impacting their workplace perceptions.
Social implications As a result of full-time faculty having significantly worse perceptions across all measured employment variables than their part-time colleagues, who already had poor perceptions, the authors may see more "good" employees leaving the industry for other more lucrative options. Others may become "dead wood" in the university and engage in "quite quitting" resulting in less productivity. With the tenure process protecting professors, this may result in universities being "stuck" with many unmotivated professors and hurt the quality of educational services provided. Some professors may even act out negatively toward the university. This could damage the quality of education provided at universities and perceptions of higher education by society.
Originality/value To the best of the authors' knowledge, this is the first study comparing full-time and part-time faculty workplace perceptions across several variables. After previous study has highlighted the poor work conditions and perceptions of part-time faculty, this study adds to the discussion showing that significant changes in the workplace have resulted in full-time faculty now perceiving their employment to be significantly worse than their part-time colleagues. This can have significant short-term and long-term ramifications for the industry that will make it more difficult for universities to attract talented individuals to choose a career in education and retaining their best workers based on current employment perceptions.
Este artículo analiza los resultados de investigaciones que exploran cómo abordamos la solución de dilemas morales, todo en aras de comprender sus repercusiones en la comprensión de la formación ética y moral, asimismo sus aportes a la educación transversal en el sistema educativo. Dicho análisis se nutre de investigaciones como la ICCS-2016, que describe aspectos preocupantes relacionados con la justificación de las dictaduras, la desconfianza en la justicia del Estado y la falta de empatía frente al fracaso de los demás. Esta indagación nos lleva a reconocer los aportes de la filosofía moral, la psicología moral y las neurociencias para entender la manera más adecuada de implementar la educación transversal y la formación ética-moral, esta vez desde los ámbitos emocional y racional como ineludibles. Esto resulta interesante dada la situación de sociedades como la chilena, que están en proceso de repensar el fundamento democrático legado por la otrora dictadura cívico-militar ; This article analyzes the results of research carried out to explore how do we approach the solution to moral dilemmas, to understand its repercussions on the understanding of ethical and moral training, and its contributions to education of soft-skills in the education system. Nurtured by research such as ICCS - 2016, this study describes concerns related to the justification of dictatorships, mistrust in state justice, and the lack of sympathy for the failure of others. This inquiry leads us to acknowledge the contributions of moral philosophy, moral psychology, and neuroscience, to learn about the most appropriate way to implement transversal-skills education, as well as ethical and moral training, nevertheless, this time from the emotional and rational point of view. This is an interesting approach given the situation of societies such as Chile, which are currently rethinking the democratic foundations left by the former civic-military dictatorship.
Abstract The development of lifestyles that follow the trends of western cultures causes anxiety to wane even the disappearance of ethical and moral values. Because it can cause free sex, drug use, and even brawl among school-aged children. This phenomenon encourages the government to formulate a national policy of nation character building. Islam is a religion that has a long history of developing attitudes, character and human character to the highest degree of glory by means of moral education. Prophet Muhammad was sent as the apostle of Allah in order to improve human morality. In the whole teachings of Islam, morality occupies a special position and very important. Keywords: Education, Character, and Islam. Abstrak Perkembangan gaya hidup yang mengikuti trend budaya-budaya barat menyebabkan kecemasan akan memudarnya bahkan hilangnya nilai-nilai etis dan moral. Karena hal tersebut dapat menyebabkan terjadinya pergaulan bebas, penggunaan obat-obatan terlarang, bahkan tawuran di kalangan anak usia sekolah. Fenomena tersebut yang mendorong pemerintah untuk merumuskan kebijakan nasional pembangunan karakter bangsa. Islam adalah agama yang memiliki sejarah panjang dalam mengembangkan sikap, watak, dan karakter manusia menuju derajat tertinggi kemuliaan dengan melalui pendidikan akhlak. Nabi Muhammad SAW diutus sebagai rasul Allah dalam rangka memperbaiki akhlak manusia. Dalam keseluruhan ajaran Islam, akhlak menempati kedudukan yang istimewa dan sangat penting. Kata Kunci: Pendidikan, Karakter dan Islam.
В статье проведен теоретико-методологический анализ проблемы формирования духовных ценностей у военнослужащих по контракту. Определены место и роль категории «духовная ценность» в системе воспитания данной категории военнослужащих. Обоснованы специфические черты, педагогическая сущность и содержание процесса формирования духовных ценностей у военнослужащих по контракту. ; The article carries out the theoretical-methodological analysis of the development of spiritual values of contract servicemen. The author defines the place and role of the "spiritual value" category in the system of education of this category of the military personnel. The paper justifies specific features, pedagogical nature and content of the process of contract servicemen' spiritual values development.
This is a call to challenge the language used to describe education and technology. In an era of 'game changers', 'disruption' and 'transformation', educators are urged to be more mindful of the words that are used to describe technology use in education, and the ways in which they are used. Altering what is said (and how it is being said) is likely to be one of the most straightforward but significant means of improving the integrity and overall impact of this field. This paper paper makes a case for talking more frequently and forcibly about education and technology in ways that foreground issues such as democracy, public values, the common good, morals and ethics. Let us challenge the tired buzz-words and taglines that distort discussions of education and technology. Let us be more confident in calling out lazy generalizations and out-right bullshit. Above all, let us collectively 'mind our language' when it comes to talking about education and technology".
El principal objetivo de este trabajo es analizar la presencia de la enfermedad periodontal en los adolescentes y la gravedad de la misma, uno de los problemas más frecuentes de la cavidad bucal por la falta de la higiene oral. Se propone formas de mejorar esta condición con un correcto cepillado. Se utilizó el método de revisión bibliográfica, buscando información en bibliotecas virtuales, dando como resultado que la enfermedad periodontal tiene mucha relación con el mal hábito de higiene bucal. Se concluye que la mejor manera de prevenir la enfermedad periodontal es incrementar programas educativos que enseñen a los adolescentes la manera correcta en que realicen su higiene bucal y que tengan el conocimiento necesario sobre esta condición.
Contar con personas capaces de ejercer plenamente su ciudadanía es de suma importancia, ya que podrán contribuir a la mejora general de su entorno; por ello, es relevante disponer de herramientas que permitan diagnosticar y monitorear las estrategias implementadas para la formación de ciudadanía desde la infancia. Se presenta la creación, validación y aplicación del instrumento de aprendizajes para la ciudadanía (IAC). Los resultados muestran que es un instrumento válido y confiable y una herramienta útil para niños y niñas de 6 a 12 años. Se analizan los resultados con base en la teoría de Kohlberg.
Global citizenship education (GCE) was developed with an objective to equip students with values, knowledge, skills, and action plans to address complexities and challenges associated with globalization. Service learning trips for students between global north and global south countries1 have become one important part of educating youth to become global citizens, to prepare them to live in harmony with people of diverse cultures and ethnicities by learning about them and the challenges they face. GCE that deals with service learning overseas, however, has been critiqued for prioritizing the needs, interests, and perspectives of global northerners, as well as focusing on morality. We suggest here that this focus on morality can re-enforce global power imbalances, when global citizenship education fails to acknowledge and de-construct inequalities in North-South relationships. Thus we seek to identify or elaborate an alternative model to help students of diverse cultures find common ground and relate to one another in a just way. This paper reimagines a global citizen as an autonomous, political subject, thus shifting the focus from the moral to the political. We draw on ideas of justice propagated by John Rawls in A Theory of Justice and Fairness as Justice: A Restatement. The three principles we consider for re-constructing global citizenship education are: elimination of self-interest from moral choices; respect for diversity of views, legitimate conflict of interests and right to decide; and acceptance of persons as autonomous individuals. The paper begins with a description of GCE for service learning that details some of its problematic aspects. After that, it discusses Rawls's ideas and maps three principles that can help us re-consider GCE education. Each principle has implications for GCE discussed here, though each also poses new challenges to teachers and students. Thus the paper ends addressing the following questions: What kind of "citizen" is it that we want to become global and work to better the world? How is moral different from political and why is it important? How can this new model be built, if at all, and how can it affect students, their picture of the world, and actions for social justice? ; postprint
Let's sense beforehand in this article a tour concerning the educational European policies that favors the development of a democratic citizenship. The aim that we chase is to understand the way in which nowadays it is being interpreted and stimulated the Citizenship education from European Union. for it we offer a conceptual delimiting of «Citizenship education» and later, we show an analysis of the principal documents and materials elaborated principally by the Council of Europe that mark the way followed by European Union as for education for Democratic Citizenship (EDC). ; Presentamos en este artículo un recorrido en torno a las políticas educativas europeas que favorecen el desarrollo de una ciudadanía democrática. el objetivo que perseguimos es comprender el modo en que actualmente está siendo interpretada e impulsada la educación para la Ciudadanía desde la Unión europea. Para ello ofrecemos una delimitación conceptual de la «educación para la Ciudadanía» y posteriormente mostramos un análisis de los principales documentos y materiales elaborados principalmente por el Consejo de Europa, que marcan el camino seguido por la Unión europea en materia de educación para la Ciudadanía Democrática (ECD). ; Nous présentons dans cet article au sujet aux politiques éducatives européennes qui favorisent le développement d'une citoyenneté démocratique. L'objectif que nous cherchons est comprendre comment l'Éducation à la Citoyenneté est actuellement en cours d'interprétation et de développement par l'Union européenne. À cette fin, nous offrons une définition conceptuelle de «l'Éducation à la Citoyenneté» et montrons une analyse des documents clés et des matériels produites principalement par le Conseil de l'Europe, en marquant le chemin suivi par l'Union européenne pour l'Éducation à la Citoyenneté Démocratique (ECD).
Nigeria's political elites have toyed with the pathway to Nigeria's national security, and therefore, placed Nigeria and her people on a perpetual developmental backwardness. Sadly, Nigeria, the supposed giant of Africa has been weighed down by the challenge of corruption, as well as insecurity. The deficiency in human capital development in Nigeria today is exerting untold pressure on her national development plans, policies and programmes. The development of human resource s isindispensable for the developmental strive of any continent or nation. Hence, the inability of the Nigerian state to fully actualize her human capital development drive calls for concern. The aim of this article, therefore, is to investigate into the indispensability of investing human capital development in fostering national security in Nigeria. Social studies education is an instrument for renewal of some societal practices that constitute obstacles to national security and development. Consequently, this paper will examine the place of social studies education in the context of Nigeria for national security. The roles social studies education could play in producing good citizens, who could assist in no small measure in tackling this complex problem of national insecurity in Nigeria were discussed. In conclusion, the paper has logically established the fact that, there is significant correlation between social studies education and human capital development. Finally, workable recommendations are given, among them is that government should lay more emphasis on the teaching of social studies at all levels of its educational system - to foster moral development in youths
Keywords: National Security, Human Resources, Social Studies Education, Investment.
This case study portrays one part of my MA thesis research, conducted in 2011-2012. The topic of my thesis was gender equality and education policies in post-conflict countries, and the regression analysis described in this case study stands at the center of my thesis. However, I use the results of my regression models to advocate for a different (and qualitative) approach to looking at gender equality in education policies. I use a combination of document reviews and the regressions analysis to make my claim, an approach that can be labeled as a variety of mixed-methods approaches. My claim is that gender equality in education is a principle acknowledged by the international community; however, for a long time it was promoted as a legal obligation or political commitment. Progress in the international is apparent, but are international rights and goals sufficient? Post-conflict situations require a broader perception of gender equality and inequality because of the interplay between gender and violent conflict. This is often a neglected context in international goal setting. Gender equality is fundamental, but we need to think strategically and contextually about aid programs and policy development in order to affect long-term social change. Nussbaums capabilities approach offers a unique framework that can help bridge the gap between universal goals and values and local contexts and experiences of girls. There needs to be a moral commitment to gender equality in education, in addition to the political or legal commitment.
การศึกษาครั้งนี้มีวัตถุประสงค์เพื่อ 1) ศึกษาหาสาเหตุการขยายตัวของการเรียนการสอนรัฐประศาสนศาสตร์ระดับบัณฑิตศึกษาในประเทศไทย 2) ศึกษาปัญหาและผลกระทบอันเนื่องมาจากการขยายตัวของการเรียนการสอนดังกล่าว 3) วิเคราะห์แนวทางในการแก้ไขปัญหา โดยกลุ่มตัวอย่างที่ใช้ในการศึกษาวิจัยในครั้งนี้ จะประกอบด้วยคณาจารย์สาขาวิชา รัฐประศาสนศาสตร์ ผู้บริหารจากสำนักมาตรฐานประเมินผลอุดมศึกษา และนักศึกษาในหลักสูตรรัฐประศาสนศาสตร์ทั้งในระดับปริญญาโท และปริญญาเอก จากสถาบันอุดมศึกษาต่าง ๆ ทั้งนี้ ผู้ศึกษาได้ดำเนินการเก็บรวบรวมข้อมูลโดยการศึกษาวิจัยเอกสาร การสัมภาษณ์เชิงลึก และการแจกแบบสำรวจความคิดเห็นและทัศนคติเพื่อใช้เป็นข้อมูลสนับสนุนประกอบการศึกษาวิจัย ผลการศึกษาพบว่า สาเหตุสำคัญที่ทำให้การเรียนการสอนรัฐประศาสนศาสตร์ระดับบัณฑิตศึกษาเกิดการขยายตัวอย่างรวดเร็วอันเนื่องมาจากการสนับสนุนและความต้องการจากหน่วยงานภาครัฐ ค่านิยมและความต้องการของนักศึกษาและความเห็นแก่ตัวเพื่อมุ่งแสวงหาผลประโยชน์ของมหาวิทยาลัย โดยผลกระทบจากการขยายตัวของหลักสูตรที่ไม่มีมาตรฐานและคุณภาพนั้นจะส่งผลให้นักศึกษาที่จบการศึกษาไม่มีคุณภาพ และเจตนารมณ์ในการผลิตบัณฑิตที่มีคุณภาพถูกบิดเบือนไป สำหรับแนวทางในการแก้ไขนั้น ควรจะมีการเสริมสร้างจิตสำนึกที่ดีและปลูกฝังค่านิยมที่เหมาะสมให้แก่มหาวิทยาลัย นักศึกษา ตลอดจนสร้างการมีส่วนร่วมในการตรวจสอบจากภาคประชาชน ; This study investigates the causes and consequences of the rapid expansion of public administration education at the graduate level in Thailand. The study will also analyze the ways to handle the negative consequences arising from the expansion. The populations and samples of the study are: PA teachers, executives of the educational organization which monitors the standard and quality of graduate studies in Thailand, and MPA and PH.D students in both public and private universities. The research methods used are: documentary research, in-depth interviews and survey research. The study concludes that the causes of PA educational growth originate from the need of government for qualified personnel and the growing popularity among Thais to enroll in MPA programs. Another reason for the growth of PA graduate studies is that several universities are driven by profit making goals. As a result, the standard and quality of PA graduate studies has fall short of conventional standard as prescribed by the Office of the Higher Education commission. To improve the standard and quality of PA graduate education in Thailand we need to encourage moral consciousness and cultivate proper values among university administrators, teachers, and students. More citizen participation should be encouraged to be involved in checking and monitoring the standard and quality of public administration education in Thailand.
Este artigo traz uma reflexão crítica sobre o projeto de formação "Educando para a Diversidade" realizado pela ONG Nuances, na cidade de Porto Alegre, financiado pelo governo federal no quadro de ações do programa "Brasil sem Homofobia". Os procedimentos de pesquisa que sustentam este texto foram: observação participante, entrevistas individuais, grupos de reflexão e análise documental. O objetivo foi compreender como se instalam os debates sobre a diversidade sexual no cotidiano escolar. Este trabalho indica que a ruptura com a visibilidade abjeta que é reservada às/aos jovens e professores/as não heterossexuais ou que se desviam da conformidade de gênero e a construção de uma visibilidade ética-cidadã demandam esforço e trabalho contínuo. É a legitimidade da discussão acerca da sexualidade que está em questão. A possibilidade de ampliar o efeito das ações passaria pela criação de um centro de suporte e acompanhamento para as iniciativas das/os educadoras/es que realizaram a formação. Palavras-chave: diversidade sexual; educação; homofobia; formação de professores; psicologia social Educando para la diversidad: desafiando la moral sexual y construyendo estrategias de combate a la discriminación en el cotidiano escolar Resumen. Este artículo ofrece una reflexión crítica sobre el proyecto de capacitación "Educando para la Diversidad" llevado adelante por la ONG Nuances en la ciudad de Porto Alegre, financiado por el gobierno brasileño como parte de las acciones del programa "Brasil sin Homofobia". Las conclusiones se basan en observación participante, entrevistas, grupos de discusión y análisis documental. El objetivo fue comprender cómo se instalan en el cotidiano de la escuela los debates sobre diversidad sexual. El trabajo indica que romper con una visibilidad abyecta para los estudiantes y/o educadores no heterosexuales, o que se desvían de las normas de género, y construir una visibilidad ético-ciudadana es algo que demanda esfuerzo y trabajo continuos. Lo que está en juego es la legitimidad de la discusión acerca de la sexualidad. Con el propósito de incrementar el impacto de estas acciones sería necesario crear un centro de apoyo y supervisión para los educadores que han recibido la capacitación a través del proyecto. Palabras clave: diversidad sexual; educación; homofobia; formación docente; psicología social Educating for Diversity: challenging sexual morality and building strategies to fight discrimination in school everyday life Abstract. In this article we bring a critical reflection on the training project "Educando para a Diversidade," conducted by Nuances –a Porto Alegre NGO–, funded by the Brazilian government as part of the actions in the program Brasil sem Homofobia. Findings are based on participative observation, discussion groups, interviews and document analysis. We address debates on sexual diversity work in everyday life at school. Breaking with the abject visibility reserved for non-heterosexual students and teachers or those who deviate from gender standards, as well constructing an ethic citizen visibility is something that requires continuous work and effort. What is at stake is the legitimacy of sexuality as an issue. In order to increase the impact of these actions it would be necessary to create a support and monitoring center for the educators trained by the project. Keywords: Sexual diversity; education; homophobia; teacher training; social psychology
