Suchergebnisse

Islamic boarding school (pesantren) is the forerunner of Islamic education institutions in Indonesia. The initial attendance of the pesantren was estimated from 300-400 years ago and reached almost all levels of the Indonesian Muslim community, especially on Java. After Indonesia gained its independence, especially since the transition to the New Order and when economic growth really increased sharply, pesantren education became more structured and pesantren curricula became better. This study aims to discuss the role of Islamic boarding schools in character building. This type of research is library research, namely research whose main object is books or other sources of literature. As an educational institution, Islamic boarding school are very concerned with the field of religion (tafaqquh fi al-din) and the formation of the nation's character which is characterized by morality. The provisions of religious education are explained in Article 30 Paragraph (4) of the National Education System Law that religious education is in the form of diniyah education, pesantren, and other similar forms. The existence of pesantren is an ideal partner for government institutions to jointly improve the quality of education and the foundation of the nation's character. This can be found from a variety of phenomena that occur such as fights between schools and distributors who are widespread and drug users among young people are rarely found they are boarding children or graduates of boarding schools. Keywords: Islamic boarding school, education, character

ObjectivesI estimate the returns to education for individuals who attain education after an incarceration spell.MethodsReturns to labor supply and wages are estimated using data from the National Longitudinal Survey of Youth and a variety of regression and matching techniques.ResultsA positive relationship is found between postincarceration education and labor outcomes, especially for college completion. The General Equivalency Diploma (GED) is not associated with direct benefits.ConclusionsThe returns to post‐incarceration education are positive but diminished, implying that programs targeted at college completion may best serve prisoners after release.

Community education has a long, rich and varied tradition within Scotland. This has often led to debates about its meaning and purpose. In this article I will suggest, through an exploration of the historical context of Scottish community education, that rather than trying to define the meaning of community education, we should value its inherent ambivalence. It is within the spaces of contradiction and contestation that the power structures and politics that struggle to define and shape the field of community education are brought into sharp relief.

This book is devoted to simple but deep readings of the subtle and not-so-subtle messages in films, and to the interpretation of the silences that are strategically delivered through the mass media. Readers are welcome to agree, disagree, or even offer new readings of other relevant texts for the promotion of mass literacy and mutual understanding. The book will serve to equip the general public with skills for the development of literacy both within the walls of classrooms and beyond their boundaries in the outside world. It is based on a selection of blog posts and journal articles that are updated and brought together in book form for the first time here.

Based on the views of teenagers across Europe and in the Far East, this book argues that we need to reconsider how we judge schools and what they are for. It shows that the treatment of pupils in schools makes more difference to teenagers' views on society, and on what it means to be fair, than it does to differences in attainment