Suchergebnisse

This study aims at know the comparison of Basic Education Indonesia and Japan by using five indicators, namely the objectives of Education, education management, education budget, education personnel and salaries, and the process of evaluation of learning. The method used in this research is the study of literature with a qualitative descriptive approach to see the comparison of basic education in Indonesia and Japan, the study of literature using a qualitative descriptive approach is to gather a number of references relevant to the topic of this study. The reference is taken from national journals and international journals which are then reviewed according to the needs in this study. The results of the study shows that the comparison of Basic Education Indonesia can be seen from four aspects, namely This is due to several indicators, namely (1) differences in education objectives, (2) education management; (3) Japan Education budget; (4) his education and salary; and (5) learning processes and evaluations. This study only emphasizes on five indicators of Basic Education of Indonesia and Japan. there are gaps that can be filled by subsequent research, namely curriculum, political system, character education, and so forth. This research should contribute to the policy makers of the Indonesian Education system in order to apply the five indicators of Japanese basic education to the Indonesian basic education system.

The nations of the world are increasingly interdependent in a political, economic, and environmental sense. American education for over 100 years has been isolationist in its content, centered around the concerns of a growing nation. Now it must teach global perspectives suitable for citizens of what is increasingly a worldwide and culturally diverse community. Three kinds of instruction need to be incorporated into present curricula to achieve this goal: (1) skills—the ability to think in terms of systems rather than isolated events, and in interdisciplinary and generalist (as well as specialist) terms; (2); knowledge of other nations and cultures; and (3) cross-cultural awareness, enabling Americans to put themselves imaginatively in the place of persons with other values and interests. The present status of such education is uneven. Some organizations, both national and international, provide material designed to aid all three kinds of instruction at the elementary and secondary level, but at the higher education level cut-backs in funding in the United States jeopardize valuable programs of research and training. The greatest hope that education for global perspectives will emerge comes from the long tradition in education of transnational institutions and international intellectual cultures.

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research. Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti's (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice. Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers' and students' own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice.