Suchergebnisse

The development of Islamic education institutions within the Ministry of Religion is based on the developments in science, technology, community needs and government policies. After the nomenclature change occurred, which began with the policy of changing the Education and Teacher Training/EaTT (Tarbiyah) Faculty which became a branch of the Institute of State Islamic Religion (IAIN), to become State Islamic College of Religion of Malang (STAIN-Malang) throughout Indonesia, STAIN-Malang saw the change in the statute of this Islamic higher education institution as an opportunity to develop even faster, that is, after becoming STAIN, it immediately changed to the State Islamic University of Maulana Malik Ibrahim Malang, Indonesia (UIN Maliki Malang). This paper aims to analyze the construction of the Tarbiyah Ulul Albab education ideology which has made the development of STAIN-Malang to become UIN Maliki Malang. The research result are 1) the Islamic education institutions developed rapidly in the reform era along with social, political, economic, and cultural changes. 2) The contribution to Construction of Islamic Education Ideology variable respectively are EaTT Educational Objective Condition variable, EaTT Education System variable, and EaTT Education System variable (0.416, 0.329, and 0.326). 3) The null hypotheses are rejected for all independent variables, it mean there are a relationship between EaTT Education System variable, EaTT Factors Forming Education Ideology variable, and EaTT Educational Objective Condition to Construction of Islamic Education Ideology variable.

The Rampton Committee on Education of Children from Ethnic Minority Groups is criticized for an emphasis in the United Kingdom on multicultural education that should more properly be placed on antiracist education. One must be taught about racism in his native culture in order to appreciate different cultures without prejudice. Proposed are guidelines for teacher training & curriculum content that examine institutional racism & cultural principles underlying the British instructional system. D. Dunseath.

Malaysia, like many countries in the region, has invested heavily in the use of ICT in schools since 1999. Unlike many other countries, Malaysia does not rely on a single specialized agency or a particular division of the Ministry of Education to implement its ICT in education programmes. Instead, the Malaysian government rolled out a nation-wide initiative known as the 'Smart School Initiative', which is based on strategic public-private partnerships involving various stakeholders including ministry, industry, and community. This case study examines how the Malaysian Smart School Initiative (MSSI) was developed and implemented in its initial years. The study demonstrates that the MSSI was the result of a deliberate, holistic approach to incorporate the use of ICT in Malaysian schools. The MSSI involved not only the use of ICT in the teaching and learning process, but also in the management and administrators and technicians in using ICT effectively in their daily practices.

We argue patterns of state failure are influenced by variation in how states emerged as independent political actors. In particular, states with positive birth legacies, those whose emergence required relatively high levels of capacity and legitimacy, should be less likely to experience state failure than countries that experienced less auspicious births. We assess this claim on the universe of states in the international system between 1950 and 2002 with multistate duration models that estimate the probabilities states transition into and out of periods of failure. We find that states with positive birth legacies are less likely to experience state failure and that this relationship is driven by states with positive birth legacies being able to more quickly transition from failure back to being functioning states. Our findings offer evidence that state failure is usefully thought of in the context of state-making processes and show that how states emerge as independent actors influences phenomena central to comparative and international politics.

In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.

Discusses the "segmented assimilation" of immigrant students arriving in the US as exemplified by a CA high school with a rapidly increasing immigrant population & how it has responded to issues of race, class, culture, & language. An ethnographic study conducted 1992-1994 focused on 10 immigrant students & their experience of their new country. The author also designed projects to involve students & teachers in related studies of immigration. Immigrant students found themselves caught between the need to gain acceptance by becoming American & the need to remain themselves. Nonimmigrant students had similar concerns, but their problems were related to race rather than national origin, & they tended to ignore immigrants. The article discusses teachers' attempts to deal with the needs of both groups. The author discusses this school as a microcosm of the US immigrant experience. 1 Table, 25 References. J. R. Callahan

A comment on Will Kymlicka's "Western Political Theory and Ethnic Relations in Eastern Europe" (2001) offers an alternative means of distinguishing the states central to his argument. It is contended that there are different types of states & that nation building assumes different forms. American national culture is described as thin compared to European nation-states, eg, France, which are viewed as having thicker culture. The difference centers on the notion that Anglo-Americans have become minorities in their country, whereas the French will never become so. In this light it is asserted that the thicker the culture the more likely that multiculturalism will take on a more corporatist form where immigrant groups are accommodated as national minorities rather than as "hyphenated nationals." In the US, immigrant groups must work to sustain their own thick culture & cohesion without corporatist arrangements; the most successful are ethnic-religious combinations, eg, Jews, Italian Catholics. J. Zendejas

A comment on Will Kymlicka's "Western Political Theory and Ethnic Relations in Eastern Europe" (2001) offers an alternative means of distinguishing the states central to his argument. It is contended that there are different types of states & that nation building assumes different forms. American national culture is described as thin compared to European nation-states, eg, France, which are viewed as having thicker culture. The difference centers on the notion that Anglo-Americans have become minorities in their country, whereas the French will never become so. In this light it is asserted that the thicker the culture the more likely that multiculturalism will take on a more corporatist form where immigrant groups are accommodated as national minorities rather than as "hyphenated nationals." In the US, immigrant groups must work to sustain their own thick culture & cohesion without corporatist arrangements; the most successful are ethnic-religious combinations, eg, Jews, Italian Catholics. J. Zendejas

Fil: Correa de Negreiros, Karla. Universidad de San Andrés. Escuela de Educación; Argentina. ; "La evolución de la práctica y las formas de gobierno ha atravesado siglos. Hoy existen cinco formas vigentes, pero con el advenimiento de las tecnologías expertos en todo el mundo apuntan a la aparición de una nueva forma de gobierno: la electrónica. Su implementación surge como una necesidad en medio a un renovado debate sobre el rol del Estado; Estado que, en la medida que avanza y asume nuevas responsabilidades, se desdobla en áreas y debe ser gobernado ya no sólo por un Jefe de gobierno sino también por un cuerpo de Ministros y contar con otras instancias gubernamentales que equilibren los poderes. El empleo de las tecnologías e Internet en el ámbito público supone una mejora en la gestión del gobierno y la modernización del Estado. Con el fin de conocer su aplicación y nivel de desarrollo en Educación observamos los sitios web oficiales de los Ministerios de las 23 provincias argentinas y la Ciudad Autónoma de Buenos Aires, analizamos estructuras de e-gobierno y entrevistamos a actores relacionados con el egobierno y la Educación. Analizamos los sitios a partir de la perspectiva del usuario y con los resultados obtenidos elaboramos un ranking que indica la posición de cada jurisdicción en función del nivel de desarrollo alcanzado a la fecha. El análisis de las estructuras y las entrevistas dan a conocer aspectos de la arquitectura organizacional que da soporte a los e-servicios dispuestos e indican en qué medida, hoy, se impulsa el desarrollo del e-gobierno en el área educativa. Los cuatro primeros puestos del ranking los ocupan la provincia de Buenos Aires, la Ciudad Autónoma de Buenos Aires, la provincia de Salta y la de Misiones. Los resultados revelan que el actual nivel de desarrollo de e-gobierno aplicado a Educación es básico, que la disposición de los eservicios, en el caso de las cuatro jurisdicciones que ocupan los primeros puestos en el ranking, no nace de la aplicación de una estrategia para el desarrollo del e-gobierno y que los sitios oficiales replican la arquitectura organizacional y la forma de conducir de las instituciones que gobiernan el área. SUMMARY The evolution of the practice and the forms of government have been lasted centuries. Nowadays there are five actual forms but the arrival of the technologies experts from all over the world admonished about the rising of a new form of government: the electronic form. Its settlement rises as a necessity within an updated debate about the State role. State that the more gets responsibilities the more divides and share responsibilities in some areas until to be taken by the Chief Executive and his Ministers. The technologies' application and internet in the public sphere supposes an upgrade in public's administration and State's modernization. Thus to know its application and present level of development in Education Area we watched the official web from the 23 Argentinean provinces and the City of Buenos Aires and we also analyzed projects and structures of local e-government and we interviewed the experts. We analyzed the places form the user's perspective and getting results we elaborated a ranking that indicates each jurisdiction's rank taking it in order considering the level of development reached in government's standard for e-government. The projects and structures' analysis and the experts' interviews demonstrate some aspects of the organizational architecture that supports the e-government services that indicates in witch level of work is been boosted the development of e-government for Education Area.The four first places of the ranking are placed by the province of Buenos Aires, the City of Buenos Aires, Salta and Misiones. Considering a large sort of possibilities this study revels that the present level of development of e-government applied to the Education is in the basic level and the offering of e-services is not a result of the implementation of a strategy for development of the e-government. The official local web Education sites are characterized basically for replying the structure of the institutions that govern the Education and its form of conduction." ; Artopoulos, Alejandro

Prepared under the supervision of Starke M. Grogan, John Lee Coulter and Arthur J. Hirsch, in connection with the decennial investigation pertaining to public indebtedness, valuations, taxation, revenues and expenditures authorized by the permanent census act, and published in advance of the complete report. ; At head of title: Department of commerce. Bureau of the census. Wm. J. Harris, director. ; Mode of access: Internet.