Suchergebnisse

The general goal of education is to develop Indonesian people completely in the sense that carried out education still maintain unity, diversity and develop individual's ideals. Every citizen has the right to obtain education equally with excellence and a balance (equity) between the utilization (access) with achievement. The higher education system must be able to create a quality higher education that is also affordable by the people of Indonesia. A university leader must be in-line and lead a "quality revolution". All energy and attention are focused on the "quality revolution". For this reason, this paper will examine the Implementation of Higher Education Quality Management Systems. As a case study is that has implemented a Quality Management System. According to Law No. 12 of 2012 concerning Higher Education. Quality Higher Education is Higher Education that produces graduates who are able to actively develop their potential and produce Science and / or Technology that is useful for the Community, nation, and country. The government operates a higher education quality assurance system to get quality education. The Higher Education quality assurance system referred to consists of: a. internal quality assurance system developed by Higher Education; and b. external quality assurance system carried out through accreditation. Implementation of Quality Management Systems in Higher Education can produce Quality and Affordable Education.

This article reviews recent developments in measuring education and skill that need to be taken into account in any new initiative to monitor social mobility. Over the past half-century, patterns of educational participation and attainment have become more heterogeneous, a trend that has been accompanied by increases in assessment and testing practices, and the availability of electronic data sources and other administrative records, including official school transcripts that are generally held indefinitely. This article describes the most promising approaches to measuring education and discusses some of the possible challenges for using the information to study social mobility. Measures of educational concepts fall along at least one of several dimensions: credentials earned, qualities of the schools attended, the amount and nature of curricular exposure, and the development and acquisition of skills. Selected data sources, with an emphasis on school transcripts and administrative records, and their possible uses are described.

We approach marketization and commodification of adult education from multiple lenses including our personal narratives and neoliberalism juxtaposed against the educational philosophy of the Progressive Period. We argue that adult education occurs in many arenas including the public spaces found in social movements, community-based organizations, and government sponsored programs designed to engage and give voice to all citizens toward building a stronger civil society. We conclude that only when adult education is viewed from the university lens, where it focuses on the individual and not the public good, does it succumb to neoliberal forces. (DIPF/Orig.)

This article reviews recent developments in measuring education and skill that need to be taken into account in any new initiative to monitor social mobility. Over the past half-century, patterns of educational participation and attainment have become more heterogeneous, a trend that has been accompanied by increases in assessment and testing practices, and the availability of electronic data sources and other administrative records, including official school transcripts that are generally held indefinitely. This article describes the most promising approaches to measuring education and discusses some of the possible challenges for using the information to study social mobility. Measures of educational concepts fall along at least one of several dimensions: credentials earned, qualities of the schools attended, the amount and nature of curricular exposure, and the development and acquisition of skills. Selected data sources, with an emphasis on school transcripts and administrative records, and their possible uses are described. [Reprinted by permission of Sage Publications Inc., copyright The American Academy of Political and Social Science.]

There are two important directions within the structure of current Russian domestic policy, i.e. the policy of patriotic education of youth and the policy of digitalization of various areas of public and state, as well as private life of citizens. Based on the idea of the need for a state to maintain the integrity and consistency of its political interests and management decisions, both directions should complement each other and thereby make domestic policy more effective. Especially taking into account the fact that both of these directions are connected to the solution of a strategic task of formation of a stable political identity among the new generation of Russian citizens. In reality, these two directions are in conflict today at the highest level of public presentation of those specific tasks that the younger generation will have to solve in the process of finding their identity. An analysis of the way digitalization policy is presented shows that today it contains a real risk of undermining all the work to form the patriotic identity of Russian youth.

"'Subjektorientierung' als Forschungsperspektive geht von dem lernenden Subjekt aus, seinen Lernbemühungen, den Lernumgebungen und deren Gestaltung. Diese Perspektive ist in der Erwachsenenbildungsforschung seit ihren Anfängen zu Beginn des 20. Jahrhunderts nachweisbar. In dem Aufsatz werden Ergebnisse subjektorientierter Forschung in ihrer historischen Entwicklung wie aktuellen Entfaltung unter Berücksichtigung von Ergebnissen der Lehr-Lernforschung, der Biographie- und Kompetenzforschung und der Interaktions- und Institutionenforschung dargestellt. Die Fokussierung auf die subjektorientierte Perspektive der Forschungsansätze verweist zum einen auf ihre Anschlussfähigkeit an qualitative Forschungstraditionen der allgemeinen Erziehungswissenschaft. Zum anderen verdeutlicht eine solchermaßen reflektierende, subjektorientierte empirische Erwachsenenbildungsforschung die Gütekriterien Reflexivität und Transparenz, Plausibilität und Adäquanz." (Autorenreferat)

Universalization of primary education has been high on the policy agenda in India. This book looks at the reproduction of social inequalities within the educational system in India, and how this is contested in different ways. It examines whether the concept of `education for all' is just a mechanically conceived policy target to chasing enrolment and attendance or whether it is a larger social goal and a deeper political statement about the need for attacking entrenched social inequalities.Drawing on original data collected in the two states of Andhra Pradesh and West Bengal, the authors pres

Este trabajo presenta los resultados de una revisión bibliográfica que considera documentos e investigaciones sobre Educación Ambiental (EA) en general, y sobre EA y legislación en particular, producidos tanto a nivel internacional como regional y nacional, guiada por las preguntas: ¿qué plantean los trabajos que vinculan EA y legislación educativa en Argentina? ¿En qué contexto, dentro del campo de la EA, se insertan? A través de revisiones de referencia caracterizamos el panorama internacional y latinoamericano de la EA, mientras que sobre Argentina analizamos los aportes de cinco artículos y un libro relevantes para nuestra focalización. Sin pretender haber hecho un rastreo exhaustivo, esta aproximación permitió vislumbrar la necesidad de profundizar los estudios que, más allá de describir el contenido de las diversas legislaciones, analicen su sentido en el contexto histórico de sanción de cada norma, así como el estado de relación de fuerzas en el campo de la Educación Ambiental. ; This paper presents the results of a literature review that considers documents and research work on environmental education (EA) in general, and on EA and legislation in particular, produced at the international, regional and national levels, and guided by the questions: What do works linking EA and education in Argentine legislation contend? In what context, within the EA field, are they inserted? Through the referred reviews we characterize the EA international and Latin American panorama, and analyze the contributions of five articles and a book relevant to our focus on Argentina. Without claiming to have done thorough research, this approach allowed us to perceive the need to deepen the studies that, apart from describing the content of the various laws, analyze its meaning in the historical context in which each regulation was passed, as well as the relationship between forces in the field of environmental education.