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Education is, undoubtedly, the main factor in shaping human personality. It also has significant influence in determining the level of personality on a certain degree, good or bad personality for example. Therefore, in striving for better generation in 2035, the government is carefully planning and executing kinds of education that is appropriate and flexible to the needs of young generation with the hope to produce more qualified and independent human being. Moreover, education could be define not only one but also from many perspectives; such as a way done by adult to educate and supervise children until they reach maturity.Kata Kunci: Education, Islamic Education, and National Education

"Extract from: Sweden, its people and its industry, by order of the government edited by Gustav Sundbärg." ; Mode of access: Internet.

The need for a new profession devoted to environmental matters is asserted. The qualities of such a profession are sketched, and it is argued that new initiatives in environmental education are needed in the form of graduate, professional programs with primary emphasis on practice. An example 2-year program is presented. A fundamental requirement is scientific competence; undergraduate preparation in the sciences or engineering is mandatory. The graduate curriculum itself is built on three primary cores: environmental science and engineering, business and management, and public policy. Additionally, an environmental round table is proposed as a focal point for academic, industrial, governmental, and public discussion on environmental matters. The round table would provide oversight for the professional educational program and an affiliated research institute.

This paper analyzes whether and how the ASEAN Work Plan on Education 2016-2020 promotes investment in education in the ASEAN Member States, focusing on three main areas: inclusive education, cross-border education programs, and ICT capacity building.

A collection of miscellaneous pamphlets. ; Alexander Hamilton institute, New York. Forging ahead in business. 1923. -- Caldwell, O. W. The Gary public schools; science teaching . 1919. -- Cox, J. Vocational education in Utah under Smith-Hughes act; home projects in home economics . 1920? -- Hovious, C. Comprehension tests for following printed trails and key to tests . 1936. -- National self government committee, inc., New York. Civics as it should be taught. 1934? -- Scherer, M. R. A note on adult education in British museums . 1934. -- Stone, I. Windward school . 1928. -- Withers, J. W. Fifth reader manual for Story and study readers . 1929. -- Withers, J. W. Fourth reader manual for Story and study readers . 1928. ; Mode of access: Internet. ; 14

Chapter 1. Introduction -- Chapter 2. Learning political engagement -- Chapter 3. Access to forms of political learning -- Chapter 4. Social gaps in forms of learning and political engagement: 11-16 year olds in England -- Chapter 5. England in a comparative light: lower secondary -- Chapter 6. Learning political engagement in further and higher education in England -- Chapter 7. The Influence of Post-16 Education on Political Engagement: England Compared to Other States -- Chapter 8. Conclusions and implications for policy and practice