Suchergebnisse

This article examines the current traditional Islamic education in Indonesian Islamic boarding schools, known as pesantren, following the passing of the pesantren bill into legislation by the Indonesian People's Representative Council in September 2019. We focus on aspects of the Pesantren Legislation (Undang-Undang Pesantren), which recognises pesantren as a new type of formal education and regulates the way the pesantren system is managed. People who engage in the pesantren system will certainly take advantage of this legislation. Nevertheless, they cannot avoid possible changes of established values in pesantren that have been socially reproduced for a long time. The authors argue that in the first two decades of the 21st century, Indonesian traditionalist Muslims have celebrated an important development in the pesantren tradition-based education, which received formal recognition in Indonesia's national education system.

The crisis of confidence in corporations has stimulated much debate among scholars and practitionersregarding leadership morality (Bartunek, 2002; Lefkowitz, Ilgen, Lee, Locke, Lowman & Schneider,2003). Similarly, leadership scholars have acknowledged that leadership ethics rests upon the moralcharacter of leaders and their choices of values (Bass & Steidlmeier, 1999). They argued that,compared to others, some leaders possess values and characteristics that make them more resilientto social pressures to engage in unethical behaviors (Bass & Steidlmeier, 1999; O'Connor, Mumford,Clifton, & Connelly, 1995)

This paper briefly examines the context-specific paths and policies of neoliberalism and neoconservatism and the resistance to their depradations. While calling for activism with micro-, meso- and macro-social and political arenas, the paper focuses on activity within formal education institutions. It suggests a series of measures- a socialist Manifesto for education, for discussion. It concludes with a call to action for teachers and education workers (and others) to be "Critical Educators," Resistors, Marxist activists, within and outside official education.

This book presents the recommendations on restructuring, rationalization and modernization of higher education sector in Moldova. It consists of three parts. In part one, legislative proposals are presented in which inter alia the new structure of the sector is suggested, new key players are identified and described and respective relationships are formulated, governance and management are clearly defined, teaching and research formula are described, and restructuring and rationalization road maps are developed. In part two, a commentary on the Code of Education in effect is provided by comparing it with the legislative proposals presented in part 1; the commentary on the Code of Education is restricted to the sections on Higher Education. In part three, a guide of good practice is presented. It draws on the benchmark analysis of the institutional university autonomy in Denmark, Lithuania, Romania, Scotland and Sweden and discusses best practices internal to a university on organizational, financial, human resource and academic autonomy. This book is the final, third major deliverable of the EUniAM project. It builds on and is derived from the first two deliverables of the project: "The analysis of the institutional university autonomy in Moldova" (Turcan and Bugaian, 2014)1 and "The benchmark analysis of institutional university autonomy in Denmark, Lithuania, Romania, Scotland and Sweden" (Turcan and Bugaian, 2015)2. We would like to acknowledge the Minister of Education, Maia Sandu and her higher education team, led by Nadejda Velisco; Rectors' Council, led by Rector Grigore Belostecinic; rectors Ion Bostan of Technical Univesity, Gheorghe Popa of Balti State University, Andrei Popa of Cahul State University, Gheorge Ciocanu of Moldova State University for their constructive feedback on the earlier versions of the legislative proposals.