Suchergebnisse

This research is motivated by the phenomenon of the low character of students in responding to 21st-century globalization. Because of this, it is important to ask whether curriculum policies have prepared students to be adaptive to these dynamics. This article aims to analyze the character content and the gradations of student social development in the domain of attitudes in the applicable educational curriculum in Indonesia. This study used a qualitative content analysis method with a directed type design and a framework of eight character strengths that took the coding, theoretical approach, findings, and analysis stages of the Regulation of the Minister of Education and Culture Republic of Indonesia document number 20 of 2016 concerning Basic and Secondary Education Graduate Competency Standards (SKL). The research found: first, the character content is in the attitude domain; spiritual and social, aimed at shaping the character strength of students to become religious, honest, caring, lifelong learners, and physically and mentally healthy; second, the gradation of student social development still focuses on real social development, and has not included the gradation of virtual social development of students as an effort to respond to 21st-century globalization. Therefore, this study recommends the Indonesian government revitalize the character content of SKL in educational curriculum policies by considering two forms of gradation of both real and virtual social development of students as the next generation of the nation.

Thèse--Univ. de Paris. ; Bibliographie: p. 125-129. ; Mode of access: Internet.

The relative autonomy of the higher education system in the United States & other advanced capitalist countries is collapsing, posing new problems to students, faculty, & other workers in this sphere. The tremendous growth of higher education in the 1960s suggests that the principal relation between higher education & capitalism has shifted from the production of ideological/technical practices & elites to the production of a new type of labor power required by the growing 'white-collar' sector of the economy since World War II, especially in occupations like teaching, nursing, accounting, & engineering. Since higher education is now engaged in producing significant sections of the labor force, it is & will continue to be subject to fluctuations in the business cycle. In the 1960s demands by labor, minorities, women, etc, coincided with capitalist needs for new types of skilled workers, pushing up the percent of the college-aged population enrolled in higher education programs in states like Calif to almost 70%. It is clear that the labor done by faculty & other workers in the university is labor that 'folds into' the sphere of productive labor & thus belongs in the ensemble of socially unified labor capacity characteristic of advanced capitalist relations of production. All this has meant changes in the character of faculty-administration relations, curriculum, tuition policies, etc. Economic chaos & uncertainty plague all involved in higher education. Possibilities of fighting back include faculty unionism, student & graduate student organizations, & coalitions to defend higher education against retrenchment. In the long run, workers in the higher education system will have to recognize a communality of interest with workers in other sectors (& vice versa). This would involve the beginning elaboration of a socialist program for higher education in the United States. Modified AA.