Suchergebnisse

Education business is a potential business, but it still needs to be studied more deeply so that the essence of non-formal education that can answer all problems in education does not disappear and eliminate its functions. The purpose of this study is to analyze the implementation of non-formal environmental education business. This research used a qualitative approach which was carried out in Semarang City. The data collection technique used was interview. The validity of data was done through source triangulation, while the data analysis techniques were done through data reduction, data display, and conclusion drawing/verification. The implementation of non-formal education was based on the perspective that it can be a promising business opportunity and have a long-term income generating orientation. Teachers and learning process are adjusted to the needs and the potential of the students. Business capital used by tutoring institutions in developing the education business included internal capital and external capital. Politics has a great influence in the implementation of non-formal education business. The value of character conservation in the implementation of non-formal education has not been the main priority in most education institutions in which education must have the value of innovation, creative, fair, caring, and honest.

"Louis Althusser was one of the foremost Marxist philosophers of the 20th century. His thinking laid the groundwork for critical educational theory, yet it is often misunderstood in critical pedagogy and sociology of education. In this book, David Backer reexamines Althusser's philosophy of education, presents its flawed reception in critical educational research, and draws out what the philosophy has to offer us today. Correcting the record about Althusser's thinking in the traditional narrative of critical educational research becomes an opportunity to revisit fundamental questions for thinking about school in its social context. For students and researchers of education, critical theory, sociology of education, and critical pedagogy, this book will be a resource for rethinking the social foundations of education, both as a field and as a set of theoretical frameworks for educational research."--

The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article we will examine how the role of teachers in the present society has to change.

The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article we will examine how the role of teachers in the present society has to change.

Contents: Introduction, by John Vaizey; The economics of education in the U.S.S.R., by Stanislav Strumilin; Social returns to education, by Mary Jean Bowman; The concept of human capital, by M. Debeauvais; Teaching methods and their costs, by Charles Benson; Education and economic development, by W. Arthur Lewis; Administration and the economics of education, by Howard Hayden; Economic and social aspects of the planning of education, by H. M. Phillips; Unesco economic analysis unit.

The passing of federal Public Law 94–142 has created new job opportunities for teachers trained in both early childhood and special education.

By focusing on teachers' approach, the article analyses one of the most relevant issues of today's realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers' inclusion in inclusive education by implementing the statistical analysis according to The Teachers' Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.