Islamic Education In Indonesia: A Historical Analysis Of Development And Dynamics

Islamic education in Indonesia has been going on since the introducing of Islam in Indonesia starting with informal education that personal relationships between broadcasters of Islamic preachers who came to Indonesia with the surrounding community. A relationship that led to the initial recognition of the Islamic community, then began appearing of Islamic education in non-formal centers such as in the mosque. In this place was taken away in non-formal education, diverse learners are still a child and there are also adults. Once the need for education among the Muslim community, they begin to appear formal educational institutions such as schools, Islamic schools and madrasah as well as Islamic universities. Islamic education experience its dynamics in terms of both quantitative and qualitative in the light of the qualitative. Qualitative terms of Islamic education experienced rapid growth throughout Indonesia with thousands of Islamic boarding schools (pesantren), schools and madrasah. In view of the qualitative angle of Islamic education, has evolved from traditional education appears to be a modern Islamic education is able to provide its response to the progress of the times and was able to give contribution to the development of the nation, and the state. On the relation with this, the Islamic education in Indonesia has a very important position and strategic, because that is the Law of National Education System that Islamic education occupies a position as a sub-system of the National Education System

Assessment Practices for Competency based Education and Training in Vocational College, Malaysia

AbstractVocational and Education Training (VET) aimed at providing the labour market with skills in the sub-professional level and no more second-class education. Rebranding vocational school to Vocational College (VC) is a major transformation in vocational education in Malaysia. Among the features that are emphasized in this transition is the method of learning in an environment of Competency Based Education and Training and the change from conventional to authentic assessment. Therefore this study is to identify what forms of assessment being undertaken by vocational teachers in order to meet the demands of CBET and authentic assessment. Three teachers in the field of electrical and electronics engineering were interviewed to identify what practices has been used in the assessment. Since the implementation of VC is very new, findings shown that certain assessment process still in traditional way and need improvement

ELearning and the Lisbon strategy: an analysis of policy streams and policy-making

Under the Lisbon strategy, education and training form an essential element of the social pillar which aims to modernise the European social model through investment in human resources and combating social exclusion. Up to 2004, elearning was promoted as a key element in achieving the strategy especially through the Elearning Action Plan (2004-2006). This paper will analyse the process through which elearning emerged as a policy measure in implementing the Lisbon strategy. Using Kingdon’s policy streams metaphor (Kingdon, 1995), this paper will outline the policy and problem streams which coalesced in the late 1980s, opening a ‘policy window’, and which pushed distance learning onto the EU political agenda in the early 1990s. These included the accretion of ‘soft law’ around the area of vocational education and training since the Treaty of Rome in 1957; the challenges offered by the emerging new information technologies, declining industries and changing demands for skills; the adoption of distance learning systems at national level to redress disadvantage, and to provide flexible, high-quality and cost-effective access to higher education to adults who were unable to attend on-campus; and the role of the Commission, policy entrepreneurs and networks in promoting distance education as a solution to the major social and economic problems facing Europe. The Treaty of Maastricht committed the EU to supporting education and training in the community, and in particular, to ‘encouraging the development of distance education’ (Art 126 changed to Art 149 in Amsterdam, Nice and Lisbon Treaties). A series of implementation programmes in the 1990s, including Socrates, Tempus and Phare, funded distance learning initiatives in the EU and accession countries. With the development of the Internet and web technologies, elearning came to replace distance education in the EU discourse. The paper will conclude with some observations on the current role of elearning policy within the Lisbon strategy

EDUCATIONAL REFORM IN LOS ANGELES AND ITS EFFECT UPON THE MEXICAN COMMUNITY, 1900-1930

The theme of equal educational opportunity was a major concern of the urban Chicano Movement in the late sixties. Chicanos accused the entire school system of racism and insensitivity towards the Chicano community. Schools, declared the activists, used institutionalized techniques such as intelligence tests and a tracking system to insure that disproportional numbers of Chicano children would be placed in vocational education courses or in classes for the mentally retarded

Large-scale educational telecommunications systems for the US: An analysis of educational needs and technological opportunities

The needs to be served, the subsectors in which the system might be used, the technology employed, and the prospects for future utilization of an educational telecommunications delivery system are described and analyzed. Educational subsectors are analyzed with emphasis on the current status and trends within each subsector. Issues which affect future development, and prospects for future use of media, technology, and large-scale electronic delivery within each subsector are included. Information on technology utilization is presented. Educational telecommunications services are identified and grouped into categories: public television and radio, instructional television, computer aided instruction, computer resource sharing, and information resource sharing. Technology based services, their current utilization, and factors which affect future development are stressed. The role of communications satellites in providing these services is discussed. Efforts to analyze and estimate future utilization of large-scale educational telecommunications are summarized. Factors which affect future utilization are identified. Conclusions are presented

Innovation in Teaching and Learning of Surveying and Mapping Course Based on Information and Technology (IT)

Learning based on Information and Technology in Surveying and Mapping (SM) course is urgently application on vocational education in Indonesian in order to graduate can compete to global markets especially deal with ASEAN Economic Community (AEC) 2015. This paper used action research method with 60 samples students in class SM, while data collected was qualitative descriptive to understand student's achievement. To ensure that teaching aids based on IT whether has strong impacted during learning practice, the students gift feedback it was conducted by questionnaires. Learning strategy was performed in three phased, 1) learning preparation in teaching aids ( used of module, TS teodholite equipment, and GPS handheld apparatus) , 2) learning practice conducted by Problem Based Learning (PBL), and 3) evaluation used authentic assessment. The result of the research were 1) 97% students passed and just 3% still needs treatment, 2) the statistic computation use double linear regression showed 3 indicators about normal distribution, correlation, and significantly, and its can be conclusion that teaching aids based on IT has strong impacted to student achievement in learning practice SM course

Taksonomija ucnih metod in oblik za mlade v neformalnem izobrazevanju v Mladinskem svetu Slovenije

Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching forms in NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teaching methods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youth work and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitative research. (DIPF/Orig.