Law of Police Service in Gujarat

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Social Emotional Development and Character as the Focus of the Education Policy

Abstract The importance of emotional and social skills of the character is perceived today for students, communities and workers. In view of the number of risky behavior in our society today, for example, drug use, violence, and other forms of emotional, excessive feelings of frustration and so forth are also venturing into the world of education experienced by students in Indonesia. The problems being faced by this country has always focused on character education. Social learning emotional is a process where children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve goals that are positive, feel and show empathy for others, building and maintaining a positive relationships and make a responsible decision. This learning appears when an understanding that learning in the context of a supportive relationship that makes learning challenging, interesting, and meaningful. And this is best done through effective classroom instruction, students' involvement in positive activities in and out of the classroom, and parents are spacious and community involvement in the planning, implementation, and evaluation. Social emotional learning and character is considered very effective if imposed from preschool through high school. Educators, parents, and policy makers synergize and ensure that the core competencies of social and emotional learning is necessary for the functioning of life for students effective and these skills need to be taught. Keywords: Social and Emotional Learning, Character, Policy Focu

Adult education and modernity in the Arab Republic of Egypt : a comparative study of adult education policy in the Arab Republic of Egypt and England.

'!'he present study is an attempt to apply Holmes' "Problem approach to the staggering modernity stride in the Arab Republic of Egypt since 1952. Throughout the whole period, various documents have been keen on expressing the leaders' zeal for the establishment of a modern state both politically and economically. However, the outcome has been disappointing. An inapt adult base in terms of unmodified internalised attitudes and inadequate skills, has made the realisation of modernity proposals difficult. With the possible contribution of adult education in mind, the study assumes that if Egypt is to modernize, an adult education policy that penetrates the Egyptian adult masses is a pressing demand tor Egypt's future. \ud Part one deals with 'Problem statement' through which the background of the problem is given in terms of 'rising expectations' versus 'growing frustration' 1n-many countries of the underdeveloped world since the mid-twentieth century. The part reviews as well the inconsistency as clear in the Egyptian case, raises the hypothesis and explains the method followed throughout the study. \ud Part two deals with 'Problem 1ntel1ectualisation' after Holmes' 'Change-No-Change' method of analysis. 'Change' is il1ustrated by modernity proposals in post-1952 documents in comparison with those before 1952. 'No-Change', on the other hand, is represented in the unmodified attitudes of the adult masses, and skill inadequacy that have stood in the way of real1~ing the above proposals. Part three deals with the 'Proposed Policy Solution' which is reached through the identification of 'modernity' 10 various schools, the ideal typical modern society and man; together with the investigation of the possible contribution of adult education to modernity in so far as attitudes and skills of its clientele are concerned. \ud Part four deals with the 'Contextual Analysis' in which the adult education policies in post-1944 England, and post-I952 Egypt are analysed. The socio-economic differences between the two countries are well recognized; but two major policy trends form the basis of cultural borrowing, namely the integration of adult education into the national system of education)and partnership between providing agencies. \ud Part five deals with the 'Workabil1ty of the Solution'. It takes some salient aspects of Egypt's institutional, normative and environmental conditions as base tor judging possible success in the adoption and implementation of the recommended po1icy. \u