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Financing and Management of Islamic (Madrasah) Education in Indonesia

100%
Shaturaev J.
Zeszyty Naukowe Politechniki Częstochowskiej. Zarządzanie
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2021
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issue 42
57-65
EN
The education system in Indonesia has two main sub-systems, one under the management of the Ministry of Education and Culture (MoEC), and madrasah education and religious education under the management of the Ministry of Religious Affairs (MoRA). Out of approximately 233,517 state schools and madrasah, about 82% are state schools and the remaining 18% are madrasah; and out of 49,402,000 students from these institutions, 87% are registered in-state schools and other 13% are registered in madrasah. Indonesian laws and regulations require state schools and madrasah to be treated equally. Moreover, madrasah teaches the same national curriculum in addition to Islamic religious subjects regulated by MoRA. The author tried to define the current circumstance of Islamic education in Indonesia, the academic issues that the government faces and sought possible solutions for them through field surveys and data analysis methods used throughout the investigation. The found data show that improper infrastructure of government contribution towards public education including religious education, and limited quota in pedagogical universities lead to a shortage of teachers in rural areas. The government of Indonesia needs further educational reforms in the area of public education, teacher training, and re-training programs, and increasing teachers’ salaries. School dropouts, shortage of well-qualified teachers, and school fees challenge the national education system in the country.
2
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Retrospective Analysis of Studies on Differentiated Instruction of English for Specific Purposes

100%
SYNEKOP O.
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2017
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vol. 8
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issue 4
103-107
EN
The article represents the historical analysis of differentiated instruction of English for specific purposes at university level. It also defines the factors contributing to successful use of differen-tiated instruction in teaching English for Specific Purposes to information technology students of universities.
3

ПЕДАГОГІЧНА ВЗАЄМОДІЯ: ВИМОГИ В КОНТЕКСТІ ОСОБИСТІСНО ОРІЄНТОВАНОЇ ОСВІТНЬОЇ ПАРАДИГМИ

84%
Грудинін Б.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
245-255
EN
In the article it is shown that the pedagogical interaction between the teacher and the student belongs to current issues of the pedagogical science, which owns a number of ideas of cooperation, active, friendly, and therefore productive actions in the system «teacher – student». The essence of the concept of «educational interaction» as a system of mutual influence of the entities included into the common activities based on the professional education is revealed. It is shown that to the general psychological mechanisms of the educational interaction belong the following: a) teacher’s and students’ understanding the subject- and subject-object relations and b) teacher’s and students’ reconciling their own actions with the actions of each other. According to the personal characteristic interaction serves as a basis for uniting certain separate subjects into the collective subject of activity; and according to activity characteristic it serves as «actions exchange» using the subject-object-subject scheme. The interaction of the educational process subjects is understood as a multidimensional phenomenon, namely, as social, psychological and pedagogical, aimed at achieving the positive educational changes. The attention is drawn to the fact that the effectiveness of the teaching interaction will depend on the following conditions: 1) the perception of the individual as a personality with his own needs and interests; 2) identifying the interests of the partner, empathy to his success or failure; 3) recognizing the partner’s right to disagreement, to having his own mind, the right of behavior choice and the responsibility for his choice. The conclusion is made: 1) pedagogical interaction should manifest itself only in the form of cooperation after reaching by both parties mutual agreement and solidarity in the sense of joint activities and goals and ways of achieving them; 2) the essence of the pedagogical interaction is a direct or indirect influence of the subjects of this process on each other, generating their mutual connection; 3) the most important characteristic of personal interaction on teacher’s side is his ability to influence each other and produce real transformation in the cognitive, emotional and volitional and personal spheres.
4
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Nauczyciele, którzy nie uczą. Być nauczycielem w przygotowanym do uczenia się otoczeniu elementarnej szkoły Montessori

67%
Salassa M.
Edukacja Elementarna w Teorii i Praktyce
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2018
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vol. 13
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issue 1(47)
29-67
PL
Po krótkim omówieniu modelu edukacji Marii Montessori (podstawy psychologiczne, zasady postępowania, cechy wyróżniające) autorka stara się zaprezentować wyczerpujący opis roli nauczyciela Montessori, zwłaszcza na poziomie szkoły elementarnej. Opracowane w tym celu ramy opisu obejmują selekcję materiałów należących do trzech źródeł: oryginalnych pism M. Montessori, materiałów wizualnych (ikonograficznych) oraz danych empirycznych z badań własnych. Każdy z wymienionych działów zbiera materiały o wysokiej jakości z intencją skoncentrowania na nich uwagi czytelnika i poddania ich szerszej refleksji z różnych punktów widzenia. Triangulacja proponowanych treści i danych jest tu postrzegana jako metoda badania złożonej, lecz fascynującej charakterystyki profilu nauczyciela, zarówno w aspekcie jego teoretycznych właściwości, jak i operacyjnych cech działania ujawnianych w kontekście procesu nauczania-uczenia się. Głównym celem analizy jest głębsze skoncentrowanie się na profilu i roli nauczyciela Montessori w szkole elementarnej, a także umożliwienie czytelnikowi samodzielnej, pogłębionej refleksji nad zagadnieniem i niezależnego formułowania własnych wniosków.
EN
After a brief introduction to the Montessori model of education (psychological foundations, guiding principles, distinctive features), the Author’s contribution is aimed at giving a satisfactory representation of the Montessori teacher, in particular the one dealing with learners at the elementary school stage. The framework is developed using a selection of sources belonging to three different types: Montessori’s writings, visual materials, empirical data. Each section collects specific material with the intention of bringing it to the attention of the reader, allowing wider reflection from different points of view. The triangulation of the proposed contents and data is seen as a method for considering this complex but fascinating teacher profile both in its theoretical specificities and in its operational qualities in the context in which the teaching-learning process takes place. The desired overall results should allow a greater focus on the profile and role of the Montessori teacher in the elementary school as well as giving the reader himself the opportunity to elaborate further reflections and conclusions independently.
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