Policy Reform of Nonformal Education to Improve the Labor Market and Lives of Business Entrepreneurs: Perspective of local autonomy (original) (raw)
The existence of nonformal education, is intended to develop human resources and the environment that is based on cultural values and utilization of local potential. Through this nonformal education, is expected to form regions that will be the center of a variety of vocational, and the formation of business groups that exploit the potential of resources and local knowledge. People can learn and practice the skills that can be used for work or create jobs in accordance with existing resources in the region, thus increasing people's lives. For the reason, the role of the community with cultural diversity and indigenous in the realization of regional autonomy, democratic and accountable local governance is very strategic. Local autonomy essentially, make the local government services to the public is better, and it is very reasonable if communities participate in policy-making. This condition has to be a priority for all of regency/city in Indonesia. Keywords—policy; nonformal edu...
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The purpose of the Work and Lifelong Learning Resource Base (WALLRB) is to provide a wide range of bibliographic references and links to full-text sources of research on diverse forms of lifelong learning and diverse forms of work, with a primary focus on the relations between learning and work. The conceptions of learning (including formal schooling, continuing education, informal education and non-taught informal learning) and of work (including household and volunteer work as well as paid employment) are more inclusive than prior common usage and bibliographic conventions have encouraged. Sections on varied general theoretical perspectives and relevant research methods are included. Sections on studies of different aspects of work, of learning and of work-learning relations are the core of WALLRB.
Skills Development for Inclusive and Sustainable Growth in Developing Asia-Pacific
Technical and Vocational Education and Training: Issues, Concerns and Prospects, 2013
The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent. By making any designation of or reference to a particular territory or geographic area, or by using the term "country" in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area.
Constructivist learning paradigm in the introduction to education subject
Journal of Education and Learning (EduLearn), 2019
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Purpose: The purpose of this study is to explore the conceptual awareness of curriculum policy makers on curriculum development process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collected through questionnaires survey administration of curriculum developers in relation to the curriculum of secondary level schools in Sri Lanka. The respondents were selected on the basis of their subject which they are involving and their experience. The obtained data was analysed through SPSS software package. Regression Analysis was applied to examine the relationship between Dependent variable and Independent variable to interpret the among curriculum development inputs and SOLO based curriculum development process. On the other hand, the study was analyzed moderating effect of individual factors between the relationship curriculum development inputs and SOLO based curriculum development process. Findings: The results indicate that the curriculum policy makers attitudes and availability of SOLO based curriculum materials will exert the most influence upon the teaching leaning process in the secondary level schools. The results further incited that the moderating effect of level of education to the relationship between curriculum development inputs to the SOLO based curriculum development process. According to the analysis the job category does not moderate the relationship between curriculum development inputs and the SOLO based curriculum development process. Value: The study will be applicable for curriculum development process to accounting subject and improve the performance of student competency level not only students who are learning accountancy but also all other students in secondary level schools. The study assists curriculum policy makers in the field of curriculum development process in general education system to understand the issues related to outcome based curriculum development process in current era. Hence, findings of this study could be used to guide them in enhancing curriculum reforms and implementing new curriculum approach to enhance and overcome the current issues. The findings of this study will inform curriculum policy makers and educationists who wish to apply new curriculum approach on how they can develop SOLO based curriculum for the current education system. Thus, the findings of this study contribute to the area of curriculum development that was beneficial to arrive at the proper decision making in constructing our own curriculum. The guidelines of this study will fulfill the requirement of the secondary school curriculum development program.
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