scholarly journals Education System Reforms in an Unstable Political Situation: The Case of Serbia in the First Decade of the 21st Century

2012 ◽  
Vol 2 (2) ◽  
pp. 31-53
Author(s):  
Ivan Ivić ◽  
Ana Pešikan
Keyword(s):  
Education Reform ◽  
Educational Interventions ◽  
Quality Of Education ◽  
Reform Process ◽  
Education Development ◽  
Political Situation ◽  
Major Reform ◽  
The Republic ◽  
New Phase

In the present paper, education reform in the Republic of Serbia since 2000 is presented. The focus is on two major reform waves: 2000–2003 and 2004–2005. We analyse why these broad educational interventions failed. After 2005, there was a lull in the reform process, a period with no major changes (2005–2010). A new phase of improving education policy in Serbia commenced with the adoption of Trends in the Development and Upgrading of the Quality of Education and Upbringing 2010–2020 (2010) and the conception and proposal of the Strategy of Education Development in Serbia to 2020+ (2012). The basic innovations in approachand conception in the new “epoch” is outlined.

scholarly journals The Ideas of Shift as Of Education Development Quality in the Writings of Meile Luksiene

Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 163-175
Author(s):  
Jovita Brindzaitė ◽  
Ramutė Bruzgelevičienė
Keyword(s):  
Empirical Study ◽  
Education Reform ◽  
Scientific Literature ◽  
Educational Process ◽  
Education Quality ◽  
Theoretical Research ◽  
Quality Of Education ◽  
Scientific Quality ◽  
Education Development

The article examines the ideas of educational shift relevant to the quality of education developed during the Lithuanian Education Reform as formulated by Meile Luksiene in her writings. The research is based on an analysis of scientific literature concerning the concepts of shift and quality, regulating educational documents as well as an empirical study, i.e. the data collected from a qualitative analysis of the scientist’s writings. The problem of the research: how are the ideas formulated by M. Luksiene relevant to the education development quality? The object of the research: shift as a prerequisite for a new education quality as expressed in the writings of M.  Luksiene. The goal of the research: to emphasize the significance of M. Luksiene’s ideas of shift oriented towards the quality of education. Having performed the research tasks, which include presenting theoretical research presumptions on the basis of analysis of scientific literature and educational documents, comparing the concepts of shift and presumed education development quality as formulated by M. Luksiene to those developed on the theoretical level, exhibiting M.  Luksienes’s shift ideas oriented towards the education quality on conceptual, personal, organizational and governmental levels by means of an empirical study, comparing the presumed education quality in M.  Luksiene’s writings to the content of present concerted education quality examining the vigor of M.  Luksiene’s ideas, the authors draw the following conclusions: The concept of shift modeled by M. Luksiene in her writings on educational issues is close to the theoretical one formulated by scientists, i.e. to that of a shift during a confrontation between two social powers, stages of a shift, the concept of a shift as of a long-lasting process, perspectives of a shift. The presumed education development quality implied by M. Luksiene in her writings is close to the theoretical quality concept formulated by scientists in terms of integral parts of holistic quality, i.e. the quality of primary conditions, educational process and, partly, of consequences, where consequences is understood as cultural maturity of a nation and society. The quality of results is mentioned indirectly, whereas the surplus value, an integral part of holistic quality, is not directly discussed. The presumed education development quality implied in M. Luksiene’s writings is closely related to the theoretical scientific quality concept expressed in terms of greater humanistic values, such as relation to an individual, as well as of civil, social values, and partly of the ethical values of public service. The economic values related to education quality are not directly approached. Basically all education quality subcategories defined in M. Luksiene’s writings have their equivalents in the present concerted criteria for school self-evaluation, which allows maintaining that the content of education development quality modeled by M. Luksiene and the one created at present are akin. It has been noted that the main value based educational principles, by means of which education quality can be expressed and which were emphasized by M. Luksiene, i.e. those related to humanity, democracy, nationality and renewal, have only been maintained in the regulating educational documents of independent Lithuania irregularly. The closeness of the presumed education development quality content modeled by M. Luksiene in her writings to modern concerted education quality criteria indicate, that the scientist’s ideas are relevant in the present stage of Education Reform.

A TRANSITION IN MONITORING OF EDUCATION IN LITHUANIA: BETWEEN VISION AND REALITY

2019 ◽  
Vol 1 ◽  
Author(s):  
Jelizaveta Tumlovskaja ◽  
Dalia Survutaitė
Keyword(s):  
Education Reform ◽  
Quality Assessment ◽  
The State ◽  
Internal Quality ◽  
Quality Of Education ◽  
Continuous Control ◽  
National School ◽  
State Education ◽  
The Republic

The authors of the presentation aim to reveal the context of education monitoring in Lithuania. The system of education monitoring is firstly analysed on the basis of the content analysis of regulatory documents highlighting the provisions available in the society and educational system. The transitions in the system of education monitoring are disclosed in a chronological way: from the establishment of the national school (1989) to the construction of a better school (2015). At the end of the 20th century the Reform Movement of Lithuania was established in the Republic of Lithuania. The general meeting held on 3 June 1988 approved a steering committee, whose members mobilised their efforts to reform education. Dr. M. Lukšienė, one of the initiators, rallied like-minded people and put forward the framework of the national school, i.e.  “The Concept of the National School” (1989). The vision of education constructed on the eve of independence was grounded on humanist philosophy. After the restoration of Independence on 11 March 1990, the need emerged to revise the vision of education. In 1992 the concept of Lithuanian education was adopted, which continued and enriched the principles of humanism in the paradigm of liberal education. Following the practice that prevailed prior the restoration of independence, the function of supervision of education was assigned to inspectorate. The quality assessment in education was carried out considering the conception of old supervision and traditional methods of activities (Ugdomasis inspektavimas, 1997). The approach that better education is predetermined by continuous control of education providers prevailed. In 1998 the Ministry of Education and Science declared the quality of education one of the priorities of education reform (Prakapas, 2010). While integrating into the European space through the system of education, the dimension of quality acquired high importance. The supervision and inspection of education consistently transformed into dual (external and internal) quality assessment. Implementing the EU and national documents (The Long-Term Development Strategy of the State, 2002; The State Education Strategy, 2003; The Programme of the Government of the Republic of Lithuania, 2009; The Procedure of Education Monitoring, 2005), the models of quality management of education services were introduced and the culture of self-assessment and assessment was nurtured in Lithuania seen as an equivalent country in terms of education reform. Monitoring of education in the national documents is treated as one of the most important factors ensuring the quality of education. However, the system of education supervision (2012) functions as a hierarchical structure, which generates a conflict in itself. The remains of soviet ideology impose additional barriers on the real changes in the principles of educational reforms. Moreover, reforming the actions of society in the reality the prevailing neoliberal ideology and solutions based on this ideology are revealed. Thus, over the last three decades the reality of education monitoring  has been drifting away from the projected vision. The implementation of education monitoring has been revised. The presenters raise the problematic issues that are important for a change in the system of education monitoring as quality assurance in schools of general education in Lithuania.

scholarly journals Peningkatan Mutu Pendidikan di Era Otonomi Pendidikan

2019 ◽  
Author(s):  
SRI DIANA PUTRI ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
Development Strategy ◽  
Basic Education ◽  
Good Governance ◽  
Institutional Capacity ◽  
Quality Of Education ◽  
Education Development ◽  
Regional Autonomy ◽  
The Republic ◽  
The Right

This article is very useful for readers because here they can observe, practical education and also academics to understand how to find the right solution in developing the quality of education especially in the era of regional autonomy and autonomy of education by applying various implementation of management principles, namely: good governance, internal and external efficiency of education. Through the application of three approaches, it is expected that: (1) institutional capacity building and all programs in the education sector can be implemented, (2) developing the quality of education through inputs, processes, and outputs based on regional autonomy, (3) benefits and impacts of basic education towards regional autonomy. it can be concluded that some things are efforts that need to be done in managing institutions to improve the quality of education in each region and region throughout the Republic of Indonesia: 1. Efforts to empower and increase institutional capacity based on 8 themes and principles of good governance which are normative rules to realize the entire program of decentralization and regional autonomy especially in the field of education. 2. Efforts to implement aspects of internal education efficiency with a focus on: input, process and output. 3. Efforts to implement external aspects of education by taking into account the benefits and impacts of educational outcomes. Improving the quality of education has not been in line with expectations because it is caused by several factors including the education development strategy that is more "input oriented" and "macro oriented" which tends to be regulated by the central bureaucracy To improve the quality of education in each region through a clear, directed, and effective approach, it is necessary to apply management principles in educational autonomy.

Clarifying Institutional and Organizational Conditions Promoting Principals' Quality Leadership and Reform Design for Japan

Impact ◽  
2021 ◽  
Vol 2021 (7) ◽  
pp. 15-17
Author(s):  
Hirofumi Hamada
Keyword(s):  
Education Reform ◽  
Developed Countries ◽  
Vital Role ◽  
Quality Of Education ◽  
Organizational Conditions ◽  
Problem Situations ◽  
Distributed Approach ◽  
Area Of Interest ◽  
High Level

Education reform helps ensure that the education in a given country is of the highest possible quality and is a key area of focus for many developed countries. Japan's education system rates highly and the evolution of education reform is key to ensuring this high level is sustained. School principals play a key role in delivering high-quality education and, indeed, a school principal's leadership correlates with the quality of education available. This is an area of interest for Professor Hirofumi Hamada, School Management Laboratory in the Faculty of Human Sciences, University of Tsukuba, Japan, who is currently exploring the institutional and organisational conditions that affect the leadership of principals. The goal of this research is to help shape education reform in Japan. Hamada believes it is necessary to create an environment of independent and collaborative learning and to value the individuality of children. In addition, problem situations among children are diverse and complex and how schools respond influences the quality of education. Given that the principal is in charge of how a school is run, they play a vital role in assuring the quality of education. Key to Hamada's work is the idea that principals can share their knowledge and leadership with teachers and this creates an environment of shared leadership. He believes that empowering teachers and encouraging them to take on leadership duties is essential. He is working to inform educators that schools require the leadership of principals and for principals to promote a distributed approach to leadership.

The Policy Context for the Evolution of Teacher Education Reform in New Jersey

2017 ◽  
Vol 119 (14) ◽  
pp. 1-64
Author(s):  
Gary Natriello
Keyword(s):  
Teacher Education ◽  
New Jersey ◽  
Education Reform ◽  
Quality Of Education ◽  
Teacher Education Programs ◽  
Teacher Education Reform ◽  
Policy Context ◽  
Three Stages ◽  
General Concern

This article examines the genesis of the New Jersey Provisional Teacher Program, also known as the New Jersey Alternate Route Program, in three stages. First, the motivation to consider alternative ways of recruiting and preparing teachers for New Jersey schools began with general concern about the quality of education in the state and soon moved to consideration of means of strengthening teachers and teacher education. Second, the interest in improving the preparation of teachers led directly to changes in the regulations governing college-based teacher education programs. Third, the principles that were first applied to the reform of college-based programs were then adopted to structure and regulate an alternative route to teaching and the Provisional Teacher Program.

Practices and solutions to improve profressional quality for preschool teachers in the organization of music education activities

2021 ◽  
Vol 66 (1) ◽  
pp. 136-144
Author(s):  
Trang Le Thu
Keyword(s):  
Music Education ◽  
Human Resources ◽  
Education Reform ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Quality Of Education ◽  
High Quality ◽  
Current Period ◽  
Education Innovation

Teachers are one of the most important factorsin determining the quality of education. In the context of education innovation in recent years improve profressional capacity, major of general teacher and preschool teachers in particular are increasingly interested. In the article, author mentions situation of music education activities program at kindergartens and suggests some solutions to improve quality of music education to foster profressional capacity building bring to preschool education high quality human resources, meeting the requirements of education reform in the current period.

scholarly journals The Urgency of Management Functions in Improving the Quality of Education Services in Public Senior High Schools 1 Biak

2020 ◽  
Vol 9 (2) ◽  
pp. 335
Author(s):  
Hermanu Iriawan ◽  
Wilda Sasmita ◽  
Muhammad Rusdi
Keyword(s):  
High School ◽  
Quality Of Education ◽  
Research Approach ◽  
Literature Study ◽  
Education Services ◽  
The Public ◽  
Analysis Technique ◽  
The Republic ◽  
Management Functions

The quality of education services is a "fixed price" in realizing the quality of education by the objectives of the Republic of Indonesia. This study aims to determine the importance of management functions in improving the quality of education in the Public Senior High School (SMAN) 1 Biak. A qualitative research approach carried out at Biak 1 High School located in Biak Numfor Regency, West Papua. Data collection techniques are done through observation, interviews, literature study, and documentation. The data analysis technique is done descriptively in compiling information systematically, from existing data so that it is easily understood and interpreted. The results showed that the management functions applied in the Biak Kota 1 High School were: planning, organizing, directing, coordinating, and controlling. In the process seen based on the condition of the school in implementing management functions. These results provide good results from every aspect of the implementation of management functions.

scholarly journals Effectiveness of Educational Objectives: Advancing the Quality of Education in Indonesia

2019 ◽  
Vol 3 (1) ◽  
pp. 20
Author(s):  
Hoerul Ansori
Keyword(s):  
Education System ◽  
Rapid Development ◽  
Social Institution ◽  
Quality Of Education ◽  
Educational Goals ◽  
National Education ◽  
National Education System ◽  
The Republic ◽  
The Times

In the contents of the Republic of Indonesia Constitution no. 20 of 2003 concerning National Education System is the realization of an education system as a strong and authoritative social institution to empower all Indonesians to develop into quality maneuvers that are capable and proactive in responding to the challenges of an ever-changing era. However, along with the rapid development of the times, with the emergence of various kinds of problems, especially in the field of education, which makes the goals of education contained in the law tend to be difficult to realize. So, to facilitate the development of educational goals with the aim of advancing the quality of education in Indonesia, there are three things that must be done, namely : 1) developing the quality of human resources, 2) building a Strong Educational Foundation and Clear Vision, 3) developing a noble moral based curriculum.Dalam undang-undang RI No. 20 tahun 2003 tentang Sisdiknas adalah terwujudnya sistem pendidikan sebagai pranata sosial yang kuat dan berwibawa untuk memberdayakan semua warga Indonesia berkembang menjadi manusia yang berkualitas sehingga mampu dan proaktif  menjawab tantangan zaman yang selalu berubah. Akan tetapi, seiring dengan cepatnya perkembangan zaman, dengan munculnya berbagai macam permasalahan terutama dalam bidang pendidikan, yang membuat tujuan dari pendidikan yang tertuang dalam undang-undang tersebut cenderung sulit terwujudkan. Maka, untuk memudahkan pengembangan tujuan pendidikan dengan maksud memajukan kualitas pendidikan di Indonesia, ada tiga hal yang mesti dilakukan yaitu; 1) mengembangkan kualitas sumber daya manusia, 2) Membangun landasan pendidikan yang kuat dan visi yang jelas, 3) mengembangkan kurikulum berbasis akhlak mulia.

scholarly journals THE INFLUENCE OF CERTIFICATION PROGRAM ON TEACHER PERFORMANCE AT THE YAYASAN DARUL FALAH PAJARAKAN PROBOLINGGO

2020 ◽  
Vol 1 (1) ◽  
pp. 112-123
Author(s):  
Badrul Kafi
Keyword(s):  
Teacher Certification ◽  
Teacher Performance ◽  
Quality Of Education ◽  
Teaching Staff ◽  
Certification Program ◽  
Certified Teachers ◽  
The Law ◽  
The Republic ◽  
Professional Teaching

The implementation of teacher certification is expected to have an impact on improving the quality of learning and the quality of education on an ongoing basis. But the fact that often happens that the certification allowance often does not work with the initial goal for improving teacher performance. If you carefully examine the Law of the Republic of Indonesia Number 14 Year 2005 regarding teachers and lecturers, it will be seen that the law contains an increase in the welfare of teaching staff which is characterized by functional benefits, special allowances, and professional teaching allowances. Thus, this study aims to describe the performance of certified and uncertified teachers and find out whether there is a difference in the performance of certified teachers and uncertified teachers at the Yayasan Darul Falah Pajarakan Probolinggo. The results of research was found that; (1) the performance of teachers in the Darul Falah Pajarakan Probolinggo foundation is classified as good with a high categorization of 11.7%, a high of 82.3%, and a moderate of 5.8%, and (2) There is a difference between the performance of certified teachers with the performance of teachers who are not certified in the foundation fostered by Darul Falah Pajarakan Probolinggo as proven by the calculated F value of 13,147 with a significance value of 0.001 is 0.05.

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