scholarly journals Translation as a Provider of Models of Sociological Discourse in Nusantara

2007 ◽  
Vol 10 (1) ◽  
pp. 263-282
Author(s):  
Brian D. Smith
Keyword(s):  
Higher Education ◽  
Social Science ◽  
National Development ◽  
National Language ◽  
Science Texts ◽  
Brunei Darussalam ◽  
The Usa ◽  
Social Science Education ◽  
The 1960S ◽  
Sociological Discourse

Abstract Translation as a Provider of Models of Sociological Discourse in Nusantara — The social sciences have seen rapid growth both as academic subjects and as instruments of national development in the Malay language nations of SE Asia: Brunei Darussalam, Indonesia and Malaysia. The particular nature of social science terminology and discourse has presented special problems for translators of social science texts, who have been at the frontiers of language creation as national language texts have been increasingly used at all levels of education in Indonesia and Malaysia. In Indonesia, where higher education had been Indonesian-medium after independence, the first social science texts to be translated were from Dutch, but, following the departure of the Dutch, extensive American support to social science education by the USA from the 1960s led to a new wave of texts translated from English. In Malaysia the decision to introduce Malay-medium higher education created a need for translations of key texts from English. In Brunei Darussalam, while higher education is English-medium, Malay-medium university students have found it necessary to translate English social science material to succeed in their learning. While the three countries have an agreement to standardise terminology and discourse, social science language has to some extent diverged. Meanwhile a serious shortage of qualified translators has hampered the production of adequate and sufficient translations. This paper discusses (1) the issues of "transparency" and "invisibility" in providing Indonesian and Malay target texts and (2) the feasibility of "domesticating" concepts and methodologies and providing recipient language texts which are usable and developmental.

scholarly journals The Principle of Effective and Efficient Restructuring and the Future of the Nigerian Nation: The Role of Social Science Education

2021 ◽  
Vol 21 (3) ◽  
pp. 47-65
Author(s):  
Chuks Justus Iwegbu ◽  
Emmanuel C. Uwaifo
Keyword(s):  
Science Education ◽  
Social Science ◽  
National Development ◽  
Economic Restructuring ◽  
Entrepreneurship Education ◽  
The Future ◽  
Social Science Education ◽  
Positive Step ◽  
Restructured Economy

This study on ‘The Principle of Effective and Efficient Restructuring and the Future of the Nigerian Nation: The Role of Social Science Education’ examines critically the meaning of Restructuring and effective restructuring defining restructuring as a concept which connotes the act of re-organizing, re-arranging, re-planning all the existing institutions and structures in the society while effective and efficient restructuring is one which encapsulate Economic, Political, Social, Cultural Educational, Health structures and institutions of any nation for a possible new and better result for renewed development of man and his environment. The various types of restructuring in our society were outlined and briefly explained with particular emphasis and restricted attention given to Economic Restructuring. The role of Social Science Education in achieving all round restructuring projects for all round national development and sustained unity is holistically discussed. The issue of entrepreneurship is also highlighted as a positive step towards attaining Economic Restructuring. The paper concludes by asserting that functional and effective Entrepreneurship Education in a nation is a panacea for a sustained restructured economy and recommendations on how to better the process of all inclusive Economic Restructuring was proffered. Keywords: Restructuring, Economic Restructuring, Entrepreneurship, Entrepreneurship Education

scholarly journals Building Dialogue Among Nations Through Educational and Cultural Cooperation: The Case of Burundi and the P.R. China

2020 ◽  
Vol 7 (2) ◽  
pp. 83-99
Author(s):  
Hermenegilde Rwantabagu
Keyword(s):  
Higher Education ◽  
Rapid Change ◽  
National Development ◽  
Mutual Understanding ◽  
Positive Outcomes ◽  
African Countries ◽  
Higher Education Systems ◽  
Research Activities ◽  
Daunting Task ◽  
The 1960S

The aim of the present paper is to highlight the process of educational and cultural cooperative between China and African countries, particularly Burundi, the gap it came to fill and the positive outcomes it has generated. It is essentially based on a review of existing relevant documentation. African Universities were born during a period marked by rapid change as most of the countries of the continent were achieving independent nationhood. In this context, those young institutions were assigned the daunting task of contributing to national development through research activities and by producing competent manpower to help in solving the complex problems facing those societies. To this end, African states have sought to enhance the performance of their higher education systems through cooperation with China an emerging but experienced country. Hence, since the 1960s, China has been granting scholarships and other facilities to prospective African leaders and technocrats to study in different regions of the host country. Within this framework, Burundi has enjoyed cooperation assistance from the P.R. China, in economic, medical, cultural and educational matters since independence. This has helped the country to build the capacity of its education system, particularly higher education. We may conclude by saying that the offering of scholarships, the exchange of scholars, artistic performances on both sides as well as the widening Chinese language teachin programme in schools and universities through the Confucius Institute have gone a long way in promoting intercultural appreciation and understanding between the two countries. In this perspective, there is a need for highlighting the extent to which China-Burundi educational and cultural cooperation has contributed the building of mutual understanding between, the two countries.

The Tower of Babble: Mother Tongue and Multilingualism in India

2017 ◽  
Vol 4 (1) ◽  
pp. 188-204
Author(s):  
Шарма Сушіл Кумар
Keyword(s):  
Higher Education ◽  
New York ◽  
Supreme Court ◽  
Mother Tongue ◽  
Language Planning ◽  
National Development ◽  
National Language ◽  
Official Language ◽  
Social Significance ◽  
Sociology Of Language

Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the Constitution it is imperative on the “Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India … by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages.” However, the books translated into Hindi mainly from English have found favour with neither the students nor the teachers. On the other hand the predominance of English in various competitive examinations has caused social discontent leading to mass protests and cases have been filed in the High Courts and the Supreme Court against linguistic imperialism of English and Hindi. The governments may channelize the languages but in a democratic set up it is ultimately the will of the people that prevails. Some languages are bound to suffer a heavy casualty both in the short and long runs in the process. References Basil, Bernstein. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge & Kegan Paul. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge UP. Chambers, J. K. (2009). Sociolinguistic Theory: Linguistic Variation and Its Social Significance. Malden: Wiley Blackwell. Constitution of India [The]. (2007). Retrieved from: http://lawmin.nic.in/ coi/coiason29july08.pdf. Cummins, J. (2000). Language, Power and Pedagogy. Clevedon: Multilingual Matters. Dictionary of Quotations in Communications. (1997). L. McPherson Shilling and L. K. Fuller (eds.), Westport: Greenwood. Fishman, J. A. (1972). The Sociology of Language. An Interdisciplinary Social Science Approach to Language in Society. Rowley, MA: Newbury House. Gandhi, M. K. (1917). Hindi: The National Language for India. In: Speeches and Writings of Mahatma Gandhi, (pp.395–99). Retrieved from http://www.mkgandhi.org/ towrds_edu/chap15.htm. Gandhi, M. K. Medium of Instruction. Retrieved from http://www.mkgandhi.org/towrds_edu/chap14.htm. Giglioli, P. P. (1972). Language and Social Context: Selected Readings. Middlesex: Penguin Books. Gumperz, J. J., Dell H. H. (1972). Directions in Sociolinguistics: The Ethnography of Communication. New York: Holt, Rinehart and Winston. Haugen, E. (1966). Language Conflict and Language Planning: The Case of Modern Norwegian, Cambridge, MA: Harvard University Press. Hymes, D. (1974). Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press. Hymns of the Atharva-Veda. Tr. Maurice Bloomfield. In: Sacred Books of the East, 42, 1897. Retrieved from: http://www.archive.org/stream/ SacredBooksEastVariousOrientalScholarsWithIndex.50VolsMaxMuller/42.SacredBooks East.VarOrSch.v42.Muller.Hindu.Bloomfield.HymnsAtharvaVed.ExRitBkCom.Oxf.189 7.#page/n19/mode/2up. Jernudd, B. H. (1982). Language Planning as a Focus for Language Correction. Language Planning Newsletter, 8(4) November, 1–3. Retrieved from http://languagemanagement.ff.cuni.cz/en/system/files/documents/Je rnudd_LP%20as%20 LC.pdf. Kamat, V. The Languages of India. Retrieved from http://www.kamat.com/indica/diversity/languages.htm. King, K., & Mackey, A. (2007). The Bilingual Edge: Why, When, and How to Teach Your Child a Second Language. New York: Collins. Kosonen, K. (2005). Education in Local Languages: Policy and Practice in Southeast Asia. First Languages First: Community-based Literacy Programmes for Minority Language Contexts in Asia. Bangkok: UNESCO Bangkok. Lewis, E. G. (1972). Multilingualism in the Soviet Union: Aspects of Language Policy and Its Implementation. Mouton: The Hague. Linguistic Survey of India. George Abraham Grierson (Comp. and ed.). Calcutta: Office of the Superintendent of Government Printing, India, 1903–1928. PDF. Retrieved from http://dsal.uchicago.edu/books/lsi/. Macaulay, T. B. (1835). Minute dated the 2nd February 1835. Web. Retrieved from http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_ed uca tion_1835.html. Mansor, S. (2005). Language Planning in Higher Education. New York: Oxford University Press. Mishra, Dr Jayakanta & others, PIL Case no. CWJC 7505/1998. Patna High Court. Peñalosa, F. (1981). Introduction to the Sociology of Language. New York: Newbury House Publishers. Sapir, E. in “Mutilingualism & National Development: The Nigerian Situation”, R O Farinde, In Nigerian Languages, Literatures, Culture and Reforms, Ndimele, Ozo-mekuri (Ed.), Port Harcourt: M & J Grand Orbit Communications, 2007. Simons, G., Fennig, C. (2017). Ethnologue: Languages of the World, Twentieth edition. Dallas, Texas: SIL International. Retrieved from http://www.ethnologue.com/country/IN. Stegen, O. Why Teaching the Mother Tongue is Important? Retrieved from https://www.academia.edu/2406265/Why_teaching_the_mother_tongue_is_important. “The Tower of Babel”. Genesis 11:1–9. The Bible. Retrieved from https://www.biblegateway.com/passage/?search=Genesis+11:1–9. Trudgill, Peter (2000). Sociolinguistics: An Introduction to Language and Society. London: Penguin. UNESCO (1953). The Use of the Vernacular Languages in Education. Monographs on Foundations of Education, No. 8. Paris: UNESCO. U P Hindi Sahitya Sammelan vs. the State of UP and others. Supreme Court of India 2014STPL(web)569SC. Retrieved from: http://judis.nic.in/ supremecourt/ imgs1.aspx?filename=41872. Whorf, B. L. (1940). Science and linguistics. Technology Review, 42(6), 229–31, 247–8. Sources http://www.censusindia.gov.in/2011-documents/lsi/ling_survey_india.htm http://www.ciil-lisindia.net/ http://www.ethnologue.com/country/IN http://peopleslinguisticsurvey.org/ http://www.rajbhasha.nic.in/en/official-language-rules-1976 http://www.ugc.ac.in/journallist/ http://www.unesco.org/new/en/international-mother-language-day

Police Education in the USA

2018 ◽  
Vol 14 (2) ◽  
pp. 300-311
Author(s):  
Gary Cordner
Keyword(s):  
Higher Education ◽  
Criminal Justice ◽  
Police Training ◽  
Occupational Training ◽  
Education Standards ◽  
Police Education ◽  
The Usa ◽  
Training Institutions ◽  
The 1960S ◽  
And Training

Abstract Higher education for police has a 100-year history in the USA. Initially, it incorporated both ‘education’ and much of what is now considered ‘training’, out of necessity because police occupational training had yet to be widely implemented. Since the 1960s, though, separate police training institutions and systems have been established throughout the country. In conjunction with this bifurcation of education and training, the dominant higher education model for police became ‘criminal justice’. Over the last 40 years, criminal justice has become a very popular field of study in American colleges and universities, curricula have broadened to include a wide variety of crime and justice topics, and faculty academic credentials have risen to meet and exceed higher education standards. In the process, however, policing has become a smaller and smaller part of the criminal justice educational enterprise. Today, what passes for police education in the USA has very little police in it.

Cross-culture outcomes of a brazilian professor Fulbright in the USA

2017 ◽  
Vol 26 (50) ◽  
pp. 115
Author(s):  
Marcelo Da Silva Leite ◽  
Celeste Gaia
Keyword(s):  
Higher Education ◽  
Low Cost ◽  
Cross Culture ◽  
College And University ◽  
Governmental Agencies ◽  
The Past ◽  
University Curriculum ◽  
Fulbright Scholar ◽  
The Usa ◽  
Higher Education Costs

Over the past decade due the expansion of globalization there has been an increasing emphasis on internationalization among faculty, administration and accrediting agencies in the Higher Education.  Although to promote internationalization in the Higher Education, costs are a big challenge, one way to have the international actions with low cost, it is seeking for grants from different governmental agencies and foundations.The Fulbright Scholar program provides a long-standing and externally-funded means for internationalizing college and university curriculum. This article is going to share the perspective   of a Brazilian Fulbright Scholar at an American college and the institution perspective of the Fulbright scholar participation at the College.

SISTEM PENGANGGARAN PENDIDIKAN TINGGI DARI OLD PUBLIC MANAGEMENT MENUJU NEW PUBLIC MANAGEMENT

1970 ◽  
Vol 2 (2) ◽  
pp. 127-142
Author(s):  
A. Budi Santosa
Keyword(s):  
Higher Education ◽  
Financial Management ◽  
Public Management ◽  
Good Governance ◽  
National Development ◽  
Development Planning ◽  
Planning System ◽  
Successful Implementation ◽  
Service Agency ◽  
Legal Entity

Budget implementation in government agencies has not been effective even though legislation has mandated that performance-based budgeting should be implemented gradually starting in 2005. Some researches on budgeting found a disregard for the prerequisites for the successful implementation of performance-based budgeting, which includes participation, competence, and the clear documents and budgeting procedures. In Indonesia, the reform of budgeting begins with the issuance of Act No. 17 of 2003 on State Finance and Act No. 25 of 2004 on National Development Planning System, which is a product of legislation that became a milestone of reform in national planning and budgeting. In universities in Indonesia budget management system changes begins to be applied especially after the implementation of autonomy in the management of higher education institutions, namely since the issuance of Government Regulation on Higher Education as State-Owned Legal Entity (BHMN), Public Service Agency (BLU), even the latter leads to the State University-Owned Legal Entity(PTN-BH). The change of financial management is not without reason, but is intended to more financial management of performance-oriented, transparent and accountable, the estuary of the increasing good governance. Pelaksanaan anggaran di instansi pemerintah selama ini belum efektif, padahal undang-undang telah mengamanatkan bahwa pelaksanaan penganggaran berbasis kinerja hendaknya dapat dilaksanakan secara bertahap mulai tahun 2005. Beberapa hasil penelitian tentang penganggaran menunjukan adanya pengabaian terhadap prasayarat keberhasilan pelaksanaan penganggaran berbasis kinerja, yang antara lain ditentukan oleh faktor-faktor pendukung seperti partisipasi, kompetensi, dan adanya kelengkapan dokumen dan prosedur penganggaran secara jelas. Di Indonesia, reformasi bidang penganggaran diawali dengan terbitnya Undang-undang Nomor 17 Tahun 2003 tentang Keuangan Negara Undangundang Nomor 25 Tahun 2004 tentang Sistem Perencanaan Pembangunan Nasional merupakan produk undang-undang yang menjadi tonggak sejarah reformasi di bidang perencanaan dan penganggaran nasional. Di lingkungan perguruan tinggi Indonesia perubahan sistem manajemen anggaran mulai diterapkan terutama setelah dilaksanakannya otonomi dalam pengelolaan lembaga pendidikan tinggi, yaitu sejak diterbitkannya Peraturan Pemerintah tentang Perguruan Tinggi sebagai BHMN, BLU, bahkan yang terakhir ini mengarah pada PTN-BH. Perubahan arah pengelolaan keuangan tersebut tidak tanpa alasan, namun dimaksudkan agar pengeloaan keuangan lebih berorientasi pada kinerja, transparan dan akuntabel, yang muaranya tentu pada meningkatnya good governance.

Introduction: The Anthropocene as Context and Concept for the Study of Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
RYAN EVELY GILDERSLEEVE ◽  
KATIE KLEINHESSELINK
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Social Institutions ◽  
Special Issue ◽  
Analytic Tool ◽  
The Social ◽  
Geologic Condition

The Anthropocene has emerged in philosophy and social science as a geologic condition with radical consequence for humankind, and thus, for the social institutions that support it, such as higher education. This essay introduces the special issue by outlining some of the possibilities made available for social/philosophical research about higher education when the Anthropocene is taken seriously as an analytic tool. We provide a patchwork of discussions that attempt to sketch out different ways to consider the Anthropocene as both context and concept for the study of higher education. We conclude the essay with brief introductory remarks about the articles collected for this special issue dedicated to “The Anthropocene and Higher Education.”

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