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Journal articles on the topic 'Ministry of Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 24 February 2023

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1

Johnson, Ronnie. "Revisiting Theological Education for Older-Adult Ministry 1993–2018." Christian Education Journal: Research on Educational Ministry 17, no. 2 (May 11, 2020): 360–72. http://dx.doi.org/10.1177/0739891320923682.

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A Delphi study identifying selected ministers’ predictions concerning older-adult ministry was conducted in 1993. Theological education as it related to older-adult ministry was considered important, neglected, and in need of enhancement. Predictions of the study were evaluated in the current research. The 2018 study suggests that theological education as it relates to older-adult ministry is still considered important, neglected, and in need of enhancement. This follow-up research reflected the validity of the original study.

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2

Kosovska, A. "PROFESSIONAL ACTIVITY OF A CORRECTIONAL TEACHER AT THE INSTITUTIONS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1(108) (June 7, 2022): 164–89. http://dx.doi.org/10.35433/pedagogy.1(108).2022.164-189.

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The article presents the concept of correctional (special education) teacher based on current legislation and studies the network of institutions for children with special educational needs, which are subordinated to various ministers of Ukraine, in particular: the Ministry of Education and Science of Ukraine (MES); the Ministry of Social Policy of Ukraine; the Ministry of Health of Ukraine (MoH). Considering the purpose and specifics of the institutions that provide education and upbringing of children with special educational needs and in their activities are subordinated to various ministers of Ukraine, the essence of the professional activity of a correctional teacher in each of the relevant institutions is highlighted, in particular: in the pre-school education institutions of compensatory and combined types, in the special school; in the educational and rehabilitation centre, in the inclusive education institutions, in the inclusive resource centres, which are subordinated to the Ministry of Education and Science of Ukraine; in the orphanage, in the comprehensive rehabilitation centres, which are subordinated to the Ministry of Social Policy of Ukraine; in the childcare home and in the rehabilitation institutions, which are subordinated to the Ministry of Health of Ukraine.

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3

Davis, Melanie. "Sexuality Education as a Ministry." American Journal of Sexuality Education 6, no. 1 (January 2011): 7–12. http://dx.doi.org/10.1080/15546128.2011.547334.

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4

Francisco, S.J., Jose Mario. "Theological Education and Pastoral Ministry." Landas: Journal of Loyola School of Theology 26, no. 2 (July 31, 2012): 171–74. http://dx.doi.org/10.13185/la2012.26213.

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5

이정희 and 김장훈. "A Study on the Ministry of Education Ministry Identity Design." A Journal of Brand Design Association of Korea 13, no. 1 (March 2015): 223–32. http://dx.doi.org/10.18852/bdak.2015.13.1.223.

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6

Wasehudin, Wasehudin. "EKSISTENSI PENDIDIKAN ISLAM PASCA REFORMASI." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (June 29, 2018): 85. http://dx.doi.org/10.32678/tarbawi.v4i01.1295.

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The money crisis is a bitter history for the Indonesian nation, but in the end it can be diverse Law of National Education System Number 20 Year 2003 and Government Regulation Number 55 Year 2007 formally there is general education with Islamic education institute. This was reinforced after the Signing of a Joint Decree (SJD) of five ministers (Ministry of Education and Culture, Ministry of State Apparatus Empowerment and Bureaucracy Reform, Ministry of Home Affairs, Ministry of Finance and Ministry of Religious Affairs) should be a bright signal for the existence of institutional education in Indonesia Islamic education institutions, but unfortunately the fate of this joint decree together with the previous joint decree. Experts agree that education has a very important role in creating human resources as a determinant of the nation's future toward a just, prosperous and prosperous society. After the monetary crisis of 1997, the leaders of the Indonesian nation realized that education is an agent of change for the progress of a nation.

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7

Mayo, Bob. "Centre for Youth Ministry Theological Education." British Journal of Theological Education 12, no. 2 (April 2002): 109–17. http://dx.doi.org/10.1558/jate.v12i2.109.

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8

OYAMA, CHO. "Greetings From the Ministry of Education." Pigment Cell Research 2, no. 4 (July 1989): 224. http://dx.doi.org/10.1111/j.1600-0749.1989.tb00194.x.

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9

Maldari, Donald C. "A Reconsideration of the Ministries of the Sacrament of Holy Orders." Horizons 34, no. 2 (2007): 238–64. http://dx.doi.org/10.1017/s0360966900004424.

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ABSTRACTThe purpose of the ministerial structures of the Church is to establish a context by which Christians continue and complete Christ's ministry. Ordained ministers ought to facilitate this in such a way as to collaborate effectively with God in the establishment of the Kingdom. A consideration of the Church's tradition, beginning with Scripture and continuing in its life of faith, suggests that no single form of ministry is normative. The ordination of Christians who make a long-term commitment to what the Church may legitimately recognize as ministry would enhance the Church's life and celebrate the sacramental character of that ministry. Consonant with Gaudium et spes the Church should abandon the distinction between secular and sacred ministry and recognize the sacramental character of ministry wherever it is practiced. Sacramental ordination to ministry is the specification and concretization of Christians' baptismal commitment.

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10

Atkinson, Harley. "An Introduction to Field Education in Higher Christian Education." Christian Education Journal: Research on Educational Ministry 6, no. 1 (May 2009): 9–23. http://dx.doi.org/10.1177/073989130900600103.

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Field education, as a key link between Christian education institutions and practical ministry experience, has expanded in recent decades. This article introduces the reader to the foundational issues of field education including definition of terms, the nature of experiential education, the history of field education, and significant issues for field education related to educational ministry programs.

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11

Marcinkowski, Christoph. "Fauziah Mohd Taib (ed.) - Number One Wisma Putra." ICR Journal 1, no. 2 (December 15, 2009): 366–67. http://dx.doi.org/10.52282/icr.v1i2.755.

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Number One Wisma Putra celebrates more than half a century of service to Malaysia by the country’s Foreign Service. Its humble origins date back to July 1956 as External Affairs Ministry of the then Federation of Malaya, before Prime Minister Tunku Abdul Rahman Putra Al-Haj became the first Minister of Foreign Affairs in September 1957 - only ten days after independence from Britain. Today, No. 1 Wisma Putra happens to be the address of the Malaysian Ministry of Foreign Affairs in the country’s new administrative capital, Putrajaya, which is only a short drive south of Kuala Lumpur, where the Ministry had its beginnings. As pointed out in the foreword by Malaysia’s former Prime Minister, Tun Abdullah Ahmad Badawi, who from 1991 to 1999 served also as the country’s foreign minister, ‘Wisma Putra’ is the popular non-official name for the Ministry, thus fondly remembering its founder Tunku Abdul Rahman, the ‘Father of Malaysia’s Independence’.

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12

BURTON, LARRY D. "Research as Ministry." Journal of Research on Christian Education 17, no. 1 (May 13, 2008): 1–8. http://dx.doi.org/10.1080/10656210802016940.

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13

Nel, Malan. "Youth Ministry as a Practical Theology: Making a Case for Youth Ministry as an Academic Discipline." Journal of Youth and Theology 2, no. 1 (February 17, 2003): 68–83. http://dx.doi.org/10.1163/24055093-90000205.

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Traditionally Youth Ministry is seen as an appendix to Christian Education. Many still do not even consider it to be an academic discipline within it's own right. Nel's conviction is that ministering to youth is the broader field and should be researched, studied and taught as such. The new well established paradigm of what Practical Theology is opens up new possibilities to explore and make a case for Youth Ministry as a sub-discipline within Practical Theology. Of such a sub-discipline Christian Education is a vital part. Youth Ministry however is more than Christian Education. It includes research of the present governing theories as well as the praxis. Only a Practical Theological approach to this field and ministry will bring about scientifically sound new theories arid a new praxis whereby and where in parents, churches and other agencies will be empowered to minister to the millions of children and young people around the world

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14

nejad, Habibullah Zaman, and Karamullah Danesh fard. "Basic Pattern of Decision - Making of Sustainable Development in Education Policy (of the Ministry of Education)." International Academic Journal of Social Sciences 06, no. 01 (June 6, 2019): 166–77. http://dx.doi.org/10.9756/iajss/v6i1/1910016.

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15

Mahmud, M. "KEBIJAKAN USAHA KESEHATAN SEKOLAH/MADRASAH." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 12, no. 2 (December 1, 2018): 217–34. http://dx.doi.org/10.35316/lisanalhal.v12i2.150.

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This paper aims to explain that the implementation of School Health Unit (UKS/M) policy in pesantren based education institution in Banyuwangi Regency is not ideal with what is stated in the decision of 4 Ministers (SKB 4 Ministers) namely Minister of Health, Minister of Religious Affairs, Minister of Education and Culture, and the Minister of Home Affairs on the development and development of School Health Unit (UKS/M). This research is a descriptive research taken from qualitative data in the form of field observation, interview, and documentation as the material of analysis, so that writer can find important findings. 1) implementation of the School Health Unit (UKS/M) trias in schools under the auspices of pesantren cottages most of them have not been properly implemented; 2) coordination of the 4 elements of the ministry has not been well established; 3) the absence of adequate human resources such as not understanding their duties and obligations, the financial resources of the state budget has not been realized, and equipment resources (facilities required) is not complete even there are schools that do not have at all; 4) the willingness for the implementation of UKS/M from the four elements of the ministry is still in the form of planning; 5) the organizational structure of the UKS/M facilitation team from the 4 ministries has not been established; 6) the implementation of coaching and development of UKS/M is only done by the health department only.

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16

Daher, Wajeeh, and Huda Salameh. "The Role of a Ministry of Education in Addressing Distance Education during Emergency Education." European Journal of Investigation in Health, Psychology and Education 12, no. 5 (May 20, 2022): 478–93. http://dx.doi.org/10.3390/ejihpe12050036.

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The present study aims to identify the role of a Ministry of Education in meeting the challenges faced due to distance education as emergency education. The study participants were nine officials working at the Palestinian Ministry of Education and Higher Education. We used interviews to collect data and inductive content analysis to analyze these data. The study result indicates that the ministry carried out action related to the different educational aspects to meet distance education challenges. It is recommended that ministries of education strengthen their collaboration with the local community. The aim of this collaboration is two-fold: encouraging parents’ support of technology integration in education and encouraging their role in positively influencing their students’ perceptions of the use of ICT in learning. Teachers also need to engage in the change of students’ perception towards a more positive one regarding the influence of ICT on learning.

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17

Cunningham, Jack R. "Book Review: III. Ministry Studies: The Effective Minister of Education: A Comprehensive Handbook." Review & Expositor 91, no. 4 (December 1994): 624–25. http://dx.doi.org/10.1177/003463739409100428.

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18

Pamungkas, Alim Harun. "Non-Formal Educational Institutions Provider's Readiness in the Implementation of the Regulation of the Minister of Education and Culture of the Republic of Indonesia No. 9 of 2020." Digital Press Social Sciences and Humanities 6 (2020): 00021. http://dx.doi.org/10.29037/digitalpress.46386.

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Changes in policy within the Ministry of Education and Culture of the Republic of Indonesia in 2020 manifested from the issuance of Minister of Education and Culture Regulation (Permendikbud) No. 9 of 2020. This policy is a change from the Minister of Education and Culture Regulation 45 of 2019. The policy contained in this Ministerial Regulation is a change in the structure of the Organization of Work Procedures (OTK) at the Ministry of Education and Culture. One of them is the loss of the Directorate General of Early Childhood Education and Community Education (Dirjen PAUD Dikmas) which merges into the Directorate General of Early Childhood Education, Elementary, Middle. This can give rise to pros or cons responses to policy implementers at the national level. The implications of the implementation of this policy were felt by the organizers of the Non-Formal Education Institutions in the City of Padang.

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19

Lu, Jane I. "Practicing Christian education: an introduction to ministry." Practical Theology 11, no. 4 (July 25, 2018): 359–60. http://dx.doi.org/10.1080/1756073x.2018.1500160.

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20

Atkinson, Harley. "Annotated Bibliography: Theological and Ministry Field Education." Christian Education Journal: Research on Educational Ministry 6, no. 1 (May 2009): 84–86. http://dx.doi.org/10.1177/073989130900600109.

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21

Wilson, Fred R. "Professional Ministry Satisfaction in Evangelical Education Agencies." Journal of Psychology and Theology 15, no. 2 (June 1987): 148–60. http://dx.doi.org/10.1177/009164718701500206.

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Many ministries within and outside the church fall under the heading of Christian Education. Little research has been conducted to measure the degree of satisfaction derived from Christian ministry. Three major groups of professionals in Christian Education–-a parachurch youth organization, church youth directors, and Directors of Christian Education–-were examined to determine the extent of their ministry satisfaction based on the traditional satisfaction-dissatisfaction continuum and Herzberg's Motivation-Hygiene content, dual continuum theory. It was theorized and partially supported that each of these ministries is uniquely influenced by a distinct combination of job satisfier, dissatisfier, and demographic factors.

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22

Tarasenko, V. S. "Classification of Executive Authorities in the Field of Scientific, Scientific and Technical Activities in Ukraine." Bulletin of Kharkiv National University of Internal Affairs 91, no. 4 (December 20, 2020): 202–12. http://dx.doi.org/10.32631/v.2020.4.19.

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As a result of the conducted scientific research the range of executive agencies in the field of scientific, scientific and technical activity in Ukraine has been established. The latter are not individually represented in the mechanism of the state apparatus. Nowadays they include: the Cabinet of Ministers of Ukraine, the Ministry of Education and Science of Ukraine, the Ministry of Strategic Industries of Ukraine, the Ministry of Energy of Ukraine, the Ministry of Economic Development, Trade and Agriculture of Ukraine, the Ministry of Internal Affairs of Ukraine, the Ministry of Protecting Environment and Natural Resources of Ukraine, the Ministry of Infrastructure of Ukraine, the Ministry of Health of Ukraine, the Ministry of Justice of Ukraine, the Council of Ministers of the Autonomous Republic of Crimea and local state administrations. It has been established that the latter are represented at all levels of executive power: higher, central and local. Some of them are agencies of general competence, while others are sectoral. Most of them are presented in the form of single-governing agencies; some are presented in the form of collegial ones. It has been additionally determined that the executive authorities in the field of scientific, scientific and technical activities in Ukraine are part of the group of governing agencies of social development and culture. The author has offered own classification of executive agencies in the field of scientific, scientific and technical activity in Ukraine depending on whether the function of management of the field of science and technology is basic or optional for them. According to this criterion, the Ministry of Education and Science of Ukraine is assigned to the first category, all others – to the second group.

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23

Faraj, Ekhlas Zaki. "The Reality of Total Quality Management in the Iraqi Ministry of Education." Webology 19, no. 1 (January 20, 2022): 1207–24. http://dx.doi.org/10.14704/web/v19i1/web19082.

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The aim of this research is to verity Total Quality Management (TQM) in the two general directorates of education in Baghdad, namely Rusafa - 1 and Al-Karkh - 1. Which are responsible for setting primary and secondary schools. The author adopted the descriptive approach. A survey was conducted to investigate the implementation (TQM) for the academic year 2019-2020 in six main categories by both directorates was sent to a sample of directors and head of divisions. These categories include leadership, operations management, human resources, training, oversight and community partnership. Eighty of the directors and head of a divisions responded to the survey and the findings indicate these conclusions; there is a lack of interest by the senior management in both directorates in applying TQM and in community partnership as both these measures received lowest degree of weighted average. The latter indicates the lack of interest by senior management to an important element. It is noted from the answers of the research sample that all the questions got low and close weighted average, and this is an important indicator of the lack of interest in total quality management by the leadership in the two directorates General of Education. Based on conclusions these findings, this research propose two main recommendations. formulated Firstly, the directorates need engage with the stake holders (students, parents, community and relevant ministries in the decision making process. Secondly, senior managers need to engage with, motivate and facilitate with the employees to create a culture that promotes and rewards creative thinkers and problem solvers.

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24

Myers, William R. "Youth Ministry After Christendom." Religious Education 111, no. 2 (March 14, 2016): 170–81. http://dx.doi.org/10.1080/00344087.2016.1107940.

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25

Severe, Mike, and Mark H. Senter. "Forty Years of Youth Ministry." Christian Education Journal: Research on Educational Ministry 17, no. 3 (August 24, 2020): 449–67. http://dx.doi.org/10.1177/0739891320943900.

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The following article targets two goals in two parts. The first part of the article describes the relationship between the Christian Education Journal’s first twenty years and youth ministry research and publishing as well as the development of youth ministry degrees. The second part of the article looks both at more recent developments in youth ministry and forward into the immediate future of education of youth workers and practice of youth ministry.

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26

Mazur, P. "The perpetuation of Arsen Rychinsky's memory in his native land." Ukrainian Religious Studies, no. 41 (December 26, 2006): 27–32. http://dx.doi.org/10.32420/2007.41.1846.

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On May 24, 1999, the Cabinet of Ministers of Ukraine adopted a decree # 883 on the assignment of the Kremenetsky Medical College named after Arsen Riainsky, which states "To accept the proposal of the Ministry of Health, agreed with the Ministry of Education and the Ternopil Regional Administration and the Archbishop of Kremenets The school is named after Arseniy Rychinskiy Kremenets Medical School.

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27

Guenther, Zenita Cunha. "Special Education of The Ministry of Education, Province of British Columbia." Gifted and Talented International 11, no. 2 (September 1996): 92. http://dx.doi.org/10.1080/15332276.1996.11672855.

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28

زارع, مریم, Abdullah Parsa, and مسعود صفایی مقدم. "Who’s Responsible for Teacher Training? Ministry of Education, or Higher Education?" Theory and Practice in Curriculum 4, no. 8 (February 1, 2017): 85–118. http://dx.doi.org/10.18869/acadpub.cstp.4.8.85.

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29

Lebedev, Viktor Arkadyevich, and Elena Ivanovna Lebedeva. "Medical education: time for changes." Buhuchet v zdravoohranenii (Accounting in Healthcare), no. 12 (December 1, 2020): 50–60. http://dx.doi.org/10.33920/med-17-201-05.

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The issues of improving the forms and organization of practical training of personnel, including in the field of healthcare, are considered. A comparative analysis of the main provisions of the joint order of the Ministry of science and higher education and Ministry of education of Russia dated 5 August 2020, № 885/390 “On the practical training of students” and the existing order of organizing and conducting practical training of students of professional education programs for medical education and pharmaceutical education., approved by order of Ministry of healthcare of 03.09.2013, № 620n. The directions of improvement of practical training of medical and pharmaceutical personnel, including the application of contractual forms of practical training, are defined.

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30

Zhytnik, Тetiana. "Initial art education." Linguistics and Culture Review 5, S4 (November 9, 2021): 799–807. http://dx.doi.org/10.21744/lingcure.v5ns4.1724.

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The purpose of research work is analyze the main provisions of the Modern Art School Concept, to determine the key guidelines and the main content of the modern art school’s educational process, proposed by the authors of the document. Tasks of research work: to find out the compliance of the Modern Art School Concept main provisions regarding the possibility of its implementation in practice, to comment it. Research methods: analysis of the document «The concept of a modern art school: Order of the Ministry of Culture of Ukraine [date: December 20, 2017 ? 1433]»; generalization of the main provisions, the ratio of the document’s main provisions with others (on approval of the Regulations on the art school: Order of the Ministry of Culture of Ukraine [date: August 9, 2018 ? 686]; on approval of Methodical recommendations for the development of urban schools’ educational programs: order of the Ministry of Culture of Ukraine16.07.2018 ? 633], definition of the main document’s trajectories, comments. Results. The authors of the Modern art school concept divide the document into sections: «Initial art education: traditions and foundations», «Contemporary art school: why changes need?», «Model of modern art school» and «Ways to implement the concept».

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31

Alzaneen, Ramiz, and Ahmed Mahmoud. "The Role of Management Information Systems in Strengthening the Adminstrative Governance in Minstry of Education and Higher Education in Gaza." International Journal of Business Ethics and Governance 2, no. 3 (December 31, 2019): 1–43. http://dx.doi.org/10.51325/ijbeg.v2i3.44.

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The study aims at identifying the role of management information systems in sustaining the administrative governance of the Ministry of Education and Higher Education in Gaza. To achieve this purpose, the researcher used the "descriptive analytical approach", and adopted the questionnaire as a tool for the study, using a "stratified random sample" to poll the sample opinions, which amounted to (289) male and female employees of the staff of the Ministry of Education and Higher Education in Gaza, and the number of questionnaires recovered was (254) recovery rate (87.9%). The study finds that the targeted individuals of the study sample showed a high degree of the availability of management information systems infrastructure in the Ministry of Education and Higher Education, reached to a relative weight of (73.2%). In addition, the results showed a rise in the application of management information systems at the Ministry of Education and Higher ?Education resulted in a relative weight of (70.5%). The high quality of the ?information resulting from management information systems at the Ministry of Education and Higher Education in a relative weight of (68.6%). The application of administrative governance in the Ministry of Education and Higher Education Standards reached a relative weight of (64.82%), and received the standard response at the highest relative weight of (67.64%).

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32

Miyake, Yasunobu. "Global Environment Change Studies in Ministry of Education." TRENDS IN THE SCIENCES 1, no. 4 (1996): 31–32. http://dx.doi.org/10.5363/tits.1.4_31.

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33

Parandjani, Hojato Allah Moradi, Mehdi Hasani, Mansor Karimi, and Abeddin Ahmadi Milani. "Organizational Citizenship Behavior (OCB) In Ministry of Education." Journal of Management and Accounting Studies 2, no. 03 (July 1, 2019): 37–42. http://dx.doi.org/10.24200/jmas.vol2iss03pp37-42.

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Human force is the most valuable asset and property in an organization. Using material and non-material means, insight, discretion and scheme, the managers and leaders of organizations can create an impression in the human force that their job is meaningful, purposeful, challenging and rewarding. Methodology: Under this circumstance, the staffs tend to be creative and resourceful, not to overreact to stimuli and steer the organization towards accomplishing the objectives. This study tries to adopt a holistic view of aspects of organizational citizenship behavior in the ministry of education. Results: The aspects of organizational citizenship behavior according to Organ and Bateman are the philanthropy and altruism, magnanimity, respect, citizenship merits and virtues and sense of responsibility. In addition, it aims at examining development education, aspects and impacts and outcomes of organizational citizenship behavior in the ministry of education with spirituality and morality as well as suggests guidelines in accordance with personality, motivation, and perception. Conclusion: Unofficial groups can affect the attitude and behavior of individuals. Therefore, the managers should identify the favorable unofficial groups and encourage the staffs to participate in them.

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34

Surtherland, Alison. "Ministry of Education, industry and community partnership strategy." Kairaranga 6, no. 1 (January 1, 2005): 11–15. http://dx.doi.org/10.54322/kairaranga.v6i1.22.

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An education, industry and community partnership can provide an effective intervention for secondary school age students who are alienated from the education system and are exhibiting challenging, problematic behaviours. This article outlines a Ministry of Education/SpecialEducation (MOE/SE), industry and community partnership that addresses the concerns of having students outside the school community during the school day. Case studies provide two examples of collaborative partnership in action.

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35

Sutherland, Alison. "Ministry of Education, industry and community partnership strategy." Kairaranga 6, no. 1 (January 1, 2005): 11–15. http://dx.doi.org/10.54322/kairaranga.v6i1.21.

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An education, industry and community partnership can provide an effective intervention for secondary school age students who are alienated from the education system and are exhibiting challenging, problematic behaviours. This article outlines a Ministry of Education/SpecialEducation (MOE/SE), industry and community partnership that addresses the concerns of having students outside the school community during the school day. Case studies provide two examples of collaborative partnership in action.

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36

Duncombe, David C. "Prophetic Dimensions of Ministry in Clinical Pastoral Education." Journal of Pastoral Care 44, no. 4 (December 1990): 317–28. http://dx.doi.org/10.1177/002234099004400403.

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37

Hazelwood, James. "A New Career in Experiential Education: The Ministry." Journal of Experiential Education 9, no. 1 (May 1986): 27–28. http://dx.doi.org/10.1177/105382598600900106.

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38

Tan, Cheng Yong. "Organisational legitimacy of the Singapore Ministry of Education." Oxford Review of Education 39, no. 5 (October 2013): 590–608. http://dx.doi.org/10.1080/03054985.2013.830098.

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39

Farris, Katie. "The Lords of Time, and: Ministry, and: Education." Massachusetts Review 58, no. 4 (2017): 643–45. http://dx.doi.org/10.1353/mar.2017.0098.

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40

Saegusa, Asako. "Japan picks prominent physicist to lead education ministry." Nature 394, no. 6693 (August 1998): 512. http://dx.doi.org/10.1038/28913.

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41

Yust, Karen-Marie. "A Review of: “The Ministry of Children's Education”." Religious Education 100, no. 4 (October 2005): 454–56. http://dx.doi.org/10.1080/00344080500308843.

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42

Melvin, Jeremy. "Ministry of Education, Culture and Science, The Hague." Architectural Design 75, no. 1 (January 2005): 103–7. http://dx.doi.org/10.1002/ad.26.

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43

Mohammed Qaid, Abdo Abdullah. "HRD and the requirements of sustainable development in the Ministry of Education, YEMEN." Paripex - Indian Journal Of Research 2, no. 1 (January 15, 2012): 27–29. http://dx.doi.org/10.15373/22501991/jan2013/38.

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44

Terry, Roy. "Music Education in France." British Journal of Music Education 2, no. 3 (November 1985): 227–51. http://dx.doi.org/10.1017/s0265051700000619.

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The article summarises French Ministry of Education guidelines for music education and describes examples of actual practice. Mention is also made of Ministry of Culture provision for music education. An attempt is made to reflect current concerns among French music educators. Among issues raised are the nature of musical ability; what counts as music; questions of access and democratisation; and the relationship between classroom music and specialist instrumental tuition. The article is based on material gathered during a study visit to schools and colleges in Paris, and correspondence with teachers, advisers, and inspectors throughout France.

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Murphy, Steven. "Ministry and profession." International Journal of Lifelong Education 4, no. 4 (October 1985): 327–40. http://dx.doi.org/10.1080/0260137850040405.

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Kovalenko, S., and N. Bovtruk. "IMPLEMENTATION OF THE NOSTRIFICATION PROCEDURE IN THE EU COUNTRIES AND UKRAINE." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 34 (2020): 84–90. http://dx.doi.org/10.28925/2311-2409.2020.34.10.

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ThearticleanalysesthenostrificationprocedureintheEUandUkraine,describestheconceptualandterminological apparatus for nostrification, outlines the theoretical, organizational, substantive and procedural principles for nostrification in the EU and Ukraine. The regulatory framework for the implementation of the nostrification procedure in the EU countries and in Ukraine is described. In particular, such normative legal documents regulating the issues of nostrification as the Lisbon Convention, the Sorbonne Declaration, the Bologna Convention (Joint Declaration of the Ministers of Education of Europe) and additional legal documents on their interpretation are considered in detail. The legislative base of Ukraine in the field of recognition of foreign documents on education is also studied: strategic documention on education, namely, the State National Program which is called “Education” (Ukraine of the 21st century), resolutions of the Chamber of Ministry of Education and Science of Ukraine: “Improving the efficiency of education and science as an effective factor” (Improving the efficiency of education and science as an effective factor of development and integration into the European community: Resolution of the Chamber of the Ministry of Education and Science of Ukraine, 2004, № 3 / 1-4 https://zakon.rada.gov.ua/rada/show/v01- 4290 -04 # Text), “On deepening the integration of science and education in modern conditions” (2006), “Higher education in Ukraine — the European dimension: status, problems, prospects” (Higher education in Ukraine — the European dimension: status, problems, prospects: Resolution of the Chamber of the Ministry of Education and Science of Ukraine, 2008, № 3 / 1-4, https://ips.ligazakon.net/document/MUS7507), the Law of Ukraine “On Higher Education” released on 01.07.2014, and the Decree of the Ministry of Education and Science of Ukraine № 504 released on 05.05.2015 (registered by the Ministry of Justice of Ukraine on 27.05.2015, № 614/27059) “Some issues of the recognition for the foreign documents on education in Ukraine”, which approved the Procedure for recognition of higher education frames obtained in foreign higher education establishments. The peculiarities of the nostrification procedure in such EU countries as Poland and the Czech Republic are considered. The main shortcomings and prospects of improving the procedure for recognition of educational documents in Ukraine through the use of international experience are identified.

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Lawson, Kevin E. "An Educational Ministry Research Buffet." Christian Education Journal: Research on Educational Ministry 18, no. 1 (April 2021): 3–5. http://dx.doi.org/10.1177/0739891320987135.

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Baker, Dori Grinenko. "Key Resources in Youth Ministry." Religious Education 103, no. 2 (April 3, 2008): 262–67. http://dx.doi.org/10.1080/00344080801910081.

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Salehipour, Amirreza, and Abdollah Ah mand. "The Impact of Organizational Culture and Performance Work System on Employees’ Performance." International Business Research 11, no. 6 (May 25, 2018): 199. http://dx.doi.org/10.5539/ibr.v11n6p199.

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Necessity of improving employees’ performance in ministry of education in Iran was the reason of conducting this research. Authors are focused on the impact of High Performance Work System (HPWS) and the culture of organization on employees’ performance in Iran ministry of education. By conducting specified study based on distributed survey questionnaire to 162 members of ministry of education in Iran, this study aims to provide answer to the given research questions of study. The outcome of hypotheses testing illustrate HPWS significantly effects ministry members’ performance and shows strong relation between variables. Likewise, organizational culture demonstrates significant affirmative impact on Iran ministry of education members and employees’ performance. Findings of current research indicate that the ministry of education in Iran requires immediate action toward improving performance of members to obtain desired outcome. Accordingly, to the result of present study, current research attempts to provide practical concepts and illustrate limitations, suggestions for improvement of ministry and future study in this field.

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Nurochim, Nurochim, and Siti Ngaisah Nurochim. "Program Usaha Kesehatan Sekolah: Upaya Kolaboratif Untuk Kesehatan Anak." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 12, no. 2 (October 19, 2020): 475. http://dx.doi.org/10.24114/jupiis.v12i2.18203.

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This article aims to examine the importance of school-based health promotion as an effort to improve children's health. To improve children's health through school institutions, a policy guideline that is guided by them is needed. Institutional theory is used in this article to describe how efforts to improve student health. Literature relating to students' health conditions and the implementation of health promotion is used as a database in this article. Furthermore, the data from various literatures were analyzed qualitatively based on the study group. It can be concluded that health promotion to improve the quality of health can be carried out through the School Health Promotion. Management with a Joint Regulatio of 4 (four) Ministers, namely the Ministry of Education and Culture; Ministry of Religion, Ministry of Health, and Ministry of Home Affairs. The joint regulation is one of the strengths in institutionalizing programs, namely rules or policies. Policies on school-based health education provide detailed guidance, so that actors can act systematically. With systematic action it can influence social networking and cross-sectoral coordination.

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