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Journal articles on the topic 'Provincial high schools'
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1
Avalos, Beatrice. "School effectiveness and provincial high schools in Papua New Guinea." International Journal of Educational Development 9, no. 3 (January 1989): 214–15. http://dx.doi.org/10.1016/0738-0593(89)90052-7.
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Alcalá Ibáñez, María Lourdes. "La inspección de enseñanza primaria y la consolidación del sistema escolar en la provincia de Teruel (1849-1900)." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 323. http://dx.doi.org/10.14516/ete.2016.003.002.014.
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The Inspectorate of Education in Spain was created in 1849. During the second half of the nineteenth century, the supervision of schools was for the first time in the hands of professional officials that used uniform education criteria for all schools. As delegates of the government, these helped to consolidate the school system, which, after the enactment of the Public Education Act of 1857, was gradually but very significantly implemented throughout the nation. The article describes the operation of the first provincial inspectors in Teruel, a rural province in the interior of Spain, which had high rates of illiteracy and serious problems with school attendance, teacher remuneration, and lack of schools, especially for girls. This article describes the work of the provincial inspectors, who, through their association with the Provincial Board of Education, managed to improve all aspects related to the working and living conditions of teachers: state exams, pay, classification for promotion or regulation of promotions, transfers and substitutions. It also studies the inspection visits to schools, and their contribution to both the improvement in school organization and the teaching methodology used by teachers in one-room schools.
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Bergeron, Glen L. "Incidence, Awareness, and Reporting of Sport-Related Concussions in Manitoba High Schools." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 46, no. 04 (July 2019): 443–50. http://dx.doi.org/10.1017/cjn.2019.58.
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ABSTRACT:Background and Objectives: Federal and provincial governments in Canada are promoting provincial legislation to prevent and manage sport-related concussions (SRCs). The objective of this research was to determine the incidence of concussions in high school sport, the knowledge of the signs, symptoms, and consequences of SRC, and how likely student athletes are to report a concussion. Methods: A cross-sectional survey of athletes (N = 225) from multiple sports in five high schools in one Manitoba school division was conducted. Results: Participants in this study were well aware of the signs, symptoms, and consequences of SRC. Cognitive and emotional symptoms were the least recognized consequences. SRC is prevalent in high schools in both males and females across all sports. Of the 225 respondents, 35.3% reported having sustained an SRC. Less than half (45.5%) reported their concussion. Athletes purposely chose not to report a concussion in games (38.4%) and practices (33.8%). Two major barriers to reporting were feeling embarrassed (3.4/7) and finding it difficult (3.5/7) to report. There was, however, strong agreement (Mean 5.91/7, SD 0.09) when asked if they intend to report a concussion should they experience one in the future. Conclusions: The results suggest that high school athletes would benefit from more SRC education. Coaches and team medical staff must be trained to be vigilant for the mechanism, signs, and symptoms of injury in both game and practice situations. This study will also inform the implementation of pending legislation in Manitoba and perhaps other provinces in Canada.
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Arwildayanto, Arwildayanto Arwildayanto. "Assessing The Contribution of The People’s Education Program (Prodira) Policy Toward Senior High School Education Performance in Gorontalo Province." JKAP (Jurnal Kebijakan dan Administrasi Publik) 22, no. 1 (July 24, 2018): 20. http://dx.doi.org/10.22146/jkap.29976.
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The purpose of the study is to assess the effectiveness of people’s education program (PRODIRA).The study used a mixed research methods approach with concurrently embedded, combinationmodel of the qualitative and quantitative methods. The data were collected using interview,documentation and observation techniques from respondents who included headmasters, teachers,exchequers, students’ parents and school committee members in senior high schools, vocationaland Islamic senior high schools (SMA/SMK/MA) in Gorontalo Province. The results indicated thatthe implementation of PRODIRA program by the Provincial Government of Gorontalo has beeneffective in enhancing quality of performance of Senior High School Education (SLTA ) in GorontaloProvince as reflected in the increase of knowledge index, increased availability of SMA/SMK/MAinstitutions, percentage of schools that are categorized as being in good condition and a declinein school dropout rates.
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Nunik, Retno H., and Yuwanto. "Regional Autonomy Dynamics in The Reformation Era: Transitioning the Authority of Environment Policies in Central Java Province." E3S Web of Conferences 73 (2018): 09001. http://dx.doi.org/10.1051/e3sconf/20187309001.
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Based on Law 23 of 2014 on Regional Government, there is a change in the distribution of affairs in the management of education. Secondary education (SMA / SMK) previously administered by regency / municipality government based on the law is the authority of its management to switch to provincial government. This article will discuss how the process of execution of transfer of authority of secondary education from regency / municipality government to Central Java Provincial Government. Using qualitative research, this article will provide a critical analytical understanding of the transition process or the delegation of secondary education authorities in the areas of Asset, Human Resources (HR) and Finance from the Regency / City government to the Provincial Government in Central Java. The research findings show that the delegation of authority at the level of the Provincial Government actually makes the model of government farther away from idealism to provide services closer to the community. Because the implementation of this policy impact on local government policy, which has been eliminating education for 12 years, ie from elementary school to high school. As a result of the transfer of management function to the province, now the free education policy for SMA and SMK had to stop as well as happened in Kudus, Sukoharjo, Karanganyar. The community hopes the Central Java Provincial Government still holds a commitment to free education, both for public and private schools for high school / vocational high school level. In addition, there is hope from the community for the Provincial Government to implement a commitment not to withdraw fees, levies or donations after the transfer of education authority to the Central Java provincial government.
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Miguez, Daniel Pedro, and Andres Hernandez. "LOS SENTIDOS DE LA DEMOCRACIA Y LA PARTICIPACIÓN. UN ESTUDIO DE CASO SOBRE LA TOMA DE ESCUELAS EN CÓRDOBA DURANTE 2010 / The Meanings of Democracy and Participation. A case study on school take overs in Cordoba during 2010." Revista del Museo de Antropología 9, no. 1 (June 22, 2016): 95. http://dx.doi.org/10.31048/1852.4826.v9.n1.11830.
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<p>En los meses finales de 2010 grupos de estudiantes de nivel medio de la provincia de Córdoba ocuparon sus establecimientos. Demandaban mejoras edilicias en escuelas que y también reclamaban mayor participación en la elaboración de una reforma educativa promovida por el Poder Ejecutivo provincial. En este artículo indagamos en base a un estudio de caso sobre los sentidos que diversos grupos le asignaron a la participación y la democracia en el contexto de las ocupaciones y los efectos que estos diversos sentidos tuvieron en la configuración sectorial del conflicto en un establecimiento de nivel medio de la provincia. Si bien los resultados del estudio de caso no pueden generalizarse, al menos permite formular hipótesis sobre la forma en que se estarían transformando los vínculos inter-generacionales y las formas de participación en la escuela media.</p><p><br /><strong>Abstract</strong></p><p><br />During the final months of 2010, high school students took over their establishments in the province of Córdoba. They demanded improvement in school infrastructure and more participation in the elaboration of a provincial educational reform promoted by the provincial executive power. Based on a case study, this paper investigates the meanings that various groups assigned to participation and democracy in the context of the school take overs and the effects they had in the configuration of internal conflicts within occupied schools. While the results of the case study cannot be generalized, it does provide basis to formulate hypothesis about the way in which intergenerational relationships and participation are currently changing in secondary education.</p>
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Tee, J., F. Lebatie, K. Till, and B. Jones. "Injury incidence and characteristics in South African school first team rugby: A case study." South African Journal of Sports Medicine 29, no. 1 (October 24, 2017): 1–7. http://dx.doi.org/10.17159/2078-516x/2017/v29i1a2931.
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Background: Despite its apparent popularity, participation in the sport of rugby union is accompanied by a significant risk of injury. Concerned parties have recently questioned whether this risk is acceptable within school populations. This is difficult to assess within the South African schools’ population as no recent longitudinal injury studies exist.Objectives: To determine the training habits, rugby-related exposure and injury risk within a population of South African high school first team rugby players.Methods: Training and match exposure in both school and provincial competition were examined and the resultant injuries were longitudinally observed for the duration of a South African high school rugby season.Results: Match (79, 95%CI 52-105 injuries/1 000 h) and training (7, 95%CI 3-11 injuries /1000h) injury incidences were demonstrated to be greater than previously reported incidences in similar populations in England and Ireland. Weeks where players were exposed to both school and provincial competition (34, 95%CI 19-49 injuries /1 000 h) had significantly (p<0.05) greater injury incidences than during school competition alone (19, 95%CI 12-26 injuries /1 000 h).Conclusion: The injury risk demonstrated was greater than expected and represents reasons for concern. Possible reasons for the high injury incidence recorded may be the frequency of games played within the season, and the overlap of school and provincial competitions. It should be noted that these results were taken from one school over one season and might not be representative of the incidence of school rugby injuries overall. However, this research demonstrates the need for a multischool longitudinal study within South African schools rugby to determine the overall risk.
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Sunyono, Sunyono. "Science Process Skills Characteristics of Junior High School Students in Lampung." European Scientific Journal, ESJ 14, no. 10 (April 30, 2018): 32. http://dx.doi.org/10.19044/esj.2018.v14n10p32.
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The quality of international education is measured through PISA and TIMSS results and the member countries are very concerned about their students' ability to work on PISA and TIMSS. Countries with low PISA and TIMSS ratings indicate that students' science process skills in this country are low, including in Indonesia. Therefore, this research needs to be done to see the characteristics of science process skill (SPS) of junior high school students, especially in Indonesia. This study involved 9th-grade students of the academic year 2016/2017 in three randomly selected districts. The number of subjects involved in the study was 120 randomly selected respondents. The research was conducted by survey method, by giving SPSs questions to respondents. The results showed that the SPS of junior high school students in Lampung Province-Indonesia is low. Students from schools in the capital and school areas close to the provincial capitals have the characteristics of SPSs on "observing" and "classifying" indicators in the "moderate" category. Students from distant areas of the provincial capitals, the characteristics of their SPSs are "low", for all indicators (observing, classifying, predicting, interpreting, and communicating).
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Ririhena, Ribka Lemy, and Zainuddin Notanubun. "Organizational Development and Change Along with the Reinventing in Education." JURNAL PENDIDIKAN PROFESI GURU INDONESIA (JPPGI) 1, no. 1 (February 8, 2021): 21–27. http://dx.doi.org/10.30598/jppgivol1issue1page21-27.
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The purpose of organizational development, especially educational organizations, is the formation of an educational organization in the provincial and district/city governments, so that education units at all types and levels are open and generate trust for educators and their communities. Organizational open and generate trust for educators and their communities. Organizational development interventions tend to emphasize the application of collaborative or interpersonal and group strategies in inter-organizational actions in a coordinative or vertical manner, in accordance with the spirit of reinvention. In restructuring educational organizations or reinventing education to increase the activities and programs of the Provincial, Regency and City Education Offices in carrying out routine activities, they must be changed, no longer using a bureaucratic approach with a participatory approach. The paradigm of education officials must be changed, so that in accordance with the spirit of the implementation of school-based management in schools. By giving a large role to schools in the spirit of change, the school has a high creativity to compete in improving the quality and quality of education in the school
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Febrianty, Febrianty, Hendra Hadiwijaya, and D. Tri Octafian. "E-Schools Development In Filial Schools As A Solution To Improve Teaching And Learning Activities And The Effectiveness Of School Administration." JPI (Jurnal Pendidikan Indonesia) 9, no. 3 (September 4, 2020): 468. http://dx.doi.org/10.23887/jpi-undiksha.v9i3.24276.
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Lembaga Pembinaan Khusus Anak (LPKA) Class I Palembang is a pilot LPKA throughout Indonesia that has successfully implemented distance learning / filial schools with the same standards as the main schools (technical learning management schools) in collaboration with the Palembang City Education Office, Palembang City Government and Provincial Government of South Sumatra. LPKA Class I Palembang organizes formal education (filial schools) starting from elementary, middle, and high school levels. The purpose of this study is to build an e-school system as an alternative in overcoming problems in the teaching and learning process and academic administration of schools. The system development method used in this study is the Rapid Application Development (RAD) method, with the following stages: Requirements Planning, RAD Workshop Design, and Implementation. The results of this study are children's e-school systems so that it becomes a solution for LPKA Class I Palembang in implementing learning and improving the quality of children's learning.
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Darmadi, Hamid. "Impact of Management Authority Transfer of SMA/SMK from Regency/City Government to Provincial Government in West Kalimantan." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 30, 2019): 244. http://dx.doi.org/10.26737/jetl.v4i1.1095.
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The purpose of this study is to obtain objective information and clarity regarding the impact of management authority transfer of senior high school (SMA)/vocational high school (SMK) from regency/city government to the provincial government in West Kalimantan Province. The benefit of the results theoretical and practical for teachers, school principals, education and culture services and regional governments. The population in this study were SMA/SMK teachers, SMA/SMK principals, regency/city education office and the provincial education office of West Kalimantan. This study uses direct communication techniques, direct observation techniques, and documentation techniques. The results of this study indicate that: (1) Management of SMA/SMK by the regency/city government and school activities run smoothly before the authority transfer of SMA/SMK to the Provincial Government Staffing. There is no separation between elementary school, junior school, high school and vocational school by Regency/City Education Service; (2) Management of SMA/SMK after the transfer of authority by the provincial government is obtained data and information there is a tendency for SMA/SMK to be abandoned by Regency/City Education Services because they are not responsible anymore to take care of SMA/SMK, while the Provincial Education Service which has the mandate to take care of SMA/SMK is difficult to reach schools, especially SMA/SMK far in remote areas, outermost, disadvantaged and remote areas; (3) The workload of the Head of Regency/City SMA/SMK Court MKKS after the transfer of management of SMA/SMK to the province is felt to be increasingly heavy. Because the duties of the School Supervisor that should be handled by the SMA/SMK Supervisor cannot be implemented properly due to the limited budget of the visit, the location of the SMA/SMK is too far away. Finally, the task of the School Supervisor was forced to be taken over by the Chairperson of the Regency/City MKKS. Even to the extent that the selection of selected SMA/SMK principals is conducted by the Chairperson of the MKKS.
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Orava, Taryn, Steve Manske, and Rhona Hanning. "Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation." Health Promotion and Chronic Disease Prevention in Canada 37, no. 9 (September 2017): 303–12. http://dx.doi.org/10.24095/hpcdp.37.9.05.
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Introduction Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). Methods We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school’s support for healthy eating was classified as either “initiation,” “action” or “maintenance” along the Healthy School Continuum in both time periods, and as “high/increased,” “moderate” or “low/decreased” within individual CSH pillars from Time I to Time II. Results Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the “action” category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Conclusion Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments.
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Mahmudah, U., S. Suhartono, and A. D. Rohayana. "A Robust Data Envelopment Analysis for Evaluating Technical Efficiency of Indonesian High Schools." Jurnal Pendidikan IPA Indonesia 7, no. 1 (April 3, 2018): 114–21. http://dx.doi.org/10.15294/jpii.v7i1.9883.
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The main purpose of this study is to evaluate the technical efficiency of high school education in Indonesia by applying Data Envelopment Analysis (DEA), which is the most frequently used to measure the efficiency scores. However, this study uses a robust approach to face the complex problem of the traditional DEA, which may lead to biased results. Besides, it is a powerful approach to estimate technical efficiency when outliers contaminate the data set. Statistical data from general senior secondary schools in the period 2015/2016 is analyzed, using 34 provinces as decision-making units (DMUs), with eight input and six output variables. The results indicate that the average efficiency score of Indonesia’s major political subdivisions in managing high school education is 0.936. Furthermore, as many as 32.35 percents of provinces achieve efficient performances, with an efficiency score equal to one, while 17 provinces have above average efficiency scores. The results also indicate that efficiency scores from robust data envelopment analysis provide better accuracy. Overall, application of robust data envelopment analysis (RDEA) is appropriate for measuring the efficiency of provincial performance in organizing secondary education.
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Kazantseva, Svetlana Genrihovna. "Samara and Simbirsk nobility role in education promotion and support at the turn of XIX-XX centuries." Samara Journal of Science 6, no. 1 (March 1, 2017): 120–23. http://dx.doi.org/10.17816/snv201761208.
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The paper deals with the nobility charity of the Samara and Simbirsk provinces at the end of XIX - beginning of the XX centuries. The provincial nobles because of their privileged class status sacrificed their money to promote and support education among both the nobility and other classes. Donations were sent to the noble educational institutions such as school, cadet corps, universities, as well as to schools for the lower classes: teachers schools, peasant schools and colleges, vocational schools, training workshops. The paper analyzes the main forms of support for students - establishment and payment of nominal scholarships to students of high schools, universities, military schools, content of education both for the nobility and for students from other classes. Students of such institutions were often on full board basis at the expense of the nobility. In addition the nobles were initiators of charitable societies, which were engaged in material support of students as well as led boards of trustees at various educational institutions. The study of pre-revolutionary Russian education support experience helps us to find ways to develop and encourage students nowadays.
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Fikry, Auly, Endang Larasati, and Ida Hayu Dimawati. "Inhibiting Factors in the Administration of Education (Senior High School) in Kepulauan Riau Province." Jurnal Ilmiah Ilmu Administrasi Publik 9, no. 2 (February 4, 2020): 169. http://dx.doi.org/10.26858/jiap.v9i2.12222.
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The policy for transfer of authority to manage high schools from district or city government to provincial governments, in its implementation, experienced various kinds of obstacles. As in the Riau Islands province, with the number of islands reaching 394 inhabited islands scattered throughout the Riau Islands region, the transfer of authority from the district / city to the province will have some changes that must be made. The purpose of this study is to examine the management of high school education in the Riau Archipelago. The research method used is qualitative, data collection is done through interviews and observations. The results showed that there were two factors which became obstacles in the management of senior high school education in the Riau Islands, namely the geographical environment and the national education system. The results showed that the geographical environment of the archipelago which has a 95% sea area had several impacts in running.
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Pattola, Tri Wahyuni. "PERAN DINAS PENDIDIKAN PROVINSI SULAWESI BARAT DALAM MENGIMPLEMENTASIKAN STANDAR PROSES DI SEKOLAH MENENGAH KEJURUAN (SMK) SULAWESI BARAT." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 17, no. 1 (May 31, 2021): 88. http://dx.doi.org/10.35329/fkip.v17i1.1962.
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This article discusses to find out how the Role of the Education Office in implementing process standards in vocational high schools (SMK) West Sulawesi, and at the same time to find out the obstacles or obstacles (weaknesses) faced by the Education Office in implementing process standards in vocational high schools (SMK) West Sulawesi. The type of research used in this research is descriptive research with a qualitative approach. The reason the researcher uses a qualitative approach is because he wants to get real experience from the meaning under study, meaning that he wants to know the situation of certain factors as actors who carry out certain jobs, certain situations, in certain places, so that researchers can understand the specific situation that is the object of research. This is very important in the analysis which will be used as the basis for making conclusions from the research. This research is focused on describing the implementation of process standards and revealing the role of the West Sulawesi Provincial Office. Based on research in the field, it shows that the role of the provincial education office, in this case the supervisor in implementing process standards at Vocational High Schools in West Sulawesi, has carried out his duties and functions of mentoring.
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Winardi, Winardi. "Decentralization of Education in Indonesia—A Study on Education Development Gaps in the Provincial Areas." International Education Studies 10, no. 7 (June 27, 2017): 79. http://dx.doi.org/10.5539/ies.v10n7p79.
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Decentralization is acknowledged as the handover of government from central government to local government, including giving broader authority to local governments to manage education. This study aims to discovering education development gap between regions in Indonesia as a result of decentralization. This research method uses descriptive analysis that is supported by a combination of time series data and cross section data. Time series data used is the year 2014-2015, and the cross section data of 34 provinces in Indonesia. Gaps were revealed on the resources (including budgets, school facilities, and teachers), school participation, and the population that is illiterate in the area. The results showed that the persistence of the education development gap between regions. Gaps school facilities and number of teachers between regions still exists. The number of existing school facilities in some areas did not meet to accommodate all students. The ratio of the number of schools with teachers is still not meet. School participation rates in the provincial area still tend to be low, especially for the age group 16-18 and 19-24 years. There is gap between regions to reduce the population is illiterate, there are areas have a number of illiterates is still high despite the provincial area having income that is quite large. The study also found that, overall, the decentralization of education in Indonesia increase in the number of school participation and decrease the number of illiterate population in the provincial area.
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Ariyadi, Dwiyono, Hendrik Kusbandono, and Indah Puji Astuti. "Rekomendasi Perbaikan Infrastruktur TI di SMK Berdasarkan Evaluasi Tingkat Kematangan dengan Framework Cobit 4.1." J-SAKTI (Jurnal Sains Komputer dan Informatika) 3, no. 1 (March 4, 2019): 80. http://dx.doi.org/10.30645/j-sakti.v3i1.90.
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The transfer of management from SMK(SMK) in 2017 by the East Java Provincial Government has an impact on many things. One of them is the need for media for communication. Information technology (IT) infrastructure in Vocational Schools is a connecting between Vocational Schools and the East Java Provincial Education Office. IT facilities can streamline and streamline communication between the Office of Education and Vocational Schools in various regions. To find out the state of IT infrastructure in Vocational Schools in Madiun Regency, there is a need to measure the maturity level of IT infrastructure in SMK. One popular IT governance evaluation framework used is COBIT. With the COBIT framework guidelines can assess current conditions, as well as expectations of what will be achieved. The results of the gap will be used as a basis for recommendations for improvements to what stages have not been in line with expectations. The results of the maturity level of management of IT infrastructure in Vocational High Schools at each school on average at AI3 sub domain are at level 2, while AI5 sub domains are at level 1. As for the situation in AI3 sub domains, there are still some who care about the importance of IT infrastructure policy, responsibility for infrastructure management is still limited to individual intuition, as well as the absence of measurement of the results of the objectives whether it has been achieved. While AI5 sub domain is management has begun to identify procedures for collaboration with IT infrastructure suppliers, there are standard criteria for the selection of IT infrastructure suppliers, and there are fundamental objectives for IT infrastructure supplier contract management.
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Altun, Burcu, and Pınar Yengin Sarkaya. "The actors of teacher supervision." Journal of Human Sciences 17, no. 1 (March 21, 2020): 284–303. http://dx.doi.org/10.14687/jhs.v17i1.5880.
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Educational supervision is a process aiming to enhance teaching by developing teacher. The position and the quality of supervisor are of great importance for effective supervision experiences. The purpose of this research is to determine the actors carrying effective teacher supervision. So, school administrators and teachers working in general high schools and supervisors working in provincial directorate of national education in Efeler district of Aydin/Turkey are asked for their opinions. Results show that participants suggest different supervisory actors in different dimensions of teacher supervision. Generally, the school principal, vice-principal, head of the department and student preferences have come to the fore. Teachers, administrators and supervisors suggest different supervisory actors.
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Reid, Steven. "Knowledge influencers: leaders influencing knowledge creation and mobilization." Journal of Educational Administration 52, no. 3 (April 29, 2014): 332–57. http://dx.doi.org/10.1108/jea-01-2013-0013.
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Purpose – The purpose of this paper is to investigate the influence of leaders on knowledge creation and mobilization. Design/methodology/approach – This mixed methods study included three high-performing districts based on provincial assessment results and socio-economic factors. Interviews and questionnaires were used to gather data from 53 participants including: 11 principals, 11 teacher leaders, 26 teachers, and five system leaders. Findings – The findings of the study emphasized the importance of leaders supporting knowledge creation and mobilization processes through practices such as engaging school-based knowledge influencers and fostering cultures of trust and risk taking. The author defined knowledge influencers as leaders, formal or informal, who have access to knowledge creating groups at the local and system level. These leaders influenced knowledge mobilization at different levels of the district. Research limitations/implications – A research limitation of this study was present based on the sole use of high-performing districts and schools. Participation was determined via comparisons of provincial assessment results (Ontario, Canada) and socio-economic status (SES) factors. Although causal effects are cautioned, districts and schools from various SES communities (high, medium, low) were chosen to support broad generalizations and associations. Practical implications – This study provided pragmatic considerations and recommendations for system and school leaders, those charged with increasing student achievement (e.g. use of knowledge influencers and an expanded array of data use while creating knowledge). Originality/value – A knowledge creation model was developed by the author based on a synthesis of the findings. The model and study will be of interest to those wishing to further implement or study the creation and mobilization of knowledge within organizations.
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UÇAR, Rezzan. "The Effect of School Principals’ Distributed Leadership Behaviours on Teachers’ Organizational Commitment." International Education Studies 14, no. 5 (April 25, 2021): 19. http://dx.doi.org/10.5539/ies.v14n5p19.
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The purpose of the study is to explore the effect of school principals’ distributed leadership behaviours on teachers’ organizational commitment in the views of teachers employed in high schools. The study is a descriptive research designed as a correlational survey model and the research population consists of teachers in high schools in the provincial centre of Diyarbakır, a large city in south-eastern Turkey. The study is conducted with 275 teachers, selected by simple random selecting method. In the research, conducted in the views of high school teachers, descriptive statistics are employed to determine the distributed leadership behaviours of the participant principals and the teachers’ organizational commitment levels and a regression analysis is used to predict the participant teachers’ organizational commitment arising from the distributed leadership behaviours of the school principals. As a result of the study, the distributed leadership behaviours of the school principals are found at a high level in the following factors: open leadership, school culture, employee involvement and dynamics, whereas the teachers’ organizational commitment levels are found low in the compliance factor but as for identification and internalisation factors, they are found high. Moreover, it is determined that teachers’ organizational commitment can be statistically predicted from school principals’ distributed leadership behaviours.
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Liu, Donglan, Jinmei Deng, Weigao Huang, Yongxun Cao, and Yinghua Long. "Survey and Research on Health Information Assistance Needs of Junior Middle School Students in Different Regions of Guangdong Province." Journal of Advances in Medicine Science 3, no. 2 (May 26, 2020): 5. http://dx.doi.org/10.30564/jams.v3i2.1796.
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Objective: To study the health information assistance needs of junior high school students in 8 different regions of Guangdong Province in a cluster, to understand the current situation of junior high school students' health information assistance needs, and to collect feasibility data for hospitals and schools to jointly promote the healthy development of students. Methods: In June 2019, a group of junior high school students from 8 different regions in Guangdong Province [678 students (in 2 towns), 352 students (in 2 counties and prefecture-level cities), and 1098 students (in 4 provincial-level cities)] were selected in a group. A questionnaire survey was conducted by 2128 people, the results of the questionnaire survey were collected, and statistical analysis was performed. Results: Of the 2128 junior high school students in 8 different regions, only 52.07% had confidence in their health, and there were no regional differences. Health information for students seeking professional medical assistance includes: 1578 person-times (74.15%) of nutritional diets, 1084 person-times (50.94%) to eliminate tiredness, 1190 person-times (55.92%) to improve sleep quality, 1002 person-times (47.09%) to reduce anxiety, making him happier and stronger 1164 person-times ( 54.70%). Students in different regions asked for help on how to make their hearts happier and stronger. The results suggest that provincial and county-level students have greater needs than urban students. Conclusion: The results of this research show that junior high school students in different regions of Guangdong Province have insufficient awareness of health, and there is a large demand for various health help information, and the focus is on prevention. It is of practical significance to strengthen and meet the health information needs of junior high school students.
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Luo, Yan, Zhenti Cui, Ping Zou, Kai Wang, Zihan Lin, Jinjie He, and Jing Wang. "Mental Health Problems and Associated Factors in Chinese High School Students in Henan Province: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 16 (August 16, 2020): 5944. http://dx.doi.org/10.3390/ijerph17165944.
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Approximately one in five adolescents experience mental health problems globally. However, studies on mental health problems in Chinese high school students are few. Therefore, this study examined the status and associated factors of mental health problems in high school students in China. A stratified two-stage cluster sampling procedure was adopted, leading to a final sample of 15,055 participants from 46 high schools in all 17 provincial cities of Henan province, China. Self-reported questionnaires were used to collect the data. A mental health problems variable was assessed using the Mental Health Inventory of Middle School Students. The positive rate of mental health problems among high school students was 41.8%, with a male predominance (43.3% versus 40.2% in females; p < 0.01). The most frequent mental health problem was academic stress (58.9%). Higher grades, physical disease, chronic constipation, alcohol consumption, engagement in sexual behavior, residence on campus, and living in nonurban areas and with single-parent families were significantly associated with higher odds of having mental health problems (p < 0.05). We suggest that the prevention of mental health problems in high school students be strengthened, especially in students with physical illnesses, unhealthy behaviors, and single-parent families.
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Manurung, Darwin, Lukman M. Baga, and Diah Krisnatuti. "Analisa Kinerja SMP K Satu Bakti Bogor." Jurnal Manajemen dan Organisasi 6, no. 3 (July 18, 2016): 192. http://dx.doi.org/10.29244/jmo.v6i3.12608.
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<p><em>Good performance results are very valuable promotion for the progress of a private junior high school, either at the provincial or regional level. The implementation of regional autonomy has implications for the implementation of the evaluation process to be more professional, objective, honest and transparent as a series of school supervision and guidance. In order to improve the quality of education, there is a need tochange the supervision system functioning not only as a monitor but also guidance to organize education. Analysis process of all aspects of education should be directed at efforts to ensure the implementation of quality education (Quality Assurance) and empower those evaluated so as to produce graduates in accordance with established standards. Each school performance analyzed is expected to have positive impacts for the community, especially to any parents who want to send their children to junior high school, especially SMPK Satu Bakti Bogor. Although there are a few schools established for quite a long time and there are some newly operating, it is not a guarantee for these private junior high schools to continue to grow. This has encouraged the school component to perform better and have special attractions. Some of the private schools in Bogor city have been experiencing problems similar those in the SMP K Satu Bakti; namely, the difficulty to attract new students to enroll in their school. A better quality of performance, accordingly is required in order to attract more qualified applicants and prospective students in the future which is expected to maintain the sustainability of this junior high school existance. </em></p><em>Keywords: performance, consumer interest, importance of performance analysis, analytical hierarchy process</em>
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Ogilvie, M. H. "‘A Delicate Exercise’: Balancing Freedom for and Freedom from Religion in Canada: Loyola High School v Quebec (Attorney General)." Ecclesiastical Law Journal 18, no. 2 (April 15, 2016): 196–208. http://dx.doi.org/10.1017/s0956618x16000077.
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In Loyola High School v Quebec (Attorney General) the Supreme Court of Canada (SCC) found that a Roman Catholic high school run by the Jesuits in Montreal, could be exempted from the provincial Ethics and Religious Culture Program (ERCP), legislatively mandated for all schools in Quebec, whether public or private, provided it offered an ‘equivalent program’, if from a Roman Catholic perspective. In the earlier companion case, SL v Commission scolaire des Chênes, the Court held that religious parents could not claim an exemption for their children enrolled in the public schools from the same course. This discrepancy between the legal treatment of children in fee-paying religious schools and children in the public school system is one of several interesting aspects of the Loyola decision which this comment will address. Notwithstanding this discrepancy, the Court also restated its earlier observations about the nature and meaning of section 2(a), ‘freedom of conscience and religion’, of the Canadian Charter of Rights and Freedoms (the Charter), thereby reassuring some Canadian observers that it is committed to a more robust protection of freedom of religion than may have been surmised from its earlier freedom of religion jurisprudence. Equally interesting is that, in coming to its decision, the majority of the Court moved away from the Court's earlier approach to freedom of religion issues of applying first section 2(a) and then section 1 of the Charter, which operates as a brake on full freedom of religion, to a proportional analysis more in tune with proportionality tests for religious freedom found in English and European cases. Whether this is the start of a long-term trajectory in Canadian freedom of religion cases or a single instance remains to be seen.
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Febrianto, Priyono Tri, and Sulaiman Sulaiman. "Kajian strategis dan prioritas pembangunan pendidikan menengah untuk meningkatkan mutu pendidikan di Pulau Madura." Masyarakat, Kebudayaan dan Politik 27, no. 4 (October 1, 2014): 211. http://dx.doi.org/10.20473/mkp.v27i42014.211-220.
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Efforts in quality improvement and development of education in the era of regional autonomy are not only the responsibility of the central government and provincial governments, but also the responsibility of local governments. Quality improvement and development of education thus become strategic issues for any local government. This study aims to address issues related to: (1) the condition of school facilities and infrastructure (2) the role of school committees which is not optimal; (3) the absence of equitable distribution of teachers; and (4) the lack of Information and Communication Technology/ICT-based learning application in in secondary schools. The research was conducted in four districts, namely Bangkalan, Sampang, Pamekasan and Sumenep. The main theory employed in this study is the School Based Management (SBM) or the so-called School Based Management (SBM). The population was students, parents and teachers. The total number of samples was 250 people comprising 100 students, 100 parents and 50 teachers. The research data were obtained from primary and secondary data. The study yielded a number of key findings. First, 90% of High School (or its equivalent) teachers master the materials taught. This is due to fact that the materials taught are in accordance with the education qualification of the teacher. Secondly, the mismatch found in Madurese high schools was apparently caused by the lack of educators with suitable qualification for the subjects they teach concurrently. Almost all secondary teachers in Madura island require trainings related to the development of competency for mastering the subject materials. The last but not the least, the majority of teachers still apply simple learning methods. Although the method applied by teachers are generally similar, there are significant differences between the favorite schools and the other schools.
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Gracheva, Julija. "Contribution of Moscow University to the Development of Schools in the Moscow School District in the Early 19th Century." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 56–67. http://dx.doi.org/10.15688/jvolsu4.2020.2.4.
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Introduction. The article explores the role of Moscow University in the formation and development of secondary and primary education institutions. One of the main means of university control of schools was a number of professors’ visits. Methods and materials. The author applies the principles of historicism, objectivity and consistency. For the first time, systematic reports from visitors and reports of trustees of the Moscow school district for the period 1803–1811 stored in the Russian State Historical Archive are used as the main sources for the history of visits. Analysis. Inspection of high schools and district schools of the district was carried out by professors annually. Visitors were appointed by the University Council at the suggestion of the trustee. The main purpose of such trips was to control the economic and education life of schools. After return, they provided the university authorities with review journals, on the basis of which school officials were awarded or dismissed. The visitors were present as deputies from the university at solemn celebrations dedicated to opening or transforming education institutions. According to the visitors, the main obstacle to increasing the number of education institutions in the Moscow school district was the unsatisfactory condition of a large part of school houses and the lack of capable teachers. This slowed down the pace of converting small public schools into county schools and required additional funds and donations from the local population. Results. Analysis of visitor reports allows us to prove that the professors were attentive to the tasks set for them, tried to visit every education institution located in the provinces they inspected. Visiting trips attracted the attention of the provincial and district authorities, as well as local residents to the needs of education institutions.
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Ha, Jungyoun, Jiyeon Kang, Jinsook Choi, and Daemyung Kim. "A Study on the Influence of Metropolitan and Provincial Offices of Education on Academic Achievement of General High Schools." Korea Association of Yeolin Education 28, no. 2 (May 30, 2020): 223–42. http://dx.doi.org/10.18230/tjye.2020.28.2.223.
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Brown, Kristin M., Kenneth J. Diplock, and Shannon E. Majowicz. "The environment in which behaviours are learned: a pilot assessment of high school teaching kitchens as food safety learning environments in Ontario." Environmental Health Review 59, no. 3 (September 2016): 88–95. http://dx.doi.org/10.5864/d2016-018.
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Youth represent a unique audience for consumer food safety education and incorporating such education into existing curricula could facilitate delivery. However, successful delivery may depend, in part, on the facilities in which said training occurs. Since little is known about school teaching kitchen set-ups as related to food safety education, we conducted a pilot assessment of the physical learning environment of four Ontario high school teaching kitchen classrooms. We visited each classroom three times and assessed its characteristics using a modified version of the provincial food premises inspection report. Kitchen layout varied by school, and it was the built classroom characteristic with the greatest potential impact. Several characteristics unique to school teaching kitchens were noted, including whether the classroom teaching area and food preparation area were separated. Despite the variation between classrooms, all had physical characteristics sufficient to meet the minimum requirements for food service premises in Ontario. Nevertheless, this pilot assessment highlights nuanced factors unique to high school teaching kitchen classrooms that may impact the delivery of food safety education and the development of safe food handing behaviours. Findings can support conversations between public health, food safety authorities, and school stakeholders to enhance food safety learning environments in schools.
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Fadeev, K. V. "ARCHITECTURE OF THE FIRST HIGH SCHOOLS IN TOMSK LATE IN THE 19th CENTURY." Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture 21, no. 4 (August 28, 2019): 7–21. http://dx.doi.org/10.31675/1607-1859-2019-21-4-7-21.
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The article deals with the history of the emergence and development of the first high schools in Tomsk. The architectural aspect associated with the provision of the high schools with their own buildings adapted to the educational process is described, which, in turn, affected the formation of the architectural appearance of Tomsk.Late in the 19th century, eclecticism characterized by a mixture of different styles, became the dominant architectural trend in the appearance of buildings in Tomsk. One of the trends in eclecticism was the brick style, according to which the educational institutions were built most of all, including the Mariinsky women's and provincial men's high schools.The relevance of the study is conditioned by the problems of preserving the architectural heritage of the second half of the 19th century in relation to the historical center of the city, which is an important cultural and educational factor.The purpose of this work is to study the brick style architecture of the first high schools in Tomsk. The study is based on the principles of historicism and objectivity. The specific historical methods include a study of bibliographic and comparative sources and methods of architectural analysis of the cultural objects.It is shown that the activities of a number of architects resulted in a unique architectural heritage of the 19th century, forming the architectural appearance of the historical part of Tomsk. The results of this study are reported at the meeting of Pushkin Historical Society.
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Martin, Paul. "A Passionate Plea: Equal Educational Opportunities for All Canadians." LEARNing Landscapes 3, no. 2 (March 2, 2010): 81–91. http://dx.doi.org/10.36510/learnland.v3i2.340.
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Former Prime Minister Paul Martin discusses the importance of providing equal educational opportunities to all Canadians, particularly to our First Nations, Métis and Inuit people. He describes the propelling force behind the Kelowna Accord, which made history by bringing together Federal, Provincial, Territorial and Aboriginal peoples leaders to resolve critical problems related to education, among other things. Mr. Martin’s interest in Aboriginal education has led him to participate in four important initiatives that focus on improving K-12 education in Aboriginal communities: a Promising Practices Web site for teachers, a Mentorship Program for high school students, a Model School Program aimed at primary schools, and a Business Education Program focused on preventing dropout. He describes these programs, and the results they are achieving. Finally, Mr. Martin offers words of advice for parents, youths and governments for the future of education in Canada.
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Wood, Jessica, Alexander McKay, Jocelyn Wentland, and Sandra E. Byers. "Attitudes towards sexual health education in schools: A national survey of parents in Canada." Canadian Journal of Human Sexuality 30, no. 1 (April 1, 2021): 39–55. http://dx.doi.org/10.3138/cjhs.2020-0049.
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School-based sexual health education plays a key role in providing young people with the information, motivation, and skills needed to enhance their sexual health. However, the extent and quality of sexual health education curricula varies across Canada. Though parents’ support is often considered when making curricular decisions, there is limited data examining parental attitudes towards sexual health education across Canada. In the current study, we examined parental attitudes towards school-based sexual health education in a national sample of Canadian parents. Using an online survey, we examined overall support for the inclusion of sexual health education in schools, perceived quality of the sexual health education children received, assessed support for 33 sexual health education topics, and determined if parental support varied across geographic regions. Participants were 2,000 parents with children attending elementary and/or secondary school in Canada. The majority of parents (85%) agreed that sexual health education should be taught in the schools. Support was high across all regions in Canada, ranging from 82% in Ontario to 91% in the Atlantic provinces. However, significantly fewer parents in Ontario and Quebec supported school-based sexual health education compared to other regions. Overall, parents want a wide variety of topics included in school-based sexual health education and support the teaching of foundational topics in the early and middle school grades. The current study is the first to use a national sample to examine parents’ attitudes towards sexual health education in schools. Results can inform provincial/territorial health education policies and national sexual health promotion strategies.
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Waqar, Sajid, Anita Bilal Burki, and Musarrat Jahan. "Hidden Curriculum in Schools: A Comparison of Religious Otherness in Pakistani ELT Textbooks." International Journal of English Linguistics 10, no. 1 (December 15, 2019): 194. http://dx.doi.org/10.5539/ijel.v10n1p194.
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The emphasis of this research was religious otherness depiction in high school English textbooks issued by four State controlled Pakistani textbook boards of i.e., BTB Quetta, STB Jamshoro, KTB Peshawar and PTB Lahore. It besets a broad contrast among the religious otherness descriptions as depicted in provincial ELT textbooks and the otherness related notions of their corresponding students. To achieve the goals, the study was alienated in 2 phases: In phase 1, the textbooks of government textbook publishing boards were investigated and in the second phase their corresponding readers’ religious otherness ideas were obtained and evaluated. The research devised a modified model of analysis by blending Van Dijk (1998) and Fairclough (2001) CDA model for interpretation and explanation of religious otherness in representative text extracted from textbooks’ discourse. The study discovered the prevalence of religious otherness- related themes in all ELT textbooks. It was also found that STB discourse had improved religious otherness images and students’ otherness ideas than other provincial textbook boards and their respective readers. The study also revealed that Muslim male and female students had peculiar otherness notions about minority religious communities. The readers’ responses to questionnaire items in phase 2 of research suggested that textbooks had a significant part in molding otherness related notions of young readers. The study recommended an otherness-based investigation of the textbooks prior to publication at federal government level to ensure citizenship equality as envisioned by founder of the nation.
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MARTA, RUSTONO FARADY, and HARRIS CHRISTANTO. "ANALISIS PENILAIAN PERILAKU KOMUNIKASI PESERTA DIDIK SEKOLAH MENENGAH PADA PELAKSANAAN UJIAN NASIONAL (Studi Kasus pada Sistem Manual-2014 dan Online-2015 di SMPK 2 Penabur Jakarta)." Jurnal Komunikasi 10, no. 1 (March 1, 2016): 81. http://dx.doi.org/10.21107/ilkom.v10i1.1842.
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<p><strong>ABSTRACT</strong></p><p><br />In 2015, Ministry of Education and Culture, Republic of Indonesia did a<br />breakthrough in the educational communication field, it is online-national<br />examination, known as computer based test. In Jakarta, implementation of<br />computer based test is coordinated by Provincial Education Board of DKI<br />Jakarta and caried out 30 schools which consist of 1 junior high school, 3<br />senior high schools, and 26 vocational schools. SMPK 2 Penabur Jakarta was<br />the first and chosen by government to run that new examination method. The<br />purpose of this research is to know about comparison between paper based<br />test in 2014 and computer based test in 2015 at SMPK 2 Penabur Jakarta,<br />that was held on May 4 until 7, 2015. Selection of research subject was based<br />on psychological characteristic of 9<br /> grade students in junior high school<br />(14 – 15 years old) who prioritized to observe on. The research applied social<br />judgment theory by Muzafer Sherif. This qualitative-descriptive research used<br />case study method and based on constructivism paradigm. Data collection was<br />conducted by interview, Focus Group Discussion (FGD), and documentation<br />study through online media. The result of this study shows that computer based<br />test is more excellent than paper based test. SMPK 2 Penabur Jakarta gave<br />positive response for this innovation.<br /><br />Keywords: Educational Communication, National Examination, Social<br />Judgment, Junior High School Students.</p><p>Judgment, Junior High School Students.</p>
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Maidianti, Silfy. "Implementasi Hak Asasi Manusia Sebagai Hak Konstitusional Warga Negara Pada Peraturan Daerah Mengenai Sistem Penyelengaraan Pendidikan Gratis 12 Tahun di Provinsi Sumatera Selatan Khususnya Kota Palembang." Solusi 16, no. 3 (September 1, 2018): 321–43. http://dx.doi.org/10.36546/solusi.v16i3.140.
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This research is motivated by the development of the city of Palembang local government also pay much attention to the aspect of the fulfillment of human rights education free of charge from elementary, junior high, and high school level. It is the fulfillment of socio-cultural rights of the community which has been regulated in the South Sumatera Provincial Regulation No. 16 of 2011 on the implementation of the 12-year free education program and how the implementation of the program's policies is running accordingly and on target. Of the issues to be discussed1. The role of DPRD of Palembang City in Formation and Supervision. Product Regulation Area Free Education Program 12 Years 2. Implementation of the implementation of free education program 12 Years in the field.This research employs the empirical normative method by analyzing, solving and explaining the existing problems by collecting data clarifying and interpreting. The data used are primary, secondary and tertiary data. The result of the research can be concluded that in forming a good regulation should be based on the principles of legislation. as well as the control side to what extent the DPRD has implemented effective oversight of the regional heads in implementing the established public policies. To carry out the oversight function, the DPRD in performing its duties is entitled to ask state officials, government officials or citizens to provide information on a matter that needs to be addressed in the interest of the state, nation of government and regional development. In Regional Regulation No. 3 of 2009 jo Perda 16 of 2011 on the implementation of PSG in South Sumatra, it is stipulated that program funds sourced from Provincial APBD are channeled directly to school accounts by provincial / municipal / private government. While funds sourced from APBD districts / cities distributed by the government district / city to each school / madrasah. This PSG fund is used for school operational costs The mechanism for accounting for the allocation of PSG funds in schools should be arranged in order to be balanced. This means that the money out must be in accordance with the entry money as evidenced by the bill of expenditure. Then the note is attached with the letter of accountability (SPJ) reported to the financial department of the education department once every three months. Suggestion that the sharing of funds from districts / municipalities should not be delivered late in the provincial government about the amount of fund sharing and reporting from school to government on the number of students and must be on target until there is no delay in receiving assistance from the province.
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Alonso-Yanez, Gabriela, Armando Paulino Preciado-Babb, Barbara Brown, and Sharon Friesen. "Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership." Canadian Journal of Educational Administration and Policy, no. 196 (June 30, 2021): 65–82. http://dx.doi.org/10.7202/1078518ar.
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The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.
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Akmaluddin, Akmaluddin, Basri Basri, and Mardhatillah Mardhatillah. "INFLUENCE OF LEADERSHIP AND WORK MOTIVATION ON THE COMMITMENT OF BANDA ACEH STATE SENIOR HIGH SCHOOL TEACHERS." Jurnal Ilmiah Teunuleh 2, no. 1 (March 6, 2021): 59–69. http://dx.doi.org/10.51612/teunuleh.v2i1.47.
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This study aims to determine: (1) the influence of leadership on motivation, (2) the influence of leadership on teacher commitment, (3) the effect of motivation on teacher commitment. Influence The study population was all public high school teachers in Banda Aceh City with a total sample of 252 people taken by proportional random sampling, and the data were analyzed using path analysis after calculating the correlation of all research variables in the form of a matrix. The research findings show that the commitment of public high school teachers in Banda Aceh City is directly influenced by the principal's leadership and teacher work motivation. Based on hypothesis testing, it can be concluded: (1) there is a direct influence of leadership on teacher commitment, (2) there is a direct influence of principal's leadership on teacher commitment, (3) there is a direct influence of work motivation on teacher commitment. Suggestions that can be concluded in this study are: (1) the provincial government of Aceh is authorized to produce policies in accordance with the findings in this study (2) for the head of the Aceh education office to improve the quality of policy professionalism directed at the quality of school principals and teacher commitment (3) for school principals to be able to take into account in forming teacher organizational commitment to their schools (4) for teachers to be able to make reference in carrying out their duties as teachers.
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Ekawati, Yun Nina, and Nofrans Eka Saputra. "School Well Being Siswa Kota Jambi." Jurnal Akademika Baiturrahim Jambi 10, no. 2 (September 18, 2021): 452. http://dx.doi.org/10.36565/jab.v10i2.416.
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This study aims to describe the indicators of a school well-being program in Jambi City. This research was conducted with an open survey method (open ended questionnaire), the analysis was carried out by categorization, axial coding, percentage, and a description of each category. The sampling technique is random sampling. This study included 239 high school students in Jambi City as respondents. The results showed that the indicators of a school well-being consisted of school conditions (having), social relations (loving), school self-fulfillment (being), and health status had been achieved even though in each component there was still unsatisfactory achievement indicator status. The main priority in realizing the development of a school well-being program in Jambi City includes planning to prepare relaxing facilities according to student needs, the role of teachers, constructive collaboration between teachers and parents, and strengthening physical and psychological health services. The implementation of the welfare school program is the responsibility of schools and stakeholders so that it is necessary to prepare for strengthening policies in governance, long-term plans, sources of funds, implementation, and supervision from local, provincial, and even Ministry level agencies
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Zhang, Dahao, Chunshan Zhou, and Wenwen Xu. "Spatial-Temporal Characteristics of Primary and Secondary Educational Resources for Relocated Children of Migrant Workers: The Case of Liaoning Province." Complexity 2020 (July 28, 2020): 1–13. http://dx.doi.org/10.1155/2020/7457109.
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Appropriate spatial distribution of primary and secondary schools for relocated children of migrant workers (RCMW) is extremely valuable to ensure the fair education of special groups and improve the quality of their education. This study used concentration analysis, kernel density estimation (KDE), and coefficient of variation (CV) to measure the spatial agglomeration of these children and their primary and secondary schools in the districts and counties of Liaoning Province from 2008 to 2017 based on government surveys. The results showed that the number of RCMW children in primary and secondary schools increased during the research period and the growth rate of children in primary schools was higher than that of children in junior high schools. The number of primary and secondary schools has changed very little, while the number of secondary schools has dropped sharply. The spatial distribution of RCMW and that of their primary and secondary schools were characterized by a “dual-core” distribution and a three-level (county, city, and provincial capital) gradient aggregation. In addition, kernel density evolved from a balanced distribution to polar nucleus-shaped, clustered, and discretized distributions, respectively. Specifically, the “large” and “super-large” schools were mainly concentrated in cities, showing a clustered pattern. “Medium-sized” and “small” schools were mainly distributed in counties, presenting a discretized pattern. In addition, when the CV of the number of RCMW increased, the imbalanced distribution of schools became more significant. Furthermore, the spatial differentiation of primary and secondary schools for RCMW appeared to be affected by economic development, population size, and related policies in the region.
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Keumala, Cut Muftia, Zanzibar Zanzibar, and Zahara Fonna. "Efektivitas Manajemen Pengalihan Tenaga Kependidikan SMA dan SMK Pada UPTD Pusat Pengembangan Mutu Guru." HUMANIS: Jurnal Ilmu Administrasi Negara 5, no. 2 (October 4, 2019): 149–67. http://dx.doi.org/10.52137/humanis.v6i1.09.
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This study aims to determine the effectiveness of the management of the transfer of educational personnel under the provincial government along with its obstacles. The results revealed that 463 educators were teaching at 10 public SMA including 2 private SMA in Lhokseumawe city, Aceh, Indonesia. Besides, 325 educators teaching at 13 State Vocational High Schools including 3 private SMK, and 276 non-PNS educators who teach at 10 SMA and 13 SMK. The conclusion is that the management of the transfer of education personnel under the provincial government has not been realized effectively, because there are still various obstacles, including personnel administration processes such as teacher certification, teacher promotion and provision of teacher allowances as well as increasing teacher resources (HR) through an increasingly long bureaucratic process. Apart from that, non-civil servant educators who have had a less than satisfying fate, because there is no clarity and certainty about their future destiny. Efforts made are the socialization of Law Number 23 of 2014 concerning Regional Government and the management of BKN Number 1 of 2016 concerning the transfer of educators to the Provincial Government. Other efforts include improving personnel administration services (teacher certification, promotion and determination of educational personnel allowances for teachers) as well as taking policies to clarify the status and honorarium/salary of non-PNS teachers.
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Andrianopel, Andrianopel. "Build school competitiveness through the adiwiyata program (best practice)." JPPI (Jurnal Penelitian Pendidikan Indonesia) 4, no. 2 (January 7, 2019): 111. http://dx.doi.org/10.29210/02018246.
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The low level of concern of the school community towards the environment is a problem that occurs in the SMU 1 District of Luak. The school environment is arid, garbage is everywhere. The toilet is dirty, the walls of the class and the furniture are streaked, and other environmental problems. As a result, the community is less interested in sending their children to this school and choosing another place for their sons and daughters. This happened at least until the beginning of 2014. The problems raised in this paper are: how to build school competitiveness so that it becomes the people's choice. Through the implementation of the Adiwiyata school program, school residents have had a high concern for their environment and cultivated a clean and healthy life so that the face of the school has changed. Physically, schools look clean, green, organized, and fun for all school people. In 2015, the school received an award as a district-level adiwiyata school and in 2016 received the title of a provincial adiwiyata school. At this time, the community has looked at SMPN 1 Luak District as an option. Through the implementation of the Adiwiyata program, it turns out that school competitiveness can be improved.
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Marín Murcia, José Pedro, José Damián López Martínez, and Luisa López Banet. "El Jardín Botánico del Instituto Provincial de Murcia: pasado, presente y futuro." Educatio Siglo XXI 38, no. 1 Marzo-Ju (February 5, 2020): 209–28. http://dx.doi.org/10.6018/educatio.413481.
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El Jardín Botánico del que fue Instituto Provincial de Segunda Enseñanza de Murcia, centro educativo creado en 1837, es uno de los pocos jardines de los institutos históricos españoles que han sobrevivido hasta nuestros días. En su momento este espacio educativo fue considerado como uno de los mejores del país y todavía conserva algunos de los ejemplares que sirvieron para la enseñanza de la botánica. A lo largo del siglo XIX y principios del XX los catedráticos de Historia Natural y Agricultura destacaron por su actividad ligada al desarrollo de los respectivos gabinetes de esas materias, atesorando excelentes colecciones de plantas y un valioso material científico-pedagógico. En la actualidad forma parte de un parque público donde se desarrollan actividades que distan mucho de la función esencialmente didáctica para la que fue concebido, poniendo en riesgo incluso la conservación de su flora. Este trabajo pretende dar a conocer la historia de este espacio educativo y la intrahistoria de las prácticas llevadas cabo en él en relación con la enseñanza de las ciencias y el profesorado implicado, así como salvaguardar el patrimonio de las instituciones educativas de la Región de Murcia. The Botanical Garden located in what once was the Murcia “Instituto Provincial de Segunda Enseñanza”, founded in 1837, is one of the few remaining gardens of the historical high schools of Spain. At that time, the school was considered to be one of the best in the country and it still keeps some of the specimens that were used to teach botany. During the nineteenth and early twentieth centuries professors of Natural History and Agriculture developed the activity of their departments in connection with this space, giving way to an excellent collection of plants and a valuable set of scientific and teaching materials. Today the gardens are part of a public park where the activities carried out are very different from the teaching functions for which they were originally conceived, to the extent that the plants are even at risk. This paper seeks to explore both the history of this educational space and the intrahistory of the activities carried out in it in relation to the teaching of sciences and the staff involved. It also aims to safeguard the heritage of the educational institutions of the Region of Murcia.
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Turner, Carolyn E. "Examining washback in second language education contexts: A high stakes provincial exam and the teacher factor in classroom practice in Quebec secondary schools." International Journal of Pedagogies and Learning 5, no. 1 (January 2009): 103–23. http://dx.doi.org/10.5172/ijpl.5.1.103.
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Copp, Derek T. "The impact of teacher attitudes and beliefs about large-scale assessment on the use of provincial data for instructional change." education policy analysis archives 24 (October 24, 2016): 109. http://dx.doi.org/10.14507/epaa.24.2522.
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In the quest to improve measured educational outcomes national governments across the OECD and beyond have instituted large-scale assessment (LSA) policies in their public schools. Controversy almost universally follows the implementation of such testing, related to such topics as: a) the uncertain quality of the tests themselves as psychometrics measures; b) the uses to which the data can and should be put; c) the unintended consequences of test-preparation activities and resulting score inflation; and d) the effects of high-stakes tests on students. Debates of this nature naturally involve and impact the attitudes and opinions of teachers related to their collection and use of these data. This paper examines the impact of these attitudes using both the qualitative and quantitative data from a large-scale research study on Canadian provincial assessment. Data were collected from nation-wide teacher surveys as well as interviews with teachers, administrators and district-level staff. Results show that teacher attitudes about these assessments are strongly correlated to classroom-level instructional change. Three attitudinal factors have significant effects on teaching (to) the provincial curricula, yet none significantly affects the use of less constructive instructional strategies also known as ‘teaching to the test.’ Specifically, the belief that large-scale assessment data have more appropriate uses and the belief that these data could lead to school improvement were significant factors in facilitating change. The implications of these findings are profound in that large-scale assessment policy cannot succeed even by its own standards without more buy in from teaching professionals.
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Winingsih, Lucia H., Iskandar Agung, and Agus Amin Sulistiono. "Talent Management Based-Education: Indonesian Case." Mediterranean Journal of Social Sciences 11, no. 3 (May 10, 2020): 79. http://dx.doi.org/10.36941/mjss-2020-0032.
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This study aims to determine the effect variables on the implementation of talent management of based education (TMBE). The paper is part of the results study in 3 (three) cities in DKI Jakarta, Banten, West Java Province, Republic of Indonesia with a sample of three senior high schools each taken by purposive technique, especially good criteria and have teacher guidance and counseling status. From each school 20 high school teachers were randomly drawn to answer the questionnaire distributed to them. The questionnaire was previously validated and reliable using the product moment test criteria from Pearson and Cronbach Alpha with the help of the SPSS program version 24.0. Data is processed and analyzed using the Structural Equation Modeling (SEM) approach using the Lisrel 8.70 program. The study resulted that the provincial government policy variables (PDS), school conditions (SC), teaching activities (LT), teacher guidance and counseling (GC) functions, and parent participation (PP) had a direct positive effect on the TMBE, Cultural Values (CV), and National Education (NE) variables. The indirect effect of PDS, SC, LT, GC, PP on TMBE is greater through CV and NE, then TMBE has a positive effect on Student Outcome (SO). It is recommended that TMBE implementation requires a holistic approach taking into account the variables and all the indicators studied. Ignoring one or more variables and trend indicators will influence the success or failure of talent-based education management and in turn will have an impact on student achievement (SO).
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Laverty, Erin K., Shireen M. Noble, Antonella Pucci, and Rachel E. D. MacLean. "Let’s talk about sexual health education: Youth perspectives on their learning experiences in Canada." Canadian Journal of Human Sexuality 30, no. 1 (April 1, 2021): 26–38. http://dx.doi.org/10.3138/cjhs.2020-0051.
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Education, and by extension, school-based sexual health education for youth, falls under provincial and territorial jurisdiction in Canada, creating a tapestry of educational experiences across the country. Previous research has found general support for providing sexual health education in schools as reported by teachers, parents, and college/university students. The current study further explores this topic through an examination of the perspectives and opinions of high-school aged youth. The purpose of this study was to develop knowledge to better understand sexual health education experiences in Canada and help determine the extent to which youth feel informed and well supported to develop and maintain their sexual health and participate in healthy sexual and/or romantic relationships. Twelve focus groups were conducted with youth (ages 12–19) across Canada and the transcripts were analyzed using thematic analysis. A total of 10 themes were identified related to what and how youth would like to learn, including four themes about the context and delivery of sexual health education and six themes about the content of sexual health education. Study findings highlight the need for youth perspectives when developing, implementing and evaluating sexual health education and provide insight to help inform recommendations for where educational improvements are warranted.
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Cava, Antonia, Assunta Penna, and Debora Pizzimenti. "On life: adolescenti tra narrazioni e identità." Media Education 12, no. 1 (May 3, 2021): 33–41. http://dx.doi.org/10.36253/me-10190.
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In this paper, we investigate how young people use social media. In particular, we analyse their narrative strategies and what is considered crucial in others’ social representation. This research study was carried out in the high schools of Reggio Calabria, a provincial capital medium-sized in the south of Italy. Using a survey, we investigate the everyday uses of the Internet technologies by girls and boys aged between fourteen and sixteen: their performed activities, the smartphone role in their family and peers relationships, the impact of the digital content on their behaviours. According to our findings, dichotomy interpretations of the digital ecosystem turn out to be misleading: people live consistently within both environments of an existence on-life. In the conclusions, we claim that we should not stigmatise this double environment lives, but understand and give it value.
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Wahyuni, Sri, Fika Hastarita Rachman, and Yonathan Ferry Hendrawan. "Pembekalan Pemrograman Dasar Komputer bagi Guru TIK dan Siswa Terpilih di Tiga Mitra SMA Kabupaten Bangkalan." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 2, no. 1 (February 21, 2017): 111–23. http://dx.doi.org/10.22146/jpkm.22234.
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Programming is a basic skill in computing (Teknologi Informasi dan Komunikasi–TIK) feld. In our school partners located at Bangkalan, the teachers of computing course have non-computing background (physics, mathematics, biology). Tis condition means that their programming skill is not good enough. Tis is certainly a suboptimal circumstance since teacher’s mastery of a subject has a lot to do with the success of the teaching-learning process. Computer olympics (olimpiade komputer) is a programming competition for high school students. It has two kinds of tests. Tey were mathematical logic and programming problem solving. Because of the lacking in teacher’s programming skill, the preparation event focused only on mathematical logic. Tis approach had led the students to pass through frst/city selection, but it was not enough to pass the second/provincial selection. In this community service, we gave programming learning modules to the school partners and also train them about pascal programming. Te initial targets were TIK teachers who were also the preparation event coaches. Afer several considerations, we asked the schools to also send their best students as participants for the training. Te purpose were to not only prepare the current participant team, but also to support the regeneration of future teams. By the end of this activity, our partners’ teachers and students have had a better pascal programming skills. Tis result is shown in the increasing scores they get in their pre, mid, and fnal training evaluations.
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Faridah, Elya, and Ajid Hakim. "Peran K.H. Saifuddin Zuhri Sebagai Menteri Agama Pada Masa Orde Lama (1962 – 1967)." Historia Madania: Jurnal Ilmu Sejarah 4, no. 2 (September 17, 2020): 303–12. http://dx.doi.org/10.15575/hm.v4i2.9214.
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This study deals with the role of KH. Saifuddin Zuhri as Minister of Religion using biographical approach by describing his passion in improving the quality of Islamic education, particularly the Islamic university. He plays a vital role in the development of Islamic universities, namely the State Islamic Institute (IAIN). IAIN is a center for high-level teaching and education activities for Muslim youth. During a period of leadership of KH Saifuddin Zuhri at the Ministry of Religious affair, he succeeded in inaugurating the IAIN at the provincial level by naming the universities according to figures from the region and 14 IAIN branches at the district level. / city. To support the improvement of the quality of teaching staff and infrastructure for higher education, K.H. Saifuddin Zuhri seeks to make a policy, namely by sending students to study abroad on scholarships, establishing a translation and publishing agency for the Qur'an, managing the distribution of religious books to schools and Islamic boarding schools. In addition, he also made policies to appoint honorary religious teachers and the equivalent of madrasa diplomas. For his efforts, IAIN Sunan Kalijaga Yogyakarta gave a sign of honor for a professor in the field of da'wah with the title "professor" to K.H. Saifuddin Zuhri.
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Teise, Kevin, and Emma Barnett. "Is Decentralisation a Suitable Response to Improve South African Rural Education?" International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 211–24. http://dx.doi.org/10.26803/ijlter.20.6.11.
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South Africa (SA) has a decentralised education system. It is generally assumed that decentralisation improves the effectiveness and efficiency of education by responding to the needs, values, and expectations of both local and rural communities. A large part of SA could be described as rural and a large number of learners attend rural schools. This makes rural education a significant part of the South African education context. With education being decentralised, and with decentralisation being heralded as the panacea to the problems faced by rural communities as well as rural education, the assumption is that rural education should be of a high quality. This desk-top paper assesses the potential of decentralisation to improve the quality and effectiveness of South African rural education. This it does by locating decentralisation within neoliberalism which this paper argues is the impetus behind the decentralisation of South African education, and the reason for the decline in the quality and effectiveness of rural education. The paper also highlights certain tensions between the various decentralised spheres of governance, namely the central and provincial Departments of Education and school-level governance structures. The paper further indicates how these tensions potentially hamper the effectiveness and efficiency of rural education. The paper concludes with some recommendations aimed at improving rural education.