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Journal articles on the topic 'Aims And Objectives Of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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1

Sheikh, Sajid, and Muhammad Ali. "Al-Ghazali’s Aims and Objectives of Islamic Education." Journal of Education and Educational Development 6, no. 1 (May 20, 2019): 111–25. http://dx.doi.org/10.22555/joeed.v6i1.2033.

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2

Cowley, James. "Aims and Behavioural Objectives of an Education Programme." Australian Drug and Alcohol Review 5, no. 1 (January 1986): 87–90. http://dx.doi.org/10.1080/09595238680000221.

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WANG, Yinmin, and Naofumi MASUMOTO. "The aims and objectives of Olympic Education in China." Journal of the Philosophy of Sport and Physical Education 29, no. 2 (2007): 109–23. http://dx.doi.org/10.9772/jpspe1979.29.109.

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4

Shin, Hyun-Kwang. "A Research on Aims and Objectives of Christian Education." Theology and Praxis 70 (July 30, 2020): 273–97. http://dx.doi.org/10.14387/jkspth.2020.70.273.

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Kolomiiets, S., and Y. Tikan. "Aims and objectives of modern higher education in innovative dimension." Theoretical and Methodical Problems of Children and Youth Education, no. 23-1 (2019): 186–99. http://dx.doi.org/10.32405/2308-3778-2019-23-1-186-199.

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6

Shin, Hyunkwang. "A Study on the Aims and Objectives for Christian Education." Theology and Praxis 44 (May 30, 2015): 329–58. http://dx.doi.org/10.14387/jkspth.2015.44.329.

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7

HATA, Takayuki, and Takuro ENDO. "Aims and objectives of phisical education in institutions of higher learning." Journal of the Philosophy of Sport and Physical Education 14, no. 1 (1992): 25–34. http://dx.doi.org/10.9772/jpspe1979.14.25.

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8

KAZEPIDES, TASOS. "On Educational Aims, Curriculum Objectives and the Preparation of Teachers." Journal of Philosophy of Education 23, no. 1 (July 1989): 51–59. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00624.x.

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9

Asmawi, Muhammad Rosul. "LECTURER QUALITY EMPOWERMENT STRATEGY IN REALIZING NATIONAL EDUCATION OBJECTIVES." Perspektif : Jurnal Ilmu Administrasi 1, no. 2 (November 6, 2019): 122–33. http://dx.doi.org/10.33592/perspektif.v1i2.540.

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This study aims to find out the position and role of lecturers in carrying out the task of implementing the national education system and realizing the goals of national education. Lecturers are one of the determinants of the quality of education. The success of the implementation of higher education is largely determined by the readiness of the lecturer in preparing their students through teaching and learning activities or the learning process. The strategic position of lecturers to improve the quality of educational outcomes is strongly influenced by professional abilities in teaching and their level of welfare. To realize this; then the strategy of empowering lecturers is needed in order to realize professionalism that can be accounted for. The empowerment strategy implemented will be able to raise the dignity and level, improve the quality of learning, improve the quality of national education and provide quality services. Empowerment of lecturers is intended to create a work atmosphere or climate that leads to the development of potential, empowerment, and protection.
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Ali, Muhammad Abid, and Suhailah Hussien. "Iqbal’s Inferences from the Qur’an: Objectives of Education for Developing the Individual Self." Journal of Education and Educational Development 4, no. 2 (November 14, 2017): 321. http://dx.doi.org/10.22555/joeed.v4i2.1357.

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The Islamic Republic of Pakistan won its independence seventy years ago, yet its education system continues to be secular. If one of the main aims of education is to prepare the young generation for achieving national objectives, it is but imperative for Pakistan to design an education system from the Islamic perspective. Since Muhammad Iqbal is considered to be the ideologue of Pakistan and we find quite inclusive guidelines for developing a framework for an Islamic education system in Iqbal’s writing, it is imperative to explore his literature dealing with education. Two of his analogies Asrar e Khudi and Ramuz e Bikhudi are such works where we find Iqbal providing us with exhaustive recommendations for the same. The aims and directives for achieving goals of education were extracted from these two anthologies by employing qualitative method analysis and using hermeneutics approach under the supervision of a specialist on Iqbal. The results reveal that Iqbal’s concept and methodology of the development of self or individuality conformed to the approach of modern critics of contemporary education, who claim that the prevalent system is at odds with the natural human faculty of creativity.
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Francisco, Marian Patricia Bea, Maria Hartman, and Ye Wang. "Inclusion and Special Education." Education Sciences 10, no. 9 (September 7, 2020): 238. http://dx.doi.org/10.3390/educsci10090238.

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The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.
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Wilkinson, J. Eric, and Barbara Kelly. "Integrated pre‐five provision: An analysis of aims and objectives." Early Child Development and Care 108, no. 1 (January 1995): 67–82. http://dx.doi.org/10.1080/0300443951080106.

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13

Ward, Vicky. "Good performance, music analysis and instrumental teaching; towards an understanding of the aims and objectives of instrumental teachers." Music Education Research 6, no. 2 (July 2004): 191–215. http://dx.doi.org/10.1080/1363243041000222591.

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14

Jakubowska, Małgorzata. "Main Objectives of Film Education in Poland: Institutional Context and Developmental Tendencies." Panoptikum, no. 18 (December 29, 2017): 28–43. http://dx.doi.org/10.26881/pan.2017.18.02.

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This paper is focused on problems concerning film education in Poland. It concentrates on the changes in and different ways of defining the goals of film education, the aims or recipients of this type of education. By presenting several definitions provided by Polish experts, it shows the direction of the changes; for example the inclusion of film knowledge into a wider context of essential competencies of each participant of contemporary audiovisual culture. The paper shows that in the 80’s and the 90’s of the 20th century academics identified the relationship and mutual interdependence between literature and the cinema as the most important part. Now, however, they mostly focus on the role of film in preserving national and European heritage. Moreover, contemporary concepts of film education mainly deal with workshops rather than with theoretical studies. What are the effects of the changes and new tendencies? Film education is present in the curriculums of primary and secondary schools (but constituting only limited elements and playing a marginal role). In Poland there are ministerial programmes, institutional projects, public offerings and also competitive commercial offers. Although we can see positive tendencies in this area, the system of film education in Poland stillneeds a coherent policy and institutional care.
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Borzova, Elena V., and Maria A. Shemanaeva. "MULTIFUNCTIONALITY IN UNIVERSITY FOREIGN LANGUAGE EDUCATION: FROM AIMS TO TECHNIQUES." Humanities & Social Sciences Reviews 8, no. 4 (September 30, 2020): 1429–48. http://dx.doi.org/10.18510/hssr.2020.84132.

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Purpose of the study: The objective of this study is to highlight one effective type of task (namely multifunctional) which enhances students` integral outcomes (key competences, subject-specific competences, and personal values) in university foreign language education. The authors set the aim to investigate whether these tasks can be used as tools to achieve multiple educational objectives, and which conditions can promote this end. Methodology: A combination of both qualitative and quantitative methods of action research was used in the study. The study embraced both non-language and language students with a wide range of foreign language levels, all future teachers of language and non-language subjects. The first part was based on the traditional PPP (“present, practice, produce”) model, the second part suggested the incorporation of multifunctional tasks into classroom activities. The qualitative and quantitative methods used in the study included a literature review and practice analysis, student interviews and questionnaires, observation, and classroom task probation. The authors also elaborated on a variety of criteria to evaluate the students` integral results. Main Findings: The outcomes of the research confirmed the effectiveness of the multifunctional tasks in terms of their contribution to the achievement of education integral outcomes. Such tasks allow noticeably improving the students` foreign language communicative competence. Simultaneously, they contribute to the development of the students` key competences as well as some personal qualities. Applications of this study: Multifunctional tasks are easily modified to different content and foreign language levels. Such tasks can also help students build up their individual learning paths in their future lifelong learning. Similarly, as future teachers, students may acquire an algorithm on how to design such tasks in their professional activities. Novelty/Originality of this study: The authors attempted to design special teaching and learning tools that allow achieving complex educational outcomes in professional foreign language education. The multifunctional tasks that they highlight in their research are multi-focused and multi-faceted which, with a high degree of probability, results in developing both the students` key and subject-specific competences.
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Pérez-García, Purificación, Carmen López, and Antonio Bolívar. "Efficacy of the Educational Leadership in the Spanish Context: The Perspective of Its Agents." NASSP Bulletin 102, no. 2 (May 8, 2018): 141–60. http://dx.doi.org/10.1177/0192636518774134.

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Our study aims to discover the degree of efficacy of the principal’s performance in relation to the learning objectives, curriculum, and results, and explore the relationship among the perceptions of the inspectors, teachers, and management teams about the principal’s efficacy in promoting students’ learning. The Vanderbilt Assessment of Leadership in Education (VAL-ED) questionnaire was applied. Contingency analyses were calculated. We concluded that the three sectors considered the principal’s work to be effective in actions related to the learning objectives, curriculum planning, and responsibility for the outcomes.
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Kamarullah, Kamarullah. "PENDIDIKAN MATEMATIKA DI SEKOLAH KITA." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 1 (June 1, 2017): 21. http://dx.doi.org/10.22373/jppm.v1i1.1729.

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Mathematics is constantly evolving in accordance with the human need for technology. Therefore, mathematics is a subject that is taught at each level of education, according to the needs of all levels of education. In Indonesia, mathematics is one of the major subjects in primary up to secondary school. It aims to provide learners the ability of higher order thinking skills (HOTS). In order to measure the achievement of the objectives of mathematics learning, the government annually conducts the national examination for mathematics courses. It causes mathematics became one of subjects that is feared by most students and consequently make some teachers and students changed mathematics course “learning objectives” from reaching HOTS to just passing the national examinations. So, many unreliable quick ways emerge to solve the math problems. Some of the ways sometimes led to misconceptions in mathematics, which would obstruct the ability of the students’ HOTS. This article aims to show some of the misconceptions that are often encountered in solving mathematics problems. By recognizing the misconceptions, teachers are expected to avoid them and optimally anticipate the achievement of the “true” objectives of learning mathematics.
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Hasan, Said Hamid. "HISTORY EDUCATION AS AN EDUCATIONAL MEDIUM TO EMBODY THE SPIRIT OF NATIONALITY." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 1 (July 23, 2018): 53. http://dx.doi.org/10.17509/historia.v12i1.12117.

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The above objectives of history education clearly indicate that history education aims at the development of students awareness of time concept; scientific knowledge of the society in the past in terms of their values, ways of thinking, attitudes and achievement; skills for understanding and generating knowledge of the past; attitudes towards history as what happened in the past society, and history as a science that reconstruct the past . To put it in a simple way the objectives suggest that students should have knowledge about the past scientifically and this knowledge is gained through the application of historical thinkings and skills. The objectives also suggest that history education should prepare students for their roles as a citizen who loves and is proud of the country, the nation and their past achievement. Further, the objectives place history as an education media for preparing the students for their future lives. Big potential of historical education is developing the nation’s identity. Historical education is a vehicle that gives opportunities for young generations to conduct self identification as a member of this nation. History education potential in developing the nation with heroism,leadership, and willingness to sacrifice.
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Borowiec, Monika, and Tomasz Rachwał. "Kształtowanie postaw przedsiębiorczych na lekcjach geografii wyzwaniem edukacyjnym w procesach globalizacji." Przedsiębiorczość - Edukacja 7 (January 1, 2011): 321–32. http://dx.doi.org/10.24917/20833296.7.25.

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The paper aims to highlight the role of entrepreneurial attitudes in school education. This is due to the large role of entrepreneurship in the socio-economic development of different spatial systems (local, regional, national) in a globalized world economy. Developing entrepreneurial attitudes should take place not only during the lessons of Entrepreneurship, but during the whole period of school education and on other subjects. Teachers of Geography play a special role in this field. It is the consequence of large convergence of aims and teaching contents of geographic education with the objectives of entrepreneurship education.
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20

Turturică, Ondina-Oana. "Artistic and Educational Projects – Perspectives in Non-Formal Education. A Case Study." Review of Artistic Education 18, no. 1 (March 1, 2019): 270–74. http://dx.doi.org/10.2478/rae-2019-0030.

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Abstract The present article aims to analyze the impact of artistic and educational projects from the perspective of non-formal education. This will be done with the help of a case study that brings forth the aforementioned elements in order to improve the educational standards of the students that participate in these projects. Also, here will be detailed the specific objectives of the projects in this category and the impact imprinted on the target groups as well as the implementation manners of the objectives themselves, by following the factors that stimulate creativity and the degree of young people involvement in this project.
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21

Roslan Mohd Nor, Mohd, and Maksum Malim. "Revisiting Islamic education: the case of Indonesia." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 261–76. http://dx.doi.org/10.1108/jme-05-2014-0019.

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Purpose – The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government. Design/methodology/approach – This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach. Findings – The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indonesia. Originality/value – Indonesia is the largest Muslim majority country in the world. Islamic education in Indonesia has been around for a long time. In modern days, many have tried to study on Islamic education in terms of philosophy and objectives to be achieved. This study addresses the Islamic education in Indonesia; hence, it provides values for readers, researchers and those who are involved in future studies of this country.
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Dhiu, Konstantinus, and Dek Ngurah Laba Laksana. "The Aspects Of Child Development On Early Childhood Education Curriculum." Journal of Education Technology 5, no. 1 (April 8, 2021): 1. http://dx.doi.org/10.23887/jet.v5i1.30764.

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Selection of learning objectives that are not quite right can affect the success of the implementation of learning, so a learning device is needed with attention to the formulation of learning objectives. This study aims to analyze learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and physical motor aspects in the 2013 Curriculum curriculum. This type of research is a development research with the Rowntree development model. The subjects of this research are learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and motoric physical aspects. The data collection method used in this research is to use the interview method, the questionnaire method and the documentation method. The data analysis technique used in this research is qualitative descriptive analysis technique and quantitative descriptive statistical analysis. The results of this study obtained an assessment of the learning tools developed with an average score of 4.7 by content experts, an average score of 4.3 by learning design experts, and an average score of 4.6 by linguists. The conclusion of this research is. Learning tools regarding the learning objectives of language aspects, social emotional aspects, artistic aspects, religious and moral aspects, and physical motor aspects in the 2013 Curriculum are deemed appropriate for use in early childhood learning.
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Prados Maeso, Paula. "Repercusiones socioeducativas de algunos de los principios, fines y objetivos recogidos por la Ley Orgánica de Educación y por la Ley de Educación Andaluza." Acciones e Investigaciones Sociales, no. 30 (May 29, 2012): 77. http://dx.doi.org/10.26754/ojs_ais/ais.201130605.

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• Partiendo del reconocimiento normativo, internacional, nacional y autonómico del derecho a la educación, el artículo pretende hacer un análisis, desde una perspectiva socioeducativa, de algunos de los principios, fines y objetivos que aparecen recogidos tanto en Ley Orgánica de Educación ( en adelante LOE) como en la Ley de Educación de Andalucía (en adelante LEA); es decir, se analizan cuestiones fundamentales como la equidad y gratuidad en la enseñanza obligatoria, así como otros temas relativos a la participación de la Comunidad educativa o al multiculturalismo. • Socio-educational implications of some of the principles, goals and objectives contemplated by the organic education act and the andalusian education act Abstract: Taking the international, national and regional regulatory framework of recognition of the right to education as a starting point, this article aims to carry out an analysis, from a socio-educational perspective, of some of the principles, goals and objectives set out in both the Organic Education Act (hereinafter referred to as the LOE) and the Andalusian Education Act (hereinafter the LEA). In other words, it analyses key issues such as equity and free services in compulsory education, along with other issues involving the educational community or multiculturalism.
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Rajamanikam, A. "Scouting and Education." Journal of Applied and Advanced Research 1, no. 1 (June 12, 2016): 1. http://dx.doi.org/10.21839/jaar.2016.v1i1.5.

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“The greatest contribution to education in the 20th century was made not by an educationist, but by a soldier who founded the scout movement”, says George Benard Shaw. The scout movement was started by Lord Baden Powell of Gillwell in 1907. Scouting is not only a training but a supplement to education. And it itself is an education, since it has the similar forms and process of education such as aim, objectives, curriculum, teaching-learning methods and so on. But generally, education means the school and collegiate education, which aims at mental, moral and physical development of the youngmen (boys) and women (girls). We teach systematically, sincerely and scientifically; but with all that, we find education in the doldrums. We hardly find the positive results of teaching or training of mind and character. More so, we find education that makes the boys good and useful citizens.
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Williams, Tom, Qin Zhu, and Daniel Grollman. "An Experimental Ethics Approach to Robot Ethics Education." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 09 (April 3, 2020): 13428–35. http://dx.doi.org/10.1609/aaai.v34i09.7067.

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We propose an experimental ethics-based curricular module for an undergraduate course on Robot Ethics. The proposed module aims to teach students how human subjects research methods can be used to investigate potential ethical concerns arising in human-robot interaction, by engaging those students in real experimental ethics research. In this paper we describe the proposed curricular module, describe our implementation of that module within a Robot Ethics course offered at a medium-sized engineering university, and statistically evaluate the effectiveness of the proposed curricular module in achieving desired learning objectives. While our results do not provide clear evidence of a quantifiable benefit to undergraduate achievement of the described learning objectives, we note that the module did provide additional learning opportunities for graduate students in the course, as they helped to supervise, analyze, and write up the results of this undergraduate-performed research experiment.
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KAVURAN, Tamer, and Bayram Dede. "The roles of art educationalists to realize the aims of the art education: Bauhaus case." Global Journal of Arts Education 6, no. 4 (June 12, 2017): 126–32. http://dx.doi.org/10.18844/gjae.v6i4.1836.

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AbstractTo achieve the objective of art education, (i.e. the training of art educationalists) workshops, technical equipment, and curriculum all play an important role. It is impossible to ascertain the objectives of art education if the instructor has insufficient knowledge. The reason why the Bauhaus school of design became globally recognized was due to its superior instructors. Among the instructors of the school, there were Johannes Itten, Josef Albers, Wassily Kandinsky, Paul Klee, Lyonel Feininger, Laszlo Moholy-Nagy, Oscar Schlemmer. They applied their revolutionary methods to the Bauhaus school. Due to these methods the Bauhaus model of teaching has been copied by other art schools; even after the Bauhaus school closed. In this study, the impact of the Bauhaus school and its instructor is examined. The individual contributions of its instructors to art education, as well as how they exemplify the model art educator are also explored in detail. Keywords: art, design, Bauhaus, knowledge, instructor.
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Paşca, Eugenia Maria. "Education: 11. Artistic Education, A Promoter for the Development of School Creativity from the Intercultural Perspective." Review of Artistic Education 16, no. 1 (March 1, 2018): 289–97. http://dx.doi.org/10.2478/rae-2018-0033.

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Abstract The main aims of artistic education are almost similar in all European countries. Almost all countries mention “artistic skills, knowledge and understanding”, “critical appreciation”, “cultural heritage”, “individual expression/identity”, “cultural diversity” and “creativity” as objectives. However, “arts and permanent learning/interest” are mentioned only in 15 curricula. The various initiatives and recommendations for the development of artistic and cultural education in European countries are based on information on the establishment of national organizations and networks to promote artistic education and the development of partnerships between schools, artistic/cultural organizations and artists. Cultural identity as well as the development of creativity are a priority through such approaches.
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Hamilton, John. "Two birds with one stone: Addressing interprofessional education aims and objectives in health profession curricula through interdisciplinary cultural competency training." Medical Teacher 33, no. 4 (April 2011): e199-e203. http://dx.doi.org/10.3109/0142159x.2011.557414.

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Navykarn, Kanokrat, and Umaporn Muneenam. "Waste Management Education for Sustainable Islands." Applied Mechanics and Materials 804 (October 2015): 271–74. http://dx.doi.org/10.4028/www.scientific.net/amm.804.271.

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Waste pollution is environmental problem on an international level that is particularly important to an island which is limited area, as well as where is little management capacity to carry the number of future wastes. This article aims to present the reviewed relevant documents about waste management education; a kind of tool in which to reach the environmental education objectives. These are an increasing of knowledge, awareness, attitude, skills, and participation for all stakeholders in order to reduce the number of waste volume. Two keywords were used to search from the secondary data which are environmental education (EE.) and waste management. The waste management was mainly focused to the education process only on island. The results found that waste management education conducted in all educational systems promoted both children and adults in different processes and settings. For example; educational set, waste management program, learning activities, and waste training manual. Moreover, the designed contents were varieties; such as, waste issues, effects from wastes, waste management, waste disposal, and waste separation by practice. However; not all of them reached the EE objectives. Consequently, this information will be useful for the future research about waste management education in island context.
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Брукс, Е., and E. Bruks. "Pedagogy Key Issues in the Higher Education Context." Scientific Research and Development. Modern Communication Studies 6, no. 4 (September 6, 2017): 64–68. http://dx.doi.org/10.12737/article_5976f63002d0d7.29347638.

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The article analyzes contemporary pedagogical conditions in learning and training at the higher education. The opinion of a number of researches is reconsidered in the article. Special attention is paid to the concepts which are student oriented. The author singles out pedagogical aims and objectives where an individual approach is the essence to the educational process. The author defines specifics in training and learning and, it’s from this point of view, the effectiveness and quality of education is studied. The article identifies directions for further research in this field.
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Șușu, Petre, Carmen Mihaela Crețu, and Aurelian Bălăiță. "1. The Acting Student’s Choreographic Training. Several Cognitive Objectives." Review of Artistic Education 15, no. 1 (March 1, 2018): 110–26. http://dx.doi.org/10.2478/rae-2018-0012.

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Abstract Dance is an artistic genre that is more and more frequently used in theatre productions. The syncretism of theatre and dance can take many shapes, from inserting dance sequences in dramatic performances, to new artistic genres, such as dance theatre. Due to the fact that they offer manifold innovating possibilities for artistic expression in a greatly audience-oriented universal language, theatrical forms that include dance, and especially the artistic genre of dance theatre are increasingly often put on stage by directors who work in Romania. Thus, training actors in the area of dance at a high level of performance that allows them to approach these types of syncretic artistic genres becomes a priority for the Romanian theatre school. The director, one of the stakeholders in higher education theatre schools, is the one who decides both the form of a performance and an actor’s involvement (or lack thereof) in that certain performance. Limited or stimulated by the actor’s training level, the director is also a beneficiary of the education the acting student receives in drama school. This study aims at identifying the opinions of ten Romanian directors on the matter of the choreographic categories and skills the acting student acquires during his years of training at a higher education institution. We have used qualitative methodology research, based on semi-structured interviews, applied to a cross-section of ten directors from Bucharest, Cluj-Napoca, Constanţa, Craiova, Iaşi, and Tg. Mureş. This article tackles the issue of cognitive didactic objectives and students’ cognitive competencies that have been emphasized during the conversations with the aforementioned directors.
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Manukyan, Ani. "Reconstructing Learners’ Understanding of Education." Armenian Folia Anglistika 12, no. 1 (15) (April 15, 2016): 66–73. http://dx.doi.org/10.46991/afa/2016.12.1.066.

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At present, when interaction between civilizations turns to be more and more intensive, integration into world life and universal culture becomes essential for the modern competent citizen. As educators we need to make fundamental changes in the educational system which will enhance the students’ mutual understanding and social integration, develop their intercultural competence and tolerance towards other nations, as well as encourage lifelong learning and freedom of movement. For students to be competitive in the local and international labour market, it is necessary to revise various educational issues, such as aims and objectives of teaching, modernisation and improvement of textbooks and curricula making them less theoretical and more practical. The paper attempts to reveal current crucial problems in the sphere of education and suggests some differentiated approaches to learning.
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Vickery, Jonathan, Mariangela Lavanga, and Ellen Loots. "Creative economy, cultural economics and entrepreneurship – Questions for a masters programme in its adolescence. An Interview with Mariangela Lavanga and Ellen Loots." Arts and Humanities in Higher Education 18, no. 2-3 (May 2019): 269–78. http://dx.doi.org/10.1177/1474022219831613.

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The purpose of this interview is to discuss the aims, objectives and achievements of a pioneering European masters degree – in the context of the politics of higher education and the economics of the creative industries.
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Culas, Richard J., and Kimsong Tek. "Food security in Cambodia: trends and policy objectives." International Journal of Development Issues 15, no. 3 (September 5, 2016): 306–27. http://dx.doi.org/10.1108/ijdi-06-2016-0033.

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Purpose The paper presents food and nutritional status and relevant policy objectives that can sustain food security in Cambodia. This paper aims to review Cambodia’s food security situation over a period. Design/methodology/approach The paper provides an approach for selecting food security indicators in relation to both inputs and outcomes by drawing on a conceptual framework. National level data for the food security indicators are analysed over a period to provide trends in food and nutritional status. Findings Cambodia has not experienced drastic food insecurity yet, as most people are farmers and their livelihoods dependent on agriculture. Agriculture has maintained food availability in the country; however, there is a proportion of the population living in remote areas unable to obtain sufficient, safe, nutritious food. Landlessness, internal migration, rapid population growth, lack of education and skills, limited access to natural resources and agricultural land, poor health and infrastructure leave the people with inadequate employment opportunities, low capabilities and low productivity which in turn bring deeper poverty. Therefore, people are insecure, excluded and vulnerable to food deprivation. Practical implications To tackle the food security challenges, the Government of Cambodia focuses on food-based social safety nets in the sectors of education, nutrition and productive assets/livelihoods support, to enable longer-term, nationally owned food security solutions. Originality/value The paper draws conclusions using a range of recently proposed food security indicators and offers a perspective for policy formulation which may be of interest to development scholars and practitioners.
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Baldewijns, Karolien, Hans-Peter Brunner-La Rocca, Lieven de Maesschalck, Aleidis Devillé, and Josiane Boyne. "Unravelling heart failure nurses’ education: Content comparison of heart failure nurses’ education in three European Society of Cardiology states and the Heart Failure Association heart failure curriculum." European Journal of Cardiovascular Nursing 18, no. 8 (July 19, 2019): 711–19. http://dx.doi.org/10.1177/1474515119863179.

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Aims: The European Society of Cardiology (ESC) guidelines state that heart failure nurse specialists (heart-failure nurses) with specific competences are essential for a successful heart-failure-management programme. Thus, the Heart Failure Association (HFA) of the ESC developed the heart failure nurse curriculum (HFA curriculum). Several ESC member states developed cardiovascular education programmes to enable nurses to deliver high specialist care, but little is known of whether these curricula are in line with the HFA curriculum. Therefore, this paper describes the extent to which cardiovascular education programmes in Belgium, The Netherlands and Germany correspond to the HFA curriculum. Methods and results: A case study approach was adopted to obtain an in-depth understanding of the programme contents in relation to the HFA curriculum. For this purpose, representatives of the educational programmes and/or delegates of the national cardiovascular nursing organization shared their educational curricula. All of the studied cardiovascular education programmes aim to provide heart failure and/or cardiovascular nurses with essential competences for implementation of evidence based and guideline derived care. However, every cardiovascular education programme has a different focus/area of attention. Cardiovascular education in Belgium discusses aspects of all core-learning objectives of the HFA curriculum and emphasizes mostly knowledge aspects of these. Learning objectives in cardiovascular education in The Netherlands focus on chronic diseases in general and on learning objectives concerning patient education, support in self-care and management of device and pharmacological therapy. Cardiovascular education in Germany discusses most learning objectives; however, not all learning objectives receive equal attention. Conclusions: Although local cardiovascular education programmes adopt certain aspects of the HF curriculum, the curriculum as a whole is not adopted.
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Soykan, Abdullah. "Ecology - based environmental education in years between 1999-2008 in protected areas of Turkey: Aims and objectives, problems and suggestions." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1704–8. http://dx.doi.org/10.1016/j.sbspro.2009.01.302.

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Hunt, Charles W. "Teaching Medical Sociology and AIDS: Some Ideas and Objectives." Teaching Sociology 18, no. 3 (July 1990): 303. http://dx.doi.org/10.2307/1317732.

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Agus Samsulbassar, Andewi Suhartini, and Nurwadjah Ahmad EQ. "Implikasi Konsep Fitrah dalam Islam dan Tujuan Pendidikan Nasional." Jurnal Pendidikan Islam Indonesia 5, no. 1 (October 15, 2020): 49–56. http://dx.doi.org/10.35316/jpii.v5i1.229.

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This research aims to determine the implications of the natural disposition concept in Islam for achieving the objectives of National Education. The conclusion of this research shows that teachers will help Indonesian people easily in achieving the goals of National Education when they have understood the natural disposition concept. The education process begins with understanding the natural disposition concept of humans who has a basis, nature, character, and the potential way of working. Three approaches are needed in the educational process. They are the philosophical tauhid approach, chronological approach, and functional approach. This research used a descriptive-analytic appoach with a literature study to examine the natural disposition concept in Islam and its Implications in achieving the objectives of National Education.
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Jastman, Sri Sumarni, and Darmahusni. "DESIGNING A NEEDS-BASED ENGLISH SYLLABUS FOR THE UNDERGRADUATE ISLAMIC EDUCATION STUDY PROGRAM AT STAI AL AQIDAH AL HASYIMIYYAH JAKARTA." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 14–25. http://dx.doi.org/10.21009/ijlecr.051.02.

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This research aims at designing a Needs-Based English Syllabus for undergraduate Islamic education study program. This study used Research and Development (R&D) modified model of Dick and Carey which employs three stages to design the Needs-Based English syllabus by doing needs analysis, developing the syllabus and validating the syllabus. The findings reveals that the topics, learning objectives, materials, learning activities and assessments in the existing syllabus related with the Islamic education study program do not appear nor represent the language needs of the undergraduate Islamic education study program at STAI Al Aqidah Al Hasyimiyyah. Therefore, the description in terms of the topics, learning objectives, materials, learning activities and assessments available in the expected syllabus are developed. The final design of the syllabus is the Needs-Based English Syllabus for Islamic education study program is resulted from the integration of two kinds of syllabus namely content-based syllabus and skill-based syllabus with the format that are made up of topics, learning objectives, materials, learning activities and assessments that represent the tasks that should be in line with the topics and learning objectives which are relevant with undergraduate Islamic education study program. Keywords: Syllabus; Needs; Needs-based Syllabus; Islamic Education Study Program; Undergraduate, Al Aqidah Al Hasyimiyyah
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Supeni, Siti, and Setyasih Harini. "Internalizing character education through javanese traditional dance to realize child-friendly school." Jurnal Civics: Media Kajian Kewarganegaraan 18, no. 1 (April 1, 2021): 61–69. http://dx.doi.org/10.21831/jc.v18i1.38452.

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The aims of the research are to (1) identify character education in various Javanese traditional dance, (2) to analyze the needs, output, problems, and learning objectives of child-friendly schools (CFS) in implementing character education based on regional dance, and (3) to identify types of Javanese traditional dance values. The methods of collecting the data used literary studies, interviews, surveys, observations, and documentation. In analyzing the data, the researchers employed Research & Development model. Model of regional cultural development based on character education is supported through a psychological, educative, and socio-cultural approach, with qualitative descriptive analysis implemented in 2020. The research findings show that (1) identification character education in various Javanese traditional dance, (2) the needs, output, problems, and learning objectives of child-friendly schools (CFS) in implementing character education based on regional dance, and (3) types of Javanese traditional dance values. The implication of the research is the implementation of character education for elementary school students.
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Hikmah, Afroh Nailil, and Agus Yudiawan. "Manajemen dan Kebijakan Madrasah melalui Penguatan Tata Kelola, Akuntabilitas dan Citra Publik Pendidikan." AL-FIKR: Jurnal Pendidikan Islam 5, no. 1 (July 1, 2019): 33–38. http://dx.doi.org/10.32489/alfikr.v5i1.16.

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Strengthening governance, accountability, and public image is a work of the national education plan. This policy aims to improve the capacity and competency management and budgeting of education in the implementation and management to realize transparent and accountable education so as to create the image and services of the school/madrasah quality sound and accountable manner. These objectives can be achieved through, autonomy and decentralization of education, school-based management/madrasah, community-based management, and image enhancement.
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Tebbutt, T. H. Y., and D. R. Woods. "A new approach to education and training in water and environmental management." Water Science and Technology 38, no. 11 (December 1, 1998): 261–69. http://dx.doi.org/10.2166/wst.1998.0476.

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The paper describes the development of a programme of interdisciplinary professional education and training in the UK as influenced by new practices in environmental management. The roles of academic institutions and professional qualifying bodies are considered in relation to career development needs. The concepts behind a radically new professional qualification are discussed and methods for its delivery in practice are explained. The importance of clearly defined aims and objectives for such a course is stressed.
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Grabovska, Rudīte, and Jens Grabowski. "Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher Education." Journal of Teacher Education for Sustainability 11, no. 1 (January 1, 2009): 18–30. http://dx.doi.org/10.2478/v10099-009-0029-y.

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Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher EducationThe article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) in Latvian higher education institutions (HEI). In the first part of the article the general context of DESD and its' objectives that will be necessary to reach in all levels of education systems are characterized. The second part describes the results obtained from the research on five Education for Sustainable Development (ESD) indicators by considering the situation in two state universities and two regional HEI in Latvia. Educational policies, strategies, curricula, documentations, and different activities in higher education were analyzed in the context of the DESD. Evaluation of the situation in Latvian HEI in general permits the authors to conclude that cooperation on ESD in global context is developed better than local initiatives.
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Dayakar, G. "Use of E-Resources in higher education: Advantages and Concerns." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 17. http://dx.doi.org/10.21839/jaar.2018.v3is1.160.

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Higher education system has grown exponentially in the last five educational systems. E-resources have a prominent role to play in supporting higher education and in fulfilling educational objectives. It, however, creates some tensions among parents and teachers. With the world moving rapidly into digital media and information, the role of e-resources in higher education is becoming more and more important and its importance will continue to grow and develop in the 21st century. Thus, the paper aims to examine the advantages of e-resources in higher education and to identify the various concerns related to e-resources.
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Sajidin, Sajidin, Andang Saehu, and Asyraf Isyraqi. "International Service Learning among Islamic Higher Education Institution Challenges and Strategies." Jurnal Pendidikan Islam 6, no. 1 (June 30, 2020): 1–12. http://dx.doi.org/10.15575/jpi.v6i1.8073.

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The study aims at exploring the implementation of International Service Learning (ISL) among Islamic Higher Education Institutions in Indonesia, its challenges, and strategies to cope with them. To explore the phenomena, six Islamic Higher Education Institutions (IHEI) implementing the ISL in Indonesia were purposively selected as sample of the study. A face-to-face interview with the respondents and document analysis towards relevant resources were employed as the main data collection techniques. After analysing the data and, later, triangulated them, the following findings emerge. First, the implementation of ISL was structurally carried out on the basis of preparation, implementation, and evaluation. Second, employing a framework of ISL implementation, coined by Baker-Boosamra, most recommeded steps were followed. Third, ISL among IHEIs encounter some challenges to cope with. Some could be successfully resolved; some others remain unresolved. The study recommends that ISL among IHEIs be properly managed by formulating specific objectives. The formulated objectives serve as the standard of ISL successful implantation.
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Nurrohmah, Mia Roswantika, and Akhmad Syahid. "Tujuan Pendidikan Perspektif Al-Quran dan Pendidikan Barat." Attractive : Innovative Education Journal 2, no. 2 (July 16, 2020): 34. http://dx.doi.org/10.51278/aj.v2i2.48.

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This article stimulated by the fact that the aim education of the Al-Qur’an perspective and western education are still not understood by various group. This condition is influenced by the lack of curiosity about the educational goals of the Al-Qur’an perspektive and westren education. The aims of article was to give a clear picture about the aim education of Al-Qur’an perspective and western education.This study revealed that the aims of education of the Al-Qur’an in relation and westren education can be known by the public. The implication of this current study is to create awareness among the society towards the educational objectives of Al-Quran and western education perspective. The method used in this study uses analytical methods, types of research, and research data sources. The data analysis method used is by using descriptive methods, namely a method that examines a condition, a system of thought or an event that occurs in the present. This type of research belong to the type of library research, namely research activities on existing data and literature. Key words: The Aims Of Education, Al-Quran, Westren Education
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Idris, Saifullah, and Tabrani ZA. "REALITAS KONSEP PENDIDIKAN HUMANISME DALAM KONTEKS PENDIDIKAN ISLAM." JURNAL EDUKASI: Jurnal Bimbingan Konseling 3, no. 1 (May 16, 2017): 96. http://dx.doi.org/10.22373/je.v3i1.1420.

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This paper aims to map the reality of the concept of humanism education in the context of Islamic education. Education is one of the most essential keys in human life. In general, education aims to help humans to get the existence of humanity as a whole. Education also aims to make people better in life. Currently education has not been able to achieve the goals and objectives of education itself are humanizing human beings by optimizing all the potential that exists in human beings. On the contrary the education that occurs today only creates a human being a robot or machine that can be controlled. Education as a process of human humanization (humanization) comes from the idea of humanism. This is in line with the basic meaning of humanism as human education. The system of education in Islam built on the basis of humanistic values since its inception appears in accord with its essence as a humanity religion. Islam makes human dimension as the orientation of education. The insight of humanism in education carries the principle of empowering each human being as a free individual to develop its potential. That means education is held to manage and develop the human self in order to become a whole human according to human nature.
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Belova, Nadja, and Christian Zowada. "Innovating Higher Education via Game-Based Learning on Misconceptions." Education Sciences 10, no. 9 (August 27, 2020): 221. http://dx.doi.org/10.3390/educsci10090221.

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In recent years, serious games and game-based learning have received growing attention in educational contexts in general and science teaching and learning. They play an especially prominent role in higher education, where they are used to promote content knowledge as well as higher order cognitive skills and competencies such as communication, collaboration, or problem solving. Despite some known positive effects of serious games on learning, critical voices claim that the objectives of a specific game often do not match the learning objectives and that the games focus on entertaining much more than learning. Considering these arguments and some general guidelines of using games in (higher) education, we developed a game on typical chemical misconceptions based on the popular game “Activity©” using Participatory Action Research. The game was developed based on the contents of a seminar on misconceptions for pre-service teachers (M. Ed. students) in a northern German university. It covers seven content areas where misconceptions are most prevalent and therefore aims at contributing to pre-service teachers’ Pedagogical Content Knowledge (PCK). The students are supposed to draw or mime specific misconceptions. Initial trials in three university courses showed a very positive perception of the game.
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Shivan Mawlood Hussein, Hunar M.Hussein M.Raouf, and Robinson Paulmony. "The Extent of Compatibility between Accounting Education with the Requirements of the Labor Market." Restaurant Business 118, no. 11 (November 21, 2019): 68–79. http://dx.doi.org/10.26643/rb.v118i11.9935.

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This study aims to determine the extent of accounting education Compliance with the requirements of the labor market from the point of view Accountants and employers within foundations and local NGOs in Erbil Kurdistan Region. An analytical descriptive approach was used in conducting this study. To achieve the study objectives and test its hypotheses, it was a questionnaire Designed and distributed to (263) respondents from its accountants Institutions Private universities only (220) questionnaire Recovered.
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Ali, Muhammad Abid, and Suhailah Hussien. "Iqbal’s Inferences from the Qur’an: Educational Objectives for Developing an Individual for Serving Millat." Journal of Education and Educational Development 5, no. 1 (May 30, 2018): 139. http://dx.doi.org/10.22555/joeed.v5i1.1924.

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<p><em>This is the second part of my article published in JoEED, Vol.4, Issue 2, on Iqbal’s educational aims and objectives. In the first part the thrust was on the development of an individual self as a Muslim and the second part caters for Iqbal’s recommendations on how this individual can be developed as an effective instrument for serving the Islamic society and the Ummah. As mentioned in the first part, Pakistan lacks an education system to match the ideological needs of a Muslim society. The need to revive the grand narrative of the golden age of the Islamic world is currently being felt with great intensity. Iqbal being the ideologue of Pakistan has given us sufficient guidelines to draw our education system on the precepts of Islam. While Iqbal’s Persian anthology Asrar-i-Khudi narrates on how to develop an Islamic individual, his second anthology Ramuz-i-Bikhudi deals with how to develop this individual self as an effective member of the Islamic society. In this research qualitative content analysis of Ramuz-i- Bikhudi was carried out under the supervision of a celebrated expert on Iqbal and educational aims, objectives were derived for this purpose. It is sufficient to note that at the end of this anthology, Iqbal vows that his recommendations comply completely with the teachings of the holy Qur’an. The end objective of Iqbal was to prepare an individual who is an effective human being.</em></p>
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