Relevant bibliographies by topics / Commission on Moral and Religious Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Commission on Moral and Religious Education'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "Commission on Moral and Religious Education"

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Aziz, Mohammad Abdul. "Genesis of Education System in Bangladesh." Journal of Education, Management and Development Studies 4, no. 1 (March 1, 2024): 15–30. http://dx.doi.org/10.52631/jemds.v4i1.220.

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The education system in Bangladesh is primarily derived from the British colonial legacy, imposing a secular philosophy despite a majority Muslim population. This article critically examines the roots and historical development of the education system in Bangladesh, discussing its basic structure and framework while presenting chronological narratives. The study seeks to comprehend prevailing trends by employing content analysis involving historical records, government documents, study reports, and expert opinions. The findings reveal a consistent neglect of religious education at all levels, lacking a foundation in Islamic philosophy. The study traces the curriculum’s evolution from the early Muslim era to current times. Despite efforts to incorporate Islamic education during the Pakistan period and the post-independence era, these initiatives largely faltered. Post-independence, the recommendations of various education commissions primarily reflect the intentions of ruling powers, lacking consistency and failing to incorporate universal values into education policy. The study advocates for a comprehensive review of education policies, curriculum frameworks, and textbooks, emphasizing the identification of gaps and the incorporation of moral and ethical values to foster the balanced growth of individuals.
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Romagos, Allan P., Renato C. Sagayno, Benjamin P. Geraldizo Jr, Ronnel R. Echavez, and Sean Xavier O. Alquilita. "Factors Affecting Decisions Not to Engage in Premarital Sex Among Maritime First-Year Students in Cebu, Philippines." American Journal of Arts and Human Science 2, no. 3 (August 31, 2023): 14–20. http://dx.doi.org/10.54536/ajahs.v2i3.1939.

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Premarital sex can be both fulfilling and detrimental to college students. Studies were conducted on the factors that induced premarital sex among college students. However, no study has been conducted yet, regarding maritime students-based factors affecting premarital sex decisions in the Philippines. The objective of this study is to provide the general public, especially the student-readers, an idea of the extent of the factors affecting decisions not to engage in premarital sex among maritime first-year students in Cebu, Philippines. Three hundred sixty maritime first-year students were selected from the University of Cebu maritime department of S.Y. 2020-2021. A descriptive-quantitative method of research without experimentation was utilized. Systematic random sampling was used to establish the sample size. A modified survey questionnaire adopted from the study was used as the main instrument. Percentages and frequency counts were used to calculate and interpret the data. Results revealed that most respondents were not involved in premarital sexual activities. The major factors affecting their decisions not to engage in premarital sex are family values, followed by religious doctrines. The results of the study will also enrich literature in as much as it will give numbers and facts as bases to the Philippine Commission for Higher Education, college institutions, and ethics teachers in the Philippines to promote the use of books and the creation of teaching materials that tackle more lessons on sexuality, family and religious values to reinforce the Filipino maritime students for the present and future moral challenges.
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Żołądź-Strzelczyk, Dorota. "„Wychowanie dobre dziecięciu szlacheckiemu” – Hieronim Baliński o edukacji." Biuletyn Historii Wychowania, no. 39 (December 15, 2018): 7–18. http://dx.doi.org/10.14746/bhw.2018.39.1.

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Hieronim Baliński’s treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński’s treatise was religious literature although he probably referred to Quintilian’s and Mikołaj Rej’s works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej’s faithful and mediocre “kind-hearted man”.
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Choirun Nikmah, Azizah, and Henny Yusnita. "STRATEGI KOMUNIKASI PENGASUH PONDOK DALAM PEMBINAAN AKHLAK SANTRI." Syi’ar: Jurnal Ilmu Komunikasi, Penyuluhan dan Bimbingan Masyarakat Islam 3, no. 2 (December 24, 2020): 131–43. http://dx.doi.org/10.37567/syiar.v3i2.720.

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In Indonesia there are many Islamic religious institutions, which are due to the Islamic majority of Indonesians. In the sambas district there is also the Islamic institution of education that has existed since 1979, the reformatory of Muhammad Basiuni Imran (PPMBI) sambas district. The purpose of this study is to learn about communication strategies used by PPMBI caregiver to morticizing santri. The approach used was peddlers sociological. The kind of research used in this study is qualitative. The data-collection techniques used in this study are observation, interviews, and documentation. These research data analysis techniques are data reduction, data display, and verification or conclusions. Whereas the authentication technique used by researchers was the data triangulation and the crew check. Research is based on the strategy that non-commissioned nurses of PPMBI engage in moral policing is persuasion in form of santri, method, attention, dialog or question-and-answer, and rule models.
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.

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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Zainuri, Ahmad. "PENDIDIKAN KARAKTER DI MASYARAKAT." Conciencia 19, no. 1 (June 30, 2019): 1–9. http://dx.doi.org/10.19109/conciencia.v19i1.2644.

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Society (society) is a group of people who form a semi-closed (or semi-open) system, where most interactions are between individuals in the group. The variety of education received by students in this community is very much. These include the formation of habits, formation of knowledge, attitudes and interests, as well as moral and religious formation. Education in community education can be said to be indirect education, education carried out unconsciously by the community. And the students themselves consciously or not, they have educated themselves, strengthening their faith and self-confidence in the values ​​of morality and religion in society. That is, the community environment influences the development of students. The influence given by the environment is intentional and accidental. That is, the environment has no specific intentions in influencing the development of students. And the community environment is very influential for children's character development. If the child is in a good community environment, it will also have a good influence on the development of the child's character. Likewise, on the other hand a bad environment can also have a bad influence on children's character development. As parents, they must be smart and smart to choose a good environment for their children, because it will determine the child's character development. Character education as an effort to develop character is an effort made by the world of education to help students understand, care and act in accordance with ethical values. The purpose of character education is to form characters that are implemented in the subject's essential values ​​with the behaviors and attitudes they have. In this case the formation of character, there must be educational networks. Especially in information technology and telecommunications today, one of the factors that have a huge influence on development or vice versa is the destruction of the character of society or the nation is mass media, especially electronic media, with the main actors being television. Actually the magnitude of the role of the media, especially print and radio media, is in the development of national character. The mass media plays a dual role. On the one hand, playing public service advertisements or touching advertisements, on the other hand broadcasts programs/soap operas which actually show negative things, which ultimately are not shunned, instead imitated by the audience. The media must be controlled by the state. The state has an obligation to control all media activities, so that they are in accordance with the goals of the country itself. The legal instruments must be clear and fair. Indonesia itself has a Depkominfo, but only regulates frequency policies, broadcasting rights, and so on. More specifically, there is the Indonesian Broadcasting Commission (KPI), which was formed more independently, but recognized by the government. KPI is expected to be able to filter media activities (especially television) to suit the country's goals, norms, culture, customs, and of course religion. However, until now, the KPI is considered to be still quite weak in acting (filtering), and so than that, it is very necessary (strength) of the participation of the community in controlling these media.
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vanden Auweele, Dennis. "Kant on Religious Moral Education." Kantian Review 20, no. 3 (October 8, 2015): 373–94. http://dx.doi.org/10.1017/s136941541500014x.

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AbstractWhile scholars are slowly coming to realize that Kant’s moral philosophy has a distinctive theory of moral education, the import of religion in such education is generally neglected or even denied. This essay argues that Kant’s reflections on religion in parts II and III of Religion within the Boundaries of Mere Reason interpret religion specifically as one aspect of moral education, namely moral ascetics. After first clearly distinguishing between a cognitive and a conative aspect of moral education, I show how certain historical religious practices serve to provide the conative aspect of moral education. Kant defines this aspect of moral education as practices that render the human agent ‘valiant and cheerful in fulfilling his duties’ (MS, 6: 484). By this it is meant that certain practices can inspire moral interests either by justifying rational hope in living up to a certain standard of moral perfection (Christology) or by endeavouring to unite human beings in a universal, invisible ethical community that inspires cooperation rather than adversity (ecclesiology).
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Martin, Jane Roland. "Transforming Moral Education." Journal of Moral Education 16, no. 3 (October 1987): 204–13. http://dx.doi.org/10.1080/0305724870160305.

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Martin, Michael. "Science Education and Moral Education." Journal of Moral Education 15, no. 2 (May 1986): 99–108. http://dx.doi.org/10.1080/0305724860150201.

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Muchová, Ludmila. "Moral Education: Education for Moral Virtues and Moral Argumentation?" Caritas et veritas 2, no. 2 (September 30, 2012): 20–32. http://dx.doi.org/10.32725/cetv.2012.014.

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Dissertations / Theses on the topic "Commission on Moral and Religious Education"

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Satov, Tauba. "Holocaust studies for moral and religious education." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60083.

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This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals and religion can help humans reach moments of transcendence. These themes will be discussed further in reference to the pious Jews who originated from small towns in Eastern Europe and who lived in accordance with their religious values.
This thesis will give substance to the account of the religious way of living with specific reference to the experience of pious Eastern European Jews before, during and after the Holocaust. It will be proposed that Holocaust studies can offer students several messages that are of crucial importance.
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Robinson, Edwin H. "The relationship of moral and religious development in adolescent religious education a case study /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Lam, Yim-chong. "The teaching of moral education through religious subject : a case study of the religious education teachers of the methodist secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184343.

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Yuen, Wing-hang Henry. "The sustainability of an Ignatian religious school in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37207568.

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Lam, Yim-chong, and 林嚴壯. "The teaching of moral education through religious subject: a case study of the religious education teachers of themethodist secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961009.

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Engelhardt, Craig S. Glanzer Perry L. "Moral and civic education and the public value of religious schools." Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5340.

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Goodall, Janet. "The possibility of the Christian religious education of adults : indoctrination, preaching, nurture, education." Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/13859/.

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This thesis sets out to answer a central question: is it possible to engage in the Christian religious education of adults without resorting to indoctrination? It looks first to the concepts in the literature connected to the Christian religious education of adults. This literature deals with education overall, the education of adults in particular, and then education as it relates to faith. The concepts of indoctrination, preaching and nurture are then examined as they relate to education. A visual representation of the relationship between these concepts is offered, showing that there is a progression from indoctrination, through preaching, nurture, to education understood in a pure sense, which has only the intention of facilitating (any) worthwhile learning. Alongside this work based on conceptual analysis from the literature, field work undertaken in a Roman Catholic Diocese in England and Wales is used to support the research. The field work is an illustrative snapshot, rather than representative; its purpose is to illuminate the conclusions reached in the first part of the research. In both the questionnaire and interview section of the field work, data was obtained from three groups of respondents: administrators, tutors and participants. This grouping covers all those involved in the Christian religious education of adults in the diocese, and allows triangulation of data. The results of the field work is then related back to the chart proposed from the literature review, and conclusions drawn about gaps in the literature and proposals made for further study. Overall, the data from the field work support the conclusions of the first part of the research, with minor adjustments.
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Bowie, R. "The primacy of dignity and human rights education." Thesis, University of Kent, 2011. http://create.canterbury.ac.uk/10488/.

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Human rights education (HRE) is a growing pedagogical force that lacks conceptual theorisation and awareness of an emerging postsecular context. This hampers the extent to which it can accomplish its aims of encouraging friendship between people of different religious and philosophical traditions while advancing a universal culture of rights. The thesis analyses the role of religion within HRE literature, both at an international and theoretical level, and in the curriculum documents for English schools, finding parallel weaknesses resulting from this shallow theoretical base. The thesis contributes to HRE literature with a distinctive analysis of the foundational concept of dignity and the meaning-giving narratives that contributed to the concept’s development. It unravels the complexities surrounding an often mentioned but seldom explained concept, identifying relationships between inherent worth, human flourishing and societal recognition. It demonstrates that taking an inclusive approach to this conceptual framework allows for two crucial ingredients in contemporary society: different meaning-giving narratives may be held, while a common ethical understanding of rights based on dignity is adhered to. It argues that the concept of dignity is a foundation for a particular pedagogical approach that advances a commitment to the inherent worth of the human person. The approach consists of two reflexive elements: a self-reflective enquiry into the faiths and philosophies of the individual learners and a dialogue with and for others. These elements are essential if the colonial mistakes of earlier human rights movements are to be avoided, and they identify the significance of religious education in HRE. A proposal for a recontextualised form of HRE that is theologically and religiously literate presents a distinctive offering to guide policy and practice. The proposal acknowledges the overlap between educational movement and theological thought and makes specific reference to contributions from contemporary Catholic thinking. The thesis aims to motivate further research to carry forward the HRE proposal and develop new thinking about postsecular education.
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Priestley, J. G. "Moral education and religious story : An essay in support of Whitehead's contention that the essence of education is that it be religious." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380716.

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Richards, Norman Arthur. "The history of post-war religious education, with particular reference to the relationship between religious and moral education : a study in pluralism." Thesis, University of Sheffield, 1986. http://etheses.whiterose.ac.uk/14621/.

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The study opens with an examination of the theory and practice of Religious and Moral Education in the forties. Special attention is given to the view, reaching back into the nineteenth century, that Religious Education and Moral Education were to be equated. From this base in monism the subsequent course of RME into increasing complexity, differentiation and plurality is analysed. Particular attention is given to the emergence of ME as an autonomous exercise, and to the relationship of RE both to a secular rational educational philosophy and to a multi-faith society. Advocacy of these positions began in the forties, and reached a convincingly argued case in the seventies. The major curriculum-development schemes in RE and ME in the seventies were said to operate on 'complementarity' as the best way of viewing the relationship between the two areas. But the teaching material implied that complementarity meant parallel practice rather than interaction. It will be argued in this thesis that such a position may be an over-reaction against the former view of equation between RE and ME. There may be a better way of seeing the relationship so as to allow for mutually beneficial intersection. This argument is not advanced primarily on empirical grounds, but a research-scheme in 1983 among Sheffield, Derbyshire and Nottinghamshire teachers and headteachers gave encouragement to pursue the notion of an intersecting RE/ME, with possible benefits to Personal and Social Education.
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Books on the topic "Commission on Moral and Religious Education"

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Moral education: Secular and religious. Malabar, Fla: R.E. Krieger Pub. Co., 1989.

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Robb, William M. Values education for more effective: Moral education, religious education, citizenship education, health education, sex education, environmental education, alcohol education, multicultural education, and personal and social education. Aberdeen: Centre for Alleviating Social Problems Through Values Education, 1996.

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Progress in religious and moral education. S.l: s.n., 1986.

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Great Britain. Scottish Office. Education Department. Religious and moral education 5-14. [Edinburgh]: Scottish Office Education Department, 1992.

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Québec (Province). Ministère de l'éducation. Protestant moral and religious education: Secondary 1. [Québec]: Gouvernement du Québec, Ministère de l'éducation, 1986.

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Federation, Ontario Teachers'. Values education, religious education, and the Ontario curriculum (1990). [Toronto?]: The Federation, 1990.

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Curriculum, Scottish Consultative Council on the. Personal search: Religious and moral education 5-14. Edinburgh: Scottish CCC, 1998.

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M, Williams Mary, Schaps Eric, Character Education Partnership, and Association of Teacher Educators. National Commission on Character Education., eds. Character education: The foundation for teacher education : report of the National Commission on Character Education. [Washington, D.C.]: Character Education Partnership, 1999.

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Scottish Consultative Council on the Curriculum. Religious and moral education 5-14: [report of the Review and Development Group on Religious and Moral Education]. [Edinburgh]: Scottish Office Education Department, 1991.

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M, Devitt Patrick, and Cassidy Eoin G, eds. Moral decision making: Religious education in the leaving certificate. Dublin: Veritas, 2005.

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Book chapters on the topic "Commission on Moral and Religious Education"

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Meijer, Wilna A. J. "Religious Education,Citizenship Education,Liberal Education." In Moral Education and Development, 209–21. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_15.

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Eaude, Tony. "Spiritual and moral development." In Debates in Religious Education, 114–25. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003406280-11.

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Towey, Anthony. "The Religious Education Commission 2016-18." In Religion and Worldviews, 18–39. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003264439-2.

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You, Zhuran, A. G. Rud, and Yingzi Hu. "Promoting Morality for Ultimate Liberation: The Philosophy of Moral Education in Religious Taoism and Buddhism." In The Philosophy of Chinese Moral Education, 133–59. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-56434-4_7.

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Al Fikri, Demes Ilham, Muh Nur Rochim Maksum, and Mohamad Ali. "Islamic Education Teachers’ Strategy in Optimizing Students Moral and Religious." In Advances in Social Science, Education and Humanities Research, 519–28. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-102-9_47.

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Delicata, Nadia. "Moral Formation in Catholic Religious Education: Insights from the Fourth Gospel." In Global Perspectives on Catholic Religious Education in Schools, 87–98. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_8.

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Cassidy, Eoin G. "Journeying towards the ‘Other’: a challenge for religious, spiritual and moral education." In International Handbooks of Religion and Education, 869–84. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_60.

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Mikkelson, Douglas K. "Exemplars for the Moral Education of Beginners in the Religious Life: Aquinas and Dōgen." In Aquinas, Education and the East, 115–31. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5261-0_7.

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de Souza, Marian. "Introduction to Section Five: The Religious, Moral and Spiritual Dimension in Education: Pedagogical Implications." In International Handbooks of Religion and Education, 1083–91. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_76.

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Lombard, Christo. "Namibia and South Africa as Examples of Religious and Moral Education in Changing Societies." In Values, Religions and Education in Changing Societies, 129–44. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9628-9_12.

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Conference papers on the topic "Commission on Moral and Religious Education"

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Floroaia, Mihai. "The role of religious education in the development of competencies specific to the training profile of high school graduates." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p268-273.

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Through the information, knowledge and values offered, the educational process aims at forming and shaping characters. The Christian character presupposes an improvement of each faculty of the soul through the relationship between grace and freedom and their constant harmonization, which can be achieved only with the help of a moral-religious education.If in most study disciplines the emphasis is mainly on information, in the case of religious education, the emphasis is on the formative aspect, which brings a balance in the holistic training of the young person. Based on the descriptions of the key competencies, the training profile of the high school graduate was derived from a European Commission document on these competencies on three levels of acquisition: elementary, functional and developed. Thus, by achieving the derived competencies proposed in the religious classes, the eight competencies aimed at training the graduate for integration into society can be developed.
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Manea, Adriana Denisa. "Patterns And Moral Values Promoted Through Religious Education." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.2.

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Croitoru, Ion. "THE MORAL-RELIGIOUS EDUCATION AND ITS FUNCTIONS IN MAN`S LIFE." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.085.

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Yeni, Indra. "Development of Moral and Religious Values for Children through Singing Themed Islamic Songs." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.7.

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Annobil, Charles Nyarko. "PREDICTORS OF THE BASIC SCHOOL RELIGIOUS AND MORAL EDUCATION CURRICULUM IMPLEMENTATION IN CAPE COAST, GHANA." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.2020226.

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Rohyati, Rohyati. "Efforts to Form Early Childhood Character through Habituation Religious and Moral Values." In Proceedings of the 1st International Conference on Early Childhood Education in Multiperspective, ICECEM 2022, 26th November 2022, Purwokerto, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.26-11-2022.2339367.

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Anisimova, Elena Y., and Iraida E. Kantserova. "RELIGIOUS TOURISM AS A PERSPECTIVE TYPE OF TOURISM OF THE ULYANOVSK REGION AND A MEANS OF SPIRITUAL AND MORAL EDUCATION OF SCHOOLCHILDREN." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-94-95.

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Akbar, Sa'dun, and Eny Nur Aisyah. "Integration Models of Religious and Moral Values in Tematic Learning in Early Childhood Education Programs." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008407800630069.

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Sorokina, Tatiana. "Russian Literary Historiosophy on the Boundary of XX-XXI Centuries: Problem of Moral Potential and Religious Contacts." In 3rd International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icshe.2020.03.15.

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Sorokina, Tatiana. "Russian Literary Historiosophy on the Boundary of XX-XXI Centuries: Problem of Moral Potential and Religious Contacts." In 3rd International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icshe.2020.03.15.

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Reports on the topic "Commission on Moral and Religious Education"

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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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