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Journal articles on the topic 'Religion policy in schools'

Author: Grafiati

Published: 25 June 2021

Last updated: 29 July 2025

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1

Chidester, David. "Unity in Diversity: Religion Education and Public Pedagogy in South Africa." Numen 55, no. 2-3 (2008): 272–99. http://dx.doi.org/10.1163/156852708x283078.

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AbstractOn 12 September 2003, Minister of Education, Kader Asmal, presented to Parliament South Africa's new national policy on religion and education. Breaking with the confessional religious instruction of the past, the policy established a new educational agenda for teaching and learning about religion, religions, and religious diversity in South African schools. Although this policy was the focus of many years of educational debate and religious controversy, it was also part of broader post-apartheid efforts in nation building. The policy was based on an inclusive definition of citizenship

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2

Davis, Michael J. "Religion, Democracy and the Public Schools." Journal of Law and Religion 25, no. 1 (2009): 33–56. http://dx.doi.org/10.1017/s0748081400001363.

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In the six decades since it began adjudicating issues involving religion and K-12 education, the United States Supreme Court has issued numerous opinions on various aspects of that relationship. Several of the Court's viewpoints have changed over time. It explicitly reversed itself on the constitutionality of using publicly-paid specialists in parochial schools, and dramatically changed its perspective on public funds flowing to those institutions. But the Court has never wavered on issues regarding religious activities in public schools—it has struck down every policy or program it has chosen

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Jivraj, Suhraiya. "Interrogating religion: Christian/secular values, citizenship and racial upliftment in governmental education policy." International Journal of Law in Context 9, no. 3 (2013): 318–42. http://dx.doi.org/10.1017/s1744552313000165.

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AbstractFaith schools have (re)gained an increasingly prominent place within the public education system in the UK. Whilst the former Labour government expanded the number of state-funded faith schools during its terms in office, they continue to be supported by the current coalition government. The expansion of faith schooling has continued despite widespread opposition attributing much of the religious divisions and lack of community cohesion within society to faith schooling, particularly after ‘race riots’ in the north of England in 2001. This article does not seek to contribute to the lar

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Barker, Renae. "Pluralism versus Separation: Tension in the Australian Church-State Relationship." Religion & Human Rights 16, no. 1 (2021): 1–40. http://dx.doi.org/10.1163/18710328-bja10015.

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Abstract The relationship between the state and religion in Australia exists in a state of tension. On the one hand the “non-establishment” clause in section 116 of the Australian Constitution points to the separation of religion and state. On the other hand there is a high level of cooperation between the state and religion in the public sphere, most visible in the funding of religious schools by the federal government. These two visions of the Australian state-religion relationship are in tension. One requiring the removal of religion from the public sphere while the other calls for a plural

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Northcoot, Michael S. "Rubbish, Recycling and Religion: Indonesia’s Plastic Waste Crisis and the Case of Rumah Kompos in Ubud, Bali." International Journal of Interreligious and Intercultural Studies 3, no. 1 (2020): 1–19. http://dx.doi.org/10.32795/ijiis.vol3.iss1.2020.680.

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Indonesia is the second largest global source of marine plastic after China. Plastic waste, together with toxic smoke from extensive unregulated rubbish burning in homes and businesses, are grave public health threats in Indonesia. This paper presents a case study in Ubud, Bali of a community-based recycling and waste sorting project - Rumah Kompos –which demonstrates the potential of religious wisdom and belief to contribute to help solve Indonesia’s waste problem. The cultural role of religions in the case study is part of a larger Indonesian, and world religions, phenomenon in which churche

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Clayton, Matthew, and David Stevens. "What is the point of religious education?" Theory and Research in Education 16, no. 1 (2018): 65–81. http://dx.doi.org/10.1177/1477878518762217.

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Some liberal societies continue to require their schools to offer non-directive but, specifically, religious education as part of the curriculum. This article challenges that practice. It does so by articulating and defending the moral requirement that education policy must be regulated by principles that are acceptable to reasonable people. Thereafter, we argue that the leading arguments for prioritizing the study of religion in schools – arguments that claim that religion is special or that assert that the majority or parents are morally permitted to prioritize religion in schooling – are in

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Laats, Adam. "SCOTUS, Schools, and History." History of Education Quarterly 64, no. 3 (2024): 357–60. http://dx.doi.org/10.1017/heq.2024.31.

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AbstractIn recent years, justices on the US Supreme Court have made explicit historical arguments about US schools in order to promote a broader role for religion in US public schools. For example, in Espinoza v. Montana (2020), Chief Justice Roberts cited the late historian Carl F. Kaestle to buttress his arguments, but did so in a way that misrepresented Kaestle’s nuanced account. This article compares the justices’ historical arguments to the best evidence from the historical record. The essay argues that historians of education—whatever their political beliefs—can and should guide policy b

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Gmerek, Tomasz. "Development of residential schools for indigenous minorities in Canada – selected problems." Studia z Teorii Wychowania XIV, no. 3 (44) (2023): 169–86. http://dx.doi.org/10.5604/01.3001.0053.9203.

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The article deals with the issue of the relation between education and the processes of assimilation and discrimination of indigenous minorities (Indians and Inuit) in Canada. Particular emphasis was placed on reconstructing educational practices and the educational policy that is implemented toward indigenous minorities within Canadian school system (especially destruction of their ethnic identity in residential schools). An attempt was made at examining the relationship between schooling, religion, socialization, forced Christianization, language policy, and the development of aboriginal min

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Dierenfield, Bruce J. "Secular Schools? Religious Practices in New York and Viginia Public Schools Since World War II." Journal of Policy History 4, no. 4 (1992): 361–88. http://dx.doi.org/10.1017/s0898030600006990.

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Scholars examining the controversy over church-state relations in the modern era have concentrated almost exclusively on its constitutional aspects. This is to be expected since the U.S. Supreme Court has handed down epic decisions that have drawn an increasingly sharper picture of the First Amendment's guideline concerning the government's involvement in religion. The Court did, in fact, lead the way in establishing or reestablishing the doctrine called “separation of church and state.” But the Court touched off a furious debate within the states that has intermittently yet persistently influ

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Susilowati, Linda. "PERSIAPAN SEKOLAH RAMAH ANAK DI SALATIGA: PEMETAAN KEBUTUHAN DAN IDENTIFIKASI MASALAH DARI PERSPEKTIF PESERTA DIDIK." KRITIS 26, no. 1 (2018): 1–21. http://dx.doi.org/10.24246/kritis.v26i1p1-21.

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Obtaining a quality education is the foundation to creating sustainable development. Education can help locals to develop innovative solutions for the world’s problems. Schools then have a very important role to play in achieving quality education. In addition to improving quality in the academic field, developing quality school human resources is also very important task to do. Schools need to support the human recources or children’s development by creating child-friendly schools. In the preparation phase of creating the child-friendly schools, there are several im parts that need to be cons

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Andreeva, Larisa. "Radical Islamism in Schools of France and Germany." Contemporary Europe 103, no. 3 (2021): 139–48. http://dx.doi.org/10.15211/soveurope32021139148.

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The article compares the tendencies of Islamism in school education in France and Germany. Despite the different approaches to the role of religion in schools in these countries with large Muslim communities, there is a growing process of the penetration of Islamism into schools. The external manifestations of this phenomenon coincide ‒ the segregation of schoolchildren in relation to religion. At the same time, the social factor clearly fades away. The author explores the cultural causes of Islamism, which are based on the gap between the secular culture of France and Germany and the worldvie

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Thio, Li-Ann, and Jaclyn Ling-Chen Neo. "Religious Dress in Schools: The Serban Controversy in Malaysia." International and Comparative Law Quarterly 55, no. 3 (2006): 671–88. http://dx.doi.org/10.1093/iclq/lei110.

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There has been a spate of litigation before constitutional and human rights courts challenging restrictions on wearing religious dress in state schools as an infringement of religious freedom rights.1 These cases implicate deeper constitutional issues pertaining to State-Religion relations, religious pluralism and expressions of religious identity in the public domain of multicultural societies. Within Europe, this problem relates to the issue of integrating immigrants into national society and preserving secular political orders. The European Court of Human Rights in Leyla Sahin v Turkey2 [‘S

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Basson, Ray. "Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools." American Journal of Islam and Society 12, no. 4 (1995): 518–33. http://dx.doi.org/10.35632/ajis.v12i4.2369.

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An aspect of curriculum policy-making under the past Nationalistgovernment had to do with policy being used to develop and impose thestate’s nationalist and religious ideology-Christian National Educationonall schools in South Africa after its assumption of power in 1948. Oneconsequence of this policy was that the rich diversity of South Africans asa people holding to multiple, positive, and idiosyncratic beliefs linked tovarious communal identities was sacrificed to a state-imposed pseudocommonality.Part of the challenge of educational reconstruction under thedemocratic government elected in

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Hidarya, Ia, Achmad Mudrikah, and R. Supyan Sauri. "Implementation of Regulation of The Minister of Religion Number 2 Of 2012 for Islamic Education Supervisers at Schools in The Department of Education in Sukabumi Regency." International Journal of Nusantara Islam 8, no. 2 (2020): 226–39. http://dx.doi.org/10.15575/ijni.v8i2.11082.

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Regulation of the Minister of Religion (PMA) Number 2 of 2012 concerning Madrasah Supervisors and Supervisory Islamic Religious Education (PAI) at Schools, is a policy product issued by the Ministry of Religion which gave rise to a new nomenclature, amidst the regulations of School / Madrasah supervisors, namely supervisory functional positions. PAI on Schools. This regulation has implications for the implementation of PAI supervisor duties at schools. This research was motivated by the inadequate implementation of the activities of Islamic Education Supervisors at schools in the Sukabumi Dist

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Mujizatullah, Mujizatullah. "Implementation of Procurement Policies for Religious Education Teachers in Schools in Samarinda City, East Kalimantan Province." Al-Ulum 19, no. 2 (2019): 334–59. http://dx.doi.org/10.30603/au.v19i2.967.

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This article explains the Implementation of the Policy on Procurement of Religious Education Teachers in Schools in Samarinda Municipality, the East Kalimantan Province. This is a descriptive-qualitative research. The research results showed that there was poor communication between the Department of Education and the Ministry of Religion in relation to the preparation and proposed formation and determination of civil servants in religious teachers procurement. There is a different understanding in each institution. It shows that there is sectorial egos arises between each ministry. The Minist

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Sabella, Fuja, Antika, and Muhammad Wahyudi. "IMPLIKASI SURAT KEPUTUSAN BERSAMA (SKB) TIGA MENTERI 1974 TERHADAP PERKEMBANGAN PENDIDIKAN ISLAM DI INDONESIA." Jurnal At-Tabayyun 5, no. 2 (2022): 113–24. http://dx.doi.org/10.62214/jat.v5i2.84.

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The government's attention to madrasas and Islamic education in general is no less. The establishment of the Ministry of Religion (Depag) on January 3, 1946 is proof of this. There is an education section in its organizational structure whose main responsibility for dealing with issues related to religious education in religious schools (madrasas and Islamic boarding schools) was recognized by the New Order government, then the government adopted a more operational policy in relation to madrasas, namely fostering the quality of madrasah education. In line with these efforts to improve the qu

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Marwiyah, Siti, Renny Candradewi Puspitarini, and Muhammad Hindun Solihin. "KEPEMIMPINAN RELIGIUS DALAM IMPLEMENTASI KEBIJAKAN PENUTUPAN TEMPAT HIBURAN (KARAOKE) (STUDI KASUS KEBIJAKAN WALIKOTA MENUTUP TEMPAT HIBURAN (KARAOKE) DI KOTA PROBOLINGGO)." Jurnal Sosial Humaniora Sigli 6, no. 2 (2023): 441–48. http://dx.doi.org/10.47647/jsh.v6i2.1669.

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Leaders have a mandate to carry out their obligations in accordance with their position and position, and follow applicable regulations. Leadership is also related to the background of understanding of religion, so that in making policies accompanied by religious values. Thus, religious leadership is realized. A phenomenon related to the religious leadership model and policy is the phenomenon related to the license of entertainment venues. As in the city of Probolinggo, which also issued a policy on entertainment place licenses. issued Perda Number 9 of 2015 concerning the Arrangement, Supervi

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Fokas, Effie. "Nationalism in the Judicialization and Culturalization of Religion: The Case of Religious Education in Greece." Religions 15, no. 8 (2024): 952. http://dx.doi.org/10.3390/rel15080952.

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Religious education (RE) is frequently a topic of intense political debate and a focal point of party politics in the Greek context. This article presents the latest chapter in political contestation over the teaching of religion in Greek public schools, one which entails a new dimension—that of intense judicialization. Since 2015, the issue of religious education in Greek public schools has been the subject of multiple court cases addressed by the Greek high court, the Council of State, with one case addressed by and one case pending before the European Court of Human Rights. Beyond teasing o

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Eckes, Suzanne E., Robert A. Fox, and Nina K. Buchanan. "Legal and Policy Issues Regarding Niche Charter Schools: Race, Religion, Culture, and the Law." Journal of School Choice 5, no. 1 (2011): 85–110. http://dx.doi.org/10.1080/15582159.2011.548252.

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Črnič, Aleš, and Anja Pogačnik. "Religious Symbols in Public Schools: Key Issues and Debates." Center for Educational Policy Studies Journal 9, no. 4 (2019): 109–27. http://dx.doi.org/10.26529/cepsj.684.

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When discussing Religious Education, the topic of religious symbols in educational spaces is largely overlooked in academic literature and often side-lined in political considerations as well. This paper examines the issue of religious symbols in public schools by highlighting two foci: how the Muslim veil is managed in public schools in select European countries and zooming in on specific suggestions for managing religious symbols in public schools in Slovenia. By combining a broader, comparative perspective with practical, small-scale policy suggestions, the paper highlights the need to incl

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Ugli, Murodov Shuhrat Komil. "CHANGES IN THE POLICY OF THE SOVIET STATE REGARDING ISLAMIC RELIGION AND EDUCATION." European Journal of Learning on History and Social Sciences 1, no. 7 (2024): 134–38. http://dx.doi.org/10.61796/ejlhss.v1i7.799.

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With the establishment of Soviet power in 1917, the ideology of forming a Soviet personality in a new form was put forward. This led to the abolition of traditional educational institutions in the country - old-style schools and madrasahs. Changes in the political situation during World War II led to the establishment of an important religious office in the region in 1943 - the Religious Office of the Muslims of Central Asia and Kazakhstan

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Maskuri, Maskuri. "IMPLEMENTASI KEBIJAKAN PERATURAN MENTERI AGAMA NOMOR 32 TAHUN 2020 TENTANG MA’HAD ALY: ANTARA HARAPAN DAN DILEMA." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 18, no. 1 (2024): 148–64. http://dx.doi.org/10.35316/lisanalhal.v18i1.148-164.

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The enactment of Law Number 18 of 2019 concerning Islamic Boarding Schools, followed by Regulation of the Minister of Religion of the Republic of Indonesia Number 32 of 2020 concerning Ma'had Aly, should be a hope for organizers and managers of education in the Islamic boarding school environment. These hopes include funding support and certainty of Ma'had Aly graduates. In addition, there is a legal guarantee for fulfilling the right to obtain employment opportunities and continue studies to the next level of education. Providing guarantees of recognition, affirmation, and facilitation for Is

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Haryati, Sri, Sukarno Sukarno, Siswanto Siswanto, and Eli Trisnowati. "Trends in Religious-Based School Selection: Analysis of Parental Motivation." AL-ISHLAH: Jurnal Pendidikan 16, no. 4 (2024): 4439–49. https://doi.org/10.35445/alishlah.v16i4.5329.

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The rise in parents choosing religion-based schools, specifically Islamic schools, reflects a trend warranting further investigation to inform educational policy and school management. Understanding the motivations driving these choices is essential to align educational practices with parental expectations. This study utilized a quantitative survey approach, sampling 126 parents from various Islamic schools in (region or demographics). A 47-item questionnaire assessed intrinsic motivations (e.g., desire for religious knowledge, moral development, academic performance) and extrinsic motivations

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Hamza, Darwisa. "Policy Analysis For The Development Of Islamic Religious Education In Public Schools And Colleges." Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam 3, no. 2 (2024): 160–69. http://dx.doi.org/10.18860/rosikhun.v3i2.21604.

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This study aims to analyze policies for the development of Islamic religious education in schools and public universities (PTU). Islamic religious education plays an important role in shaping student character, strengthening religious values, and providing a better understanding of the Islamic religion. However, there are challenges faced in developing Islamic religious education, such as lack of resources, inadequate curriculum, lack of qualified teachers, or lack of student interest in Islamic religious subjects. The research methods used in this study involve literature reviews, policy anal

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Millah, Nur Ita A’ini Qudwatal, and Amin Maghfuri. "Peran Kantor Kementerian Agama Kota Yogyakarta dalam Kebijakan Pengembangan Pendidikan Islam." IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam 2, no. 02 (2019): 130–48. http://dx.doi.org/10.37542/iq.v2i02.29.

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The specialty of one of the things that underlies Yogyakarta is called a student city of course because of the educational climate in the region. With a work area that is relatively not too broad and the quantity of institutions that are not too many the Ministry of Religion is one of the government agencies, especially in the field of Islamic Education. This is certainly able to make it as an advantage and convenience in creating the development of Islamic education in the work area that is superior to other work areas. The research method used in this research is a qualitative descriptive st

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Preston, Teresa. "A Look Back: Church, state, and Kappan." Phi Delta Kappan 102, no. 5 (2021): 5–7. http://dx.doi.org/10.1177/0031721721992557.

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In this monthly column, Kappan managing editor Teresa Preston looks back at how the magazine has covered questions related to the role of religion in public schools. Authors considered how Supreme Court rulings affected school policy and practice, whether religious instruction is necessary for promoting positive values, and how to encourage respect in a religiously diverse world.

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Vincent, Carol. "Civic virtue and values teaching in a ‘post-secular’ world." Theory and Research in Education 16, no. 2 (2018): 226–43. http://dx.doi.org/10.1177/1477878518774128.

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Drawing on empirical data, this article makes a contribution to knowledge through bringing together the apparently disparate elements of contemporary education policy, religion, civic virtue and values teaching, in particular, the teaching of ‘fundamental British values’. I illustrate, through a discussion of the linkages between these elements, how religion remains a strong influence on contemporary education policy, both explicitly with regard to the integration of Muslim ‘others’ and implicitly through the growing popularity of values education in schools. In order to develop this argument,

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Bråten, Oddrun M. H., and Geir Skeie. "‘Deep Learning’ in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020." Religions 11, no. 11 (2020): 579. http://dx.doi.org/10.3390/rel11110579.

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From 2020, the National Curriculum in Norway has been totally renewed for primary, secondary, and upper secondary education. This includes the introduction of such new concepts as ‘deep learning’ and ‘core elements’ in school education. In this article, we unpack the significance of the reform for studies in religion and worldviews in Norwegian schools. We explore continuities and changes by looking at general educational trends and debates and how they become significant, specifically for the study of religion and worldviews in schools. While the changes may stem from international trends, th

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Kosim, Mohammad. "Religious Education Policy in Public Schools During the New Order." KARSA: Journal of Social and Islamic Culture 28, no. 2 (2021): 390–409. http://dx.doi.org/10.19105/karsa.v28i2.3936.

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The new order government policy about religious education in state schools gradually led to an accommodative policy. If the old order government made religious education a facultative subject, then at the beginning of the new order the government strengthened the position of religious education by removing facultative provisions, even though they were not obligatory. Until finally, through Law number 2 (1989), the government required religious education to be taught in all channels, types, and levels of education. And the right of every student to get religious lessons by their religion and is

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Hakam, Saiful. "THE INTERPRETATION OF THE FIRST VERSE [KETUHANAN YANG MAHA ESA] OF PANCASILA." Jurnal Ilmu Agama: Mengkaji Doktrin, Pemikiran, dan Fenomena Agama 18, no. 1 (2017): 1–10. http://dx.doi.org/10.19109/jia.v18i1.1531.

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Historically, In Indonesia, there are two interpretation of the first verse of Pancasila. The first is [Pengakuan adanya Tuhan] Recognition of the Divine Omnipotence. This translation is used to use by secular group including communist and non-Muslim group especially Buddhist and Hindus. This interpretation was dominant in 1945-1965 when Sukarno as the creator of Pancasila still dominated the political power. Or, this verse was dominant when the secular-nationalist group still had strong position in Indonesia. The fact of it is during the time there was no a policy about official religions fro

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Odil, Jones U. "INDIGENOUS AGENTS AND THE SCHOOL APOSTOLATE IN UKWUANILAND, 1841â€“1941." Oral History Journal of South Africa 3, no. 2 (2016): 69–81. http://dx.doi.org/10.25159/2309-5792/339.

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In the 19th century, colonial educational policy reflected the hesitant approach of Britain to a field recognised in those days as the reserve of religious bodies, and for many years the missionary societies had the field of education to themselves. Education in C.M.S. mission schools in Nigeria received no aids in grants from the colonial government. This article is a historical reconstruction, which brings to light the well-articulated contributions of local people in their attempt to establish and fund schools using indigenous initiatives, personnel and resources. Resting on the self-propag

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Prihatin, Ayu Umi, and Subiyantoro Subiyantoro. "Problems of Islamic Primary and Secondary Education in Era 4.0 In Indonesia." Nazhruna: Jurnal Pendidikan Islam 5, no. 1 (2022): 123–38. http://dx.doi.org/10.31538/nzh.v5i1.1909.

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This article aims to determine the policies and problems that exist in Islamic primary and secondary education in Indonesia in Era 4.0. This research method uses library research with a qualitative approach. The authority of schools to manage themselves is given by the government to develop the potential that exists in schools so that there are several things that are the duty of the government in terms of education, one of which is education management as stated in Law no. 23 of 2014 that the district or city government manages basic education. The national education policy for Islamic basic

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Tumamin, Datu Lawan M., Annierah Maulana Usop, and Jenevieve D. Lumbu-an. "Implementation and Educational Outcomes of National Policy Framework on Learners and Schools as Zones of Peace." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 5 (2024): 1478–91. http://dx.doi.org/10.11594/ijmaber.05.05.02.

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fforts continue to label each school in the Philippines as a zone of peace. However, instability in regions with ongoing conflicts keeps schools, teachers, students, and staff at risk. The vulnerability in these areas remains a persistent challenge. The National Policy Framework on the Learners and Schools as Zones of Peace (LSZOP) acknowledges this vulnerability, aiming to address the immediate impact of armed conflicts on learners and schools, thereby fostering the establishment of a resilient society. Thus, this study was created to delineate the implementation of the national policy framew

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Husen, Fathurrohman, and Azaki Khoirudin. "Sekolah Kebhinnekaan: Potret Kebijakan Internal SMA Negeri di Mataram." Dialog 45, no. 1 (2022): 111–26. http://dx.doi.org/10.47655/dialog.v45i1.570.

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Artikel ini bertujuan untuk menganalisis kebijakan internal sekolah yang menunjukkan inklusivitas karakter toleran pada peserta didik yang majemuk. Fokus penelitian pada kebijakan inklusif dalam arti keadilan, kesetaraan, dan sikap positif terhadap kemajemukan agama. Sekolah berperan untuk memenuhi hak peserta didik dalam keberagamaan. Menjadi masalah, jika lembaga sekolah diskriminatif atau tidak memfasilitasi pendidikan kerohanian pesesrta didiknya. Studi kasus penelitian adalah SMAN 1 Mataram dan SMAN 5 Mataram. Penelitian ini adalah field research dengan teknik penggalian data observasi ke

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Ζαμπέτα, Eύη. "Θρησκεία, δημοκρατία και εκπαίδευση". Social Cohesion and Development 13, № 1 (2019): 19. http://dx.doi.org/10.12681/scad.19868.

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The aim of this article is to examine some critical aspects of contemporary enquiry regarding the place of religion in the public sphere and its implications for basic individual freedoms and human rights. It particularly focuses on the debate between Critical Theory and Communitarianism. Modern globalized societies are confronted with critical dilemmas stemming from the politics of identity, which in some cases are followed by a peculiar resurgence of religion. These aspects are reflected on political and social practices and impact on political culture and human rights. Finally, in the light

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Mames, Tomasz. "Values of the Vth Republic in Recruitment for Teaching Positions in Public Elementary Schools in France." Studia z Teorii Wychowania XV, no. 2 (47) (2024): 71–86. http://dx.doi.org/10.5604/01.3001.0054.6578.

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In times of various types of crises that modern France is struggling with, the attention of those shaping the state's ideological policy focused primarily on the border between education and religion. The secular nature of education, inherent in the concept of the Republic as a space for the implementation of freedom, equality and fraternity, has become an arena for the clash of opposing discourses. The question about the place of the values of the Fifth Republic in the recruitment process of current and future early childhood education teachers in state schools touches on French educational p

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Hadžikadunić, Emir. "The role of Islam in foreign policymaking." Context: Journal of Interdisciplinary Studies 8, no. 2 (2022): 35–70. http://dx.doi.org/10.55425/23036966.2021.8.2.35.

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Religion has often been an ignored dimension of statecraft, particularly so by realist or neorealist schools. This article explores the question of how a number of states, in which all or a considerable part of the population is Muslim, incorporate Islam as a guiding principle into their broader foreign policy. In this regard, it reviews a selected number of foreign policy cases using individual, domestic and international levels of analysis in which diverse Islamic incentives from major theoretical perspectives interplay with foreign policy. Its ultimate objective is to provide a deeper synth

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Ashadi, Andri. "Muslim Paruh Waktu di SMAN 6 dan SMKN 2 Kota Padang." Religió: Jurnal Studi Agama-agama 7, no. 2 (2017): 205–36. http://dx.doi.org/10.15642/religio.v7i2.738.

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Some Islamic programs both in SMAN 6 nor in SMKN 2 such as Muslim-Muslim clothing, learning of Islamic Religion and Character Education are not only aimed at Muslim students but also involve non-Muslim (Christian) students. In this position, Christian students are faced with a conflict of identity. On the one hand, they are not possible to establish Islamic identity as Muslim students because the religion is a dogma that does not cast doubt. On the other hand, they were almost impossible to get out of various Islamic programs because it was a regional policy and in the public schools was embod

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Goossaert, Vincent. "1898: the Beginning of the End for Chinese Religion?" Journal of Asian Studies 65, no. 2 (2006): 1–29. http://dx.doi.org/10.1017/s0021911806000003.

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On July 10, 1898, the reformist leader Kang Youwei 康有為 (1858–1927) memorialized the throne proposing that all academies and temples in China, with the exception of those included in registers of state sacrifices (sidian 祀典), be turned into schools. The Guangxu emperor was so pleased with the proposal that he promulgated an edict (shangyu 上諭) the same day taking over Kang’s phrasing. On three occasions in the following weeks, the editorial in the famous Shanghai daily Shenbao 申報 discussed the edict not as a piece of legislation aiming at facilitating the creation ex nihilo of a nationwide netwo

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Umkabu, Talabudin, and Zulihi Zulihi. "Implementation of Collaborative Learning Strategis in the Independent Learning Curriculum at Boarding Schools." Edumaspul: Jurnal Pendidikan 7, no. 1 (2023): 1406–12. http://dx.doi.org/10.33487/edumaspul.v7i1.6095.

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Learning with the Free Learning policy at Al Muttaqin Buper Islamic Boarding School aims to enhance graduates' competencies, both in terms of hard skills and soft skills. This, of course, provides relevance to the needs of the modern era. The experimental learning program, which offers a flexible pathway, is expected to serve as a facility for students to develop their potential according to their talents and passions. This research is intended as a manifestation of the Free Learning Curriculum policy by the Minister of Education and Culture of the Republic of Indonesia. Additionally, it addre

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Heriyanto, Juliani, Erimawahti, Andini, and Hesti Indah Sari. "The Impact of the Non-Implementation of the Optimal Islamic Religious Education Curriculum in Indonesian Schools." Journal of Contemporary Islamic Primary Education 3, no. 2 (2024): 240–44. https://doi.org/10.61253/jcipe.v3i2.310.

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The failure to optimally apply the PAI curriculum has a significant impact on various aspects of education, including students' understanding of religion, character formation, quality of learning, and academic achievement. This research identified several causal factors, such as teacher perceptions, student interests, infrastructure, family environment, government policy, curriculum format, community support, and quality of human resources. The most prominent impacts are students' shallow understanding of religion, difficulty in reading the Koran, and weak internalization of moral values. Apar

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Joshua Narteh Kudadjie, Rev. "Challenges facing religious education and research in Africa: the Ghana case1." Religion and Theology 3, no. 2 (1996): 180–93. http://dx.doi.org/10.1163/157430196x00185.

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AbstractThis paper gives a sketch of religious education in Ghanaian schools from colonial and missionary times to the present. It makes some comments on the current Government policy, and advocates that religious and moral education should be given at all levels of the educational ladder. Difficulties facing religious education and the relative marginalistion of the subject are discussed, and some suggestions made to overcome them. The importance and relevance of religion in society is reiterated.

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Grendler, Paul, and Carol Ann MacGregor. "Policy Dialogue: The Rise and Decline of Catholic Education, 1500-Present." History of Education Quarterly 61, no. 2 (2021): 240–48. http://dx.doi.org/10.1017/heq.2021.10.

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AbstractCatholic schools have faced a number of hurdles in recent decades, including the sharp decline of vocations among religious sisters who have worked in schools (as much as 90 percent in the last four decades), rising tuition prices for families, the sexual abuse crisis, and questions about institutional commitment to maintaining schools in light of these challenges. These changes affect all students and families, but have special significance for those of lower socioeconomic status, who historically used Catholic schools as an engine of upward mobility.For this policy dialogue, the edit

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Cranmer, Frank. "R (TTT) v Michaela Community Schools Trust." Ecclesiastical Law Journal 26, no. 3 (2024): 352–53. http://dx.doi.org/10.1017/s0956618x24000450.

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Michaela School is avowedly secular and operates under a very disciplined regime. It has a high proportion of Muslim pupils, and in 2023 the school's governing body decided to prohibit pupils from performing prayer rituals on its premises – regardless of religion – after the Headteacher had banned prayer rituals as an interim measure. Muslims are required to pray five times a day; and while TTT, a Muslim, accepted that the requirements of the school day meant that she could not always pray during the appropriate period, she wanted to perform the midday prayer (Duhr) in autumn and winter during

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Annisa, Fitri, Hidra Ariza, and Asral Puadi. "Dampak Positif Penerapan Program Unggulan Pendidikan Bukittinggi (Pupb): Fikih, Akidah Akhlak, Sirrah Nabawiyah, Dan Bahasa Arab Dalam Pembelajaran Di Sdn 03 Pakan Labuah Bukittinggi." Indonesian Research Journal On Education 3, no. 1 (2022): 732–39. http://dx.doi.org/10.31004/irje.v3i1.339.

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Islamic Religious Education is one of the Islamic religious-based education where the goal is to make students become a generation of Muslims who believe in Allah, have good morals, and are useful for the nation, state and religion. The implementation of the Bukittinggi Education Excellence Program is a policy implemented by the Bukittinggi city government which contains the application of additional Islamic religious-based subjects including fiqh, moral creed, sirrah nabawiyah, and Arabic. This flagship program applies to all elementary schools around the city of Bukittinggi. The aim of imple

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Jarvinen, Lisa. "The “School Question” in an Imperial Context: Education and Religion during and following the Occupations of Cuba and Puerto Rico." History of Education Quarterly 62, no. 1 (2022): 84–106. http://dx.doi.org/10.1017/heq.2021.61.

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AbstractThe United States occupations of Cuba and Puerto Rico following the War of 1898 instituted immediate reforms to the educational systems of the islands. The imposition of public school systems modeled on those of the United States and a concurrent wave of Protestant schools established by American missionaries are well-known features of the imperialist project. Yet American reforms were shaped by what was known in the nineteenth century as “the school question,” or the controversy over the appropriate relationship between schooling, religion, and the government that had pitted the Prote

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Ahmad Zarkasyi. "Reality, Expectations And Policy Of Madrasah Management In The Era Of Regional Autonomy." Southeast Asian Journal of Islamic Education Management 2, no. 2 (2021): 229–42. http://dx.doi.org/10.21154/sajiem.v2i2.61.

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Abstract The existence of madrasas cannot be separated from Muslims' initial goals and needs for the importance of education. However, the chaotic legal basis also causes the management of madrasas that are not optimal. Education Statistics Data from the Ministry of Education and Culture and EMIS data from the Ministry of Religion of the Republic of Indonesia in 2015 showed the number of madrasas was 76,583 or around 21.31% of the existing schools. By analyzing madrasas, opportunities will be obtained, especially in the era of regional autonomy, and strategies to produce policies intended to s

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Rahmania, Savira, Agus Ainul Yakin, and Elvira Rohadatul Aisy. "Optimalisasi Emis dalam Proses Data Base Pendidikan Diniyah dan Pondok Pesantren di Kementerin Agama Kabupaten Bangkalan." Jurnal Administrasi Pendidikan Islam 2, no. 1 (2020): 17–31. http://dx.doi.org/10.15642/japi.2020.2.1.17-31.

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Abstract: Education Management Information System (EMIS) is an education management information system to support planning and policy making in Islamic-based education programs. EMIS is a program that also provides real data to support policy makers. Technology and information as data collection bases have a very important role in supporting the achievement of educational goals. With the existence of EMIS, it is hoped that the incoming data can be more accurate and continuously updated so that it can be used as a basis for decision making. This study aims to determine the optimization of EMIS

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Abdurrizal, Muhammad, Sumardi Sumardi, and Kristian Adi Putra. "Teacher Agency in Multilingual Education Policy in an Islamic Boarding School in Indonesia." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (2022): 4343–50. http://dx.doi.org/10.35445/alishlah.v14i3.1206.

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The issue of the role of teacher agency in teacher professional development and school reform has increased significantly over the last decade. This article explores teacher agency in multilingual education policy in an Islamic Boarding School context and how they translated multilingual language policy into their class. Research on teacher agency within multilingual language policies has been widely conducted in public schools in many countries, but in Indonesia, the topic is relatively under-researched. Indonesia has an educational model born from local wisdom and applies multilingualism for

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Kostorz, Karolina, Jacek Polechoński, and Anna Zwierzchowska. "Coping Strategies for Stress Used by People Working in Managerial Positions in Schools and Educational Establishments during the COVID-19 Pandemic." Sustainability 14, no. 5 (2022): 2984. http://dx.doi.org/10.3390/su14052984.

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Although the ability to deal with stress is one of the key competences of people working in managerial positions in schools and educational establishments, principals in this area are very poorly diagnosed. The aim of this study was to consider the coping strategies used by headmasters and deputy headmasters of schools and educational establishments during the COVID-19 pandemic. For this purpose, Mini-COPE was used. The respondents (N = 159) obtained a higher mean for “active coping”, “planning”, “positive reframing”, “acceptance”, “use of instrumental support”, “venting”, and “problem-focused

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