Literaturnachweis - Detailanzeige
Autor/in | Haryati, Sri |
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Titel | An Evaluative Review of School Accreditation Implementation Program in Indonesian Contexts |
Quelle | In: International Education Studies, 7 (2014) 5, S.138-146 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1913-9020 |
Schlagwörter | Foreign Countries; Accreditation (Institutions); Program Implementation; Context Effect; Equal Education; Compliance (Legal); Kindergarten; Elementary Secondary Education; Educational Policy; Educational Objectives; Relevance (Education); Educational Practices; Interviews; Profiles; Institutional Characteristics; Institutional Evaluation; Classification; Academic Standards; Competence; Teacher Qualifications; Administrator Qualifications; Educational Facilities; Governance; Financial Policy; Evaluation Criteria; Indonesia Ausland; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Politics of education; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Relevance; Relevanz; Bildungspraxis; Interviewing; Interviewtechnik; Charakterisierung; Profilanalyse; Classification system; Klassifikation; Klassifikationssystem; Kompetenz; Lehrqualifikation; Bildungsstätte; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Fiscal policy; Finanzpolitik; Indonesien |
Abstract | This paper critically reviews and evaluates the implementation of School Accreditation Program for the period of 2013 with a particular reference to Central Java Schools, consisting of Kindergarten (TK) Elementary School (SD), Junior High School (SMP) and Senior High School (SMA) (Note 1). The aim of the review is to see to what extent they can comply with the "Education for All" (EFA) Program as expressed in World Summit (2000) resulting in a Millennium Declaration known as "Millennium Development Goals (MDG). The research setting involved Central Java, covering 35 regencies as the sample consisting of 1,985 schools as the target and realized 1,972 (99%) schools accredited. It turned out that there were technical problems at schools of all levels, ranging from pre-accreditation, accreditation to post accreditation in need of special attention by involved parties for better improvement of the program implementation. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |