Kamis, 18 September 2008

BICS (Banjar International Cyber School)

Sekolah Bertaraf International

Jakarta International School
British International School

Sebuah Contoh dan Perbandingan

Di edit dan ditambah oleh:

Bpk .Endang Jaenudin S.Pd., Bpk Drs. Ahmad Sobana, Bpk. Drs. Nanang S.

(SMAN 1 Banjar, Jawa Barat. Indonesia)


Arip Nurahman

(Pendidikan Fisika, FPMIPA. Indonesia University of Education)


Follower Open Course Ware at MIT-Harvard University, U.S.A.

Jakarta International School

A tradition of educational excellence

For more than 50 years, Jakarta International School (JIS) has set the standard for international schooling in Indonesia and throughout the world by providing services of the highest quality to our students and to the communities we serve.

Founded specifically as an international school to meet the needs and interests of expatriate students living in Jakarta, JIS is a large, well-equipped school for students aged three through eighteen years, set on three beautiful campuses.

Our students enjoy first-class academic programs and a comprehensive array of sporting, cultural and performing arts activities. The academic and co-curricular choices available allow our students to explore interests and develop talents while preparing for future opportunities anywhere in the global community.

A unity of values from around the globe:

JIS is a place where people from almost 60 countries come together to share ideas, experiences and values. Faculty and students constantly test what they think they know, and acknowledge the importance and impact of experience and perspective. JIS students learn to challenge appropriately, to reflect on their choices, to adapt and to act intelligently.

Moving beyond tolerance to true acceptance of others and their ideas, students learn to recognize, respect and celebrate the differences and similarities among people. Each student is encouraged to celebrate his or her first language and culture while embracing a second and, in many cases, a third.

High school

Choice is an important element in our High School. Our students are given every opportunity to make choices and accept responsibility for their actions, preparing them better for the decisions and challenges of adult life.

JIS offers a wide selection of courses for students in grades 9-12. In addition to the JIS Diploma, students can choose to complete an International Baccalaureate Diploma, and/or an International Advanced Placement Diploma. Students who perform well in these international programs receive offers of admission from the best colleges and universities worldwide.

Students work closely with our experienced High School counselors to choose courses, set goals and build complete, individually-tailored programs incorporating academic and co-curricular activities, with the purpose of optimal university selection. Each student and his or her family, receives a great deal of care and attention during annual course selections and the college/university application process.

In an effort to provide a broad and balanced education, JIS offers a variety of choices for students interested in sports, athletics and the performing arts, as well as a host of clubs and activities aimed at providing something for every interest and level of ability.

Mission & philosophy

In response to their emerging maturity, we believe that our students should:

  • Be educated to work independently, to acquire knowledge and develop skills for a changing world, to think analytically, critically and creatively to achieve their full potential and to demonstrate a respect for learning;
  • Attain an international perspective, with a commitment to world citizenship and a sensitivity toward and appreciation of Indonesian and world cultures;
  • Respect self, others, the school and the environment;
  • Possess integrity, with a desire to serve others, an ability to make and accept responsibility for personal choices and a commitment to balanced physical and emotional health

In order to meet the challenge of developing these qualities in our diverse student body, we believe that the school should:

  • Establish and maintain recognized standards of academic excellence and social behavior;
  • Offer a comprehensive academic and co-curricular university preparatory program which is challenging, enjoyable, technologically current and purposeful;
  • Provide a variety of teaching methods that recognize the learning styles or our students and stress the acquisition of life-long learning skills; create a healthy, well-balanced environment in which respect and compassion thrive

British International School

Between 1993 and 1994, the school moved to its new purpose-designed campus in Bintaro, West Jakarta. Being just south-west of the city centre, the British International School campus provides a healthy environment where fresh air and open space abound.

The new premises and facilities enable the school to excel further in the range of opportunities and experiences that can be offered to its students. Designed by international consultants, the architecture is outstanding. It is modern with an Indonesian influence: spacious, well-planned and attractive in its country setting.

The inside of the school is as impressive as the architecture outside and provides a bright and airy atmosphere conducive to learning. Consequently, working and studying at BIS is a pleasure.

The site comprises three sections: Infant (including Pre-School), for three to seven year olds; Junior, for seven to eleven year olds; and Senior, for eleven to eighteen year olds.

The Primary and Secondary sections each house a sports hall and library. Other facilities include a well-equipped music department; a state-of-the-art theatre; a new modern foreign languages centre; an Olympic-size swimming pool with touch-pad time recording equipment; ample playing fields and tennis courts. All classrooms are air-conditioned and equipped with an LCD projector, interactive whiteboard and computers.

In addition to the Bintaro campus, a small self-contained unit in Pondok Indah provides an opportunity for pre-schoolers who live in this area, to join BIS.

All this serves to provide the type of environment which allows the school to deliver its aim, which is the highest possible standard of education to enable each child to realise his or her academic, social and physical potential and to develop aesthetic awareness, both as an individual and as a member of a society.

Model-Model Sekolah Bertaraf Internasional

Dikdasmen membuat rumusan 4 model pembinaan SBI tersebut yaitu :

(1) Model Sekolah Baru (Newly Developed),

(2) Model Pengembangan pada Sekolah yang Telah Ada (Existing School),

(3) Model Terpadu, dan

(4) Model Kemitraan.

Padahal kalau dilihat sebenarnya hanya ada dua model yaitu Model (1) Model Sekolah Baru dan Model (2) Model Sekolah yang Telah Ada. Dua lainnya hanyalah teknis pelaksanaannya saja. Dari dua model tersebut Dikdasmen sebenarnya hanya melakukan satu model rintisan yaitu Model (2) Model Pengembangan pada Sekolah yang Telah Ada (existing School) dan tidak memiliki atau berusaha untuk membuat model (1) Model Sekolah Baru.

Anehnya, buku Panduan Penyelenggaraan Rintisan Sekolah Bertaraf Internasional (SBI) yang dikeluarkan sebenarnya lebih mengacu pada Model (1) padahal yang dikembangkan saat ini semua adalah Model (2). Jelas bahwa sekolah yang ada tidak akan mungkin bisa memenuhi kriteria untuk menjadi sekolah SBI karena acuan yang dikeluarkan sebenarnya ditujukan bagi pendirian sekolah baru atau Model (1).

Sebagai contoh, jika sekolah yang ada sekarang ini diminta untuk memiliki guru berkategori hard science seperti Matematika, Fisika, Kimia, Biologi (dan nantinya diharapkan kategori soft science-nya juga menyusul) menggunakan bahasa Inggris sebagai bahasa pengantar, atau memiliki tanah dengan luas minimal 15.000 m, dll persyaratan seperti dalam buku Panduan, maka jelas itu tidak akan mungkin dapat dipenuhi oleh sekolah yang ada.

Ini ibarat meminta kereta api untuk berjalan di jalan tol!

Sebagai ilustrasi, sedangkan guru bahasa Inggris di sekolah-sekolah ‘favorit’ kita saja hanya sedikit yang memiliki TOEFL > 500, apalagi jika itu dipersyaratkan bagi guru-guru mata pelajaran hard science. Maka itu jelas tidak mungkin. Ini berarti Dikdasmen tidak mampu untuk menerjemahkan model yang ditetapkannya sendiri sehingga membuat Dikdasmen berresiko gagal total dalam mencapai tujuannya.

Konsep ini berangkat dari asumsi yang salah tentang penguasaan Bhs. Inggris sebagai bahasa pengantar dan hubungannya dengan nilai TOEFL. Penggagas mengasumsikan bahwa untuk dapat mengajar hard science dalam pengantar bahasa Inggris maka guru harus memiliki TOEFL> 500. Padahal tidak ada hubungan antara nilai TOEFL dengan kemampuan mengajar hard science dalam bhs Inggris. Skor TOEFL yang tinggi belum menjamin kefasihan dan kemampuan orang dalam menyampaikan gagasan dalam bahasa Inggris.

Banyak orang yang memiliki nilai TOEFL<500> 500 . Singkatnya, menjadikan nilai TOEFL sebagai patokan keberhasilan pengajaran hard science bertaraf internasional adalah asumsi yang keliru. TOEFL lebih cenderung mengukur kompetensi seseorang, padahal yang dibutuhkan guru sekolah bilingual adalah performance- nya, dan performance ini banyak dipengaruhi faktor-faktor non-linguistic. TOEFL bukanlah ukuran kompetensi pedagogic.
(Satria Dharma, Direktur The Centre for the Betterment of Education (CBE))

Everything about International Education

Add & Edited by:

Arip Nurahman

Indonesia University of Education

From Wikipedia

Education encompasses both the teaching and learning of knowledge, proper conduct, and technical competency. It thus focuses on the cultivation of skills, trades or professions, as well as mental, moral & aesthetic development.[1]

Formal education consists of systematic instruction, teaching and training by professional teachers. This consists of the application of pedagogy and the development of curricula. In a liberal education tradition, teachers draw on many different disciplines for their lessons, including psychology, philosophy, information technology, linguistics, biology, and sociology. Teachers in specialized professions such as astrophysics, law, or zoology may teach only in a narrow area, usually as professors at institutions of higher learning. There is much specialist instruction in fields of trade for those who want specific skills, such as required to be a pilot, for example. Finally, there is an array of educational opportunity in the informal sphere- for this reason, society subsidizes institutions such as museums and libraries. Informal education also includes knowledge and skills learned and refined during the course of life, including education that comes from experience in practicing a profession.

The right to education is a fundamental human right. Since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.


Systems of formal education

Education systems are established to provide education and training, often for children and the young. A curriculum defines what students should know, understand and be able to do as the result of education. A teaching profession delivers teaching which enables learning, and a system of policies, regulations, examinations, structures and funding enables teachers to teach to the best of their abilities. Sometimes education systems can be used to promote doctrines or ideals as well as knowledge, which is known as social engineering. This can lead to political abuse of the system, particularly in totalitarian states and government.

· Education is a broad concept, referring to all the experiences in which students can learn something.

· Instruction refers to the intentional facilitating of learning toward identified goals, delivered either by an instructor or other forms.

· Teaching refers to the actions of a real live instructor designed to impart learning to the student.

· Training refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.

Primary education

Main article: Primary education

Primary (or elementary) education consists of the first years of formal, structured education. In general, primary education consists of six or seven years of schooling starting at the age of 5 or 6, although this varies between, and sometimes within, countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising.[2]. Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior schools.

Secondary education

Main article: Secondary education

In most contemporary educational systems of the world, secondary education consists of the second years of formal education that occur during adolescence.[citation needed] It is characterised by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults.[citation needed] Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.

Higher education

Main article: Higher education

Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium[citation needed]. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education in that country generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy

Adult education

Lifelong, or adult, education has become widespread in many countries.[citation needed] Adult education takes on many forms, ranging from formal class-based learning to self-directed learning.

Alternative education

Main article: Alternative education

Alternative education, also known as non-traditional education or educational alternative, is a broad term which may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods.

Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education[citation needed]. These alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community[citation needed].

Emotional/Human education

As academic education is more and more the norm and standard, companies and individuals are looking less at normal education as to what is deemed a good solid educated person/worker. Most well-educated and successful entrepreneurs have high communication skills with humanistic and warm "emotional intelligence".

In certain places, especially in the United States, the term alternative may largely refer to forms of education catering to "at risk" students, as it is, for example, in this definition drafted by the Massachusetts Department of Education. [3]



Main articles: Curriculum and List of academic disciplines

An academic discipline is a branch of knowledge which is formally taught, either at the university, or via some other such method. Functionally, disciplines are usually defined and recognized by the academic journals in which research is published, and by the learned societies to which their practitioners belong.[citation needed] Professors say schooling is 80% psychological, 20% physical effort.[citation needed]

Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.[4]

Learning modalities

There has been a great deal of work on learning styles over the last two decades. Dunn and Dunn[5] focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli[6] recommended varying teaching strategies. Howard Gardner[7] identified individual talents or aptitudes in his Multiple Intelligences theories. Based on the works of Jung, the Myers-Briggs Type Indicator and Keirsey Temperament Sorter[8] focused on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator[9] follows a similar but more simplified approach.

It is currently fashionable to divide education into different learning "modes". The learning modalities[10] are probably the most common:[11]

· Kinesthetic: learning based on hands-on work and engaging in activities.

· Visual: learning based on observation and seeing what is being learned.

· Auditory: learning based on listening to instructions/information.

It is claimed that, depending on their preferred learning modality, different teaching techniques have different levels of effectiveness.[12] A consequence of this theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them.[13]


Teachers need the ability to understand a subject well enough to convey its essence to a new generation of students. The goal is to establish a sound knowledge base on which students will be able to build as they are exposed to different life experiences. The passing of knowledge from generation to generation allows students to grow into useful members of society. Good teachers can translate information, good judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others. As a profession, teaching has very high levels of Work-Related Stress (WRS)[14] which are listed as amongst the highest of any profession in some countries, such as the United Kingdom. The degree of this problem is becoming increasingly recognized and support systems are put into place.[15]


Main article: Educational technology

Technology is an increasingly influential factor in education. Computers and mobile phones are being widely used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as Virtual learning environments. Technology is being used more not only in administrative duties in education but also in the instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is capturing the attention of students in the classroom. Technology is also being used in the assessment of students. One example is the Audience Response System (ARS), which allows immediate feedback tests and classroom discussions.

Information and communication technologies (ICTs) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information.”[16] These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings.[17] Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries.[18]

The use of computers and the Internet is still in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Usually, various technologies are used in combination rather than as the sole delivery mechanism. For example, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka.[19] The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming.[20] Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audio conferencing technologies.[21]

The term "computer-assisted learning" (CAL) has been increasingly used to describe the use of technology in teaching.


Main article: History of education

The history of education according to Dieter Lenzen, president of the Freie Universit├Ąt Berlin 1994 "began either millions of years ago or at the end of 1770". Education as a science cannot be separated from the educational traditions that existed before. Education was the natural response of early civilizations to the struggle of surviving and thriving as a culture.[citation needed] Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on.[citation needed] The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge.[citation needed] In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially.[citation needed] When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc, formal education, and schooling, eventually followed.[citation needed] Schooling in this sense was already in place in Egypt between 3000 and 500BC.[citation needed]


Main articles: Philosophy of education and Epistemology

The philosophy of education is the study of the purpose, nature and ideal content of education. Related topics include knowledge itself, the nature of the knowing mind and the human subject, problems of authority, and the relationship between education and society.[citation needed] At least since Locke's time, the philosophy of education has been linked to theories of developmental psychology and human development.[citation needed]

Fundamental purposes that have been proposed for education include:

· The enterprise of civil society depends on educating people to become responsible, thoughtful and enterprising citizens. This is an intricate, challenging task requiring deep understanding of ethical principles, moral values, political theory, aesthetics, and economics, not to mention an understanding of who children are, in themselves and in society.[citation needed]

· Progress in every practical field depends on having capacities that schooling can develop. Education is thus a means to foster the individual's, society's, and even humanity's future development and prosperity. Emphasis is often put on economic success in this regard.[citation needed]

· One's individual development and the capacity to fulfill one's own purposes can depend on an adequate preparation in childhood. Education can thus attempt to give a firm foundation for the achievement of personal fulfillment. The better the foundation that is built, the more successful the child will be. Simple basics in education can carry a child far.[citation needed]

A central tenet of education typically includes “the imparting of knowledge.” At a very basic level, this purpose ultimately deals with the nature, origin and scope of knowledge.[citation needed] The branch of philosophy that addresses these and related issues is known as epistemology. This area of study often focuses on analyzing the nature and variety of knowledge and how it relates to similar notions such as truth and belief.

While the term, knowledge, is often used to convey this general purpose of education, it can also be viewed as part of a continuum of knowing that ranges from very specific data to the highest levels. Seen in this light, the continuum may be thought to consist of a general hierarchy of overlapping levels of knowing.[citation needed] Students must be able to connect new information to a piece of old information to be better able to learn, understand, and retain information.[citation needed] This continuum may include notions such as data, information, knowledge, wisdom, and realization.

The ideal or holistic education [Cf: Conceptual Stress-Understanding and Management: Dr. Shriniwas Kashalikar] is conscious evolutionary transformation that aims at holistic health i.e. simultaneous welfare of one and all. This requires conscious development of fitness of one's body, refinements of instincts, broadening and profoundness of emotions, blossoming of intelligence and liberating perspective of universal oneness. Besides, cognitive, affective and psychomotor the productive domain also must be nurtured for this.


Main article: Educational psychology

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists.[citation needed] Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.[citation needed]

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology.[citation needed] Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management.[citation needed] Educational psychology both draws from and contributes to cognitive science and the learning sciences.[citation needed] In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006)

Economic implications of Education

Main article: Economics of education

It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. [23] In theory poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries.[citation needed] But economists argue that if the gap in education between a rich and a poor nation is too large, as is the case between the poorest and the richest nations in the world, the transfer of these technologies that drive economic growth becomes difficult, thus the economies of the world's poorest nations stagnate.[citation needed]

Sociology of education

Main article: Sociology of education

The sociology of education is the study of how social institutions and forces affect educational processes and outcomes, and vice versa. By many, education is understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994). Learners may be motivated by aspirations for progress and betterment. Education is perceived as a place where children can develop according to their unique needs and potentialities.[24] The purpose of education can be to develop every individual to their full potential.[citation needed] The understanding of the goals and means of educational socialization processes differs according to the sociological paradigm used.

Education in developing countries

In some developing countries, the number and seriousness of the problems faced are naturally greater.[citation needed] People in more remote or agrarian areas are sometimes unaware of the importance of education. However, many countries have an active Ministry of Education, and in many subjects, such as foreign language learning, the degree of education is actually much higher than in industrialized countries; for example, it is not at all uncommon for students in many developing countries to be reasonably fluent in multiple foreign languages, whereas this is much more of a rarity in the supposedly "more educated" countries where much of the population is in fact monolingual.

There is also economic pressure from those parents who prioritize their children's making money in the short term over any long-term benefits of education.[citation needed] Recent studies on child labor and poverty have suggested that when poor families reach a certain economic threshold where families are able to provide for their basic needs, parents return their children to school.[citation needed] This has been found to be true, once the threshold has been breached, even if the potential economic value of the children's work has increased since their return to school.[citation needed] Teachers are often paid less than other similar professions.[citation needed]

A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a relatively high population density.[citation needed] In some countries, there are uniform, over structured, inflexible centralized programs from a central agency that regulates all aspects of education.

· Due to globalization, increased pressure on students in curricular activities

· Removal of a certain percentage of students for improvisation of academics (usually practised in schools, after 10th grade)

India is now developing technologies that will skip land based phone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the country at a greatly reduced cost. There is also an initiative started by a group out of MIT and supported by several major corporations to develop a $100 laptop. The laptops should be available by late 2006 or 2007. The laptops, sold at cost, will enable developing countries to give their children a digital education, and to close the digital divide across the world.

In Africa, NEPAD has launched an "e-school programme" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years. Private groups, like The Church of Jesus Christ of Latter-day Saints, are working to give more individuals opportunities to receive education in developing countries through such programs as the Perpetual Education Fund. An International Development Agency project called nabuur.com, started with the support of American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.


Education is becoming increasingly international. Not only are the materials becoming more influenced by the rich international environment, but exchanges among students at all levels are also playing an increasingly important role. In Europe, for example, the Socrates-Erasmus Programme stimulates exchanges across European universities. Also, the Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Some scholars argue that, regardless of whether one system is considered better or worse than another, experiencing a different way of education can often be considered to be the most important, enriching element of an international learning experience.[25]

See also

Main articles: Glossary of education-related terms, List of basic education topics, List of education articles by country, and List of education topics


  1. ^ educating - Definition from the Merriam-Webster Online Dictionary
  2. ^ UNESCO, Education For All Monitoring Report 2008, Net Enrollment Rate in primary education
  3. ^ Definition of Alternative Education From the Massachusetts Department of Education
  4. ^ Examples of subjects...
  5. ^ Dunn and Dunn
  6. ^ Biographer of Renzulli
  7. ^ Thomas Armstrong's website detailing Multiple Intelligences
  8. ^ Keirsey web-site
  9. ^ Type Delineator description
  10. ^ Swassing, R. H., Barbe, W. B., & Milone, M. N. (1979). The Swassing-Barbe Modality Index: Zaner-Bloser Modality Kit. Columbus, OH: Zaner-Bloser.
  11. ^ Varied Learning Modes
  12. ^ Barbe, W. B., & Swassing, R. H., with M. N. Milone. (1979). Teaching through modality strengths: Concepts and practices. Columbus, OH: Zaner-Bloser.
  13. ^ Learning modality description from the Learning Curve website
  14. ^ Work-Related Stress in teaching
  15. ^ Teacher Support for England & Wales
  16. ^ Blurton, Craig. "New Directions of ICT-Use in Education". Retrieved on 2007-02-06.
  17. ^ ICT in Education
  18. ^ Potashnik, M. and Capper, J.. "Distance Education:Growth and Diversity". Retrieved on 2007-02-06.
  19. ^ Taghioff, Daniel. "Seeds of Consensus—The Potential Role for Information and Communication Technologies in Development.". Retrieved on 2003-10-12.
  20. ^ Open University of the United Kingdom Official website
  21. ^ Indira Gandhi National Open University Official website
  22. ^ Finn, J. D., Gerber, S. B., Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97, 214-233.
  23. ^ Hanushek, Economic Outcomes and School Quality
  24. ^ Schofield, K. (1999). "The Purposes of Education", Queensland State Education: 2010, [Online] URL: www.aspa.asn.au/Papers/eqfinalc.PDF [Accessed 2002, Oct 28]
  25. ^ Dubois, H.F.W., Padovano, G., & Stew, G. (2006) Improving international nurse training: an American–Italian case study. International Nursing Review, 53(2): 110–116.

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Everything About International Education
By: Arip Nurahman
Indonesia University of Education

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Kepada Orang Tua dan Guru-guru Kami, serta sahabat semuanya, semoga Bermanfaat, Semangat dan Terima Kasih.

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