A Philosophical Reflection on the Disaster and School Education

This paper aims to analyze disaster education in schools in disaster-prone areas, focusing on the resulting policies, supporting programs, and challenges in implementing disaster education in schools. The literature review in this paper is carried out systematically and analyzes the content as a methodology in investigating policies, programs, and challenges in implementing disaster education in disaster-prone schools in the Scopus database. The results of the analysis of the literature review highlight several important points related to disaster education in disaster-prone schools, namely (1) In supporting increased understanding of environmental management and resilience in dealing with disasters in disaster-prone areas, governments in various countries make policies by including environmental content in school materials and policies for environmental conservation. (2) School cooperation with the community and government institutions related to the environment becomes a program in increasing understanding of environmental management and disaster resilience. (3) The literature review also reveals that the material’s content, the approach/learning model used, and the teacher’s ability to understand the environment are challenges for implementing disaster education in disaster-prone schools. The problems in the discussion of this literature review are usable as implications for further research considerations. The findings show that disaster education in disaster-prone schools can effectively increase environmental understanding and resilience if existing policies, programs, and challenges are implemented optimally.

Quality education is one that prepares the child for life and not just for examination and testing. The teacher is an important stakeholder in the providing quality education in schools. Teacher quality is the most critical factor that determines student achievement. However, teacher characteristics have not been exhaustively discussed in relation to quality of education in secondary education cycle in the country. A case in point is Kiambu County where the quality of secondary school education in has been quite low despite the county being a high economic potential area having high socio-economic status in comparison to other counties in Kenya. This study, therefore, sought to find out the connection between teacher factors and quality of education in secondary schools in Kiambu County. The study adopted the scientific management theory by Frederic Tylor and targeted 224 respondents, students, and teachers randomly selected from 120 schools in the area. Data was collected through questionnaires and was analyzed using both descriptive and inferential statistical analysis. The findings revealed that teacher-related factors had a significant correlation with the quality of education in Kiambu County secondary schools. It was, therefore, recommended that the principal and the school Board of Management must ensure that the calibre of staff recruited is qualified, competent and disciplined.

This study aims to analyze the influence of principal leadership and teacher performance on the quality of education in State Junior High School in Tebing Tinggi District. The research method used is quantitative with a survey approach. The population of this study was all teachers and principals of state junior high schools in Tebing Tinggi District, with a random sample. Data was collected through questionnaires that had been tested for validity and reliability. Data analysis was carried out using multiple linear regression to see the contribution of each independent variable to the quality of education. Some people who face the quality of the Negeri Junior High School students in Kei Tebing Tinggi District are significant in the principal leadership and teachers' performance. This is known from the F-count = 16.452 > F-table 1.738 and can contribute 25.3% of the total number of factors, the remaining 74.7% due to other factors not mentioned in the study. The results of the study show that the leadership of school principals has a significant influence on the quality of education. School principals who apply transformational leadership styles tend to be able to increase teacher motivation and performance, which in turn has a positive impact on the quality of education. In addition, teacher performance was also found to have a significant influence on the quality of education. Teachers with good professional, academic, social, and personality competencies can create an effective and efficient learning process, thereby improving the quality of education in schools. In conclusion, the principal's leadership and teacher performance significantly improved the quality of education at State Junior High Schools in Tebing Tinggi District. Therefore, it is recommended that schools and local governments continue to strengthen the leadership capacity of school principals and improve teacher performance through continuous training and professional development.

Quality education is critical in secondary schools where learners are prepared to transit to the labour market or to pursue higher education. It has been argued that secondary school principals play an important role in the provision of quality education in schools. However, with the deteriorating academic performance standards in secondary schools in Kenya, particularly in the resource endowed counties such as Kiambu County, concerns are rising on whether the principals’ leadership practices could be the key to unlocking the provision of quality education, and hence, improved academic performance. The objective of this paper, therefore, was to investigate principals’ transformational leadership practices and their effect on the quality of education in secondary schools in the area. Descriptive survey design was used targeting 240 teachers and students who were randomly selected from 120 schools using stratified random sampling technique. Questionnaires were used to collect data from the teachers and students. The data was analyzed using descriptive analysis, as well as inferential statistics. The findings revealed that the principals’ leadership practices significantly influenced quality of secondary education in Kiambu County. The study concludes that the principals tend to exhibit transformational leadership styles that was instrumental in the provision of quality education, and also shaping both teachers and students perception on quality education. The study recommends that transformational leadership practices be adopted by the schools’ leadership at all levels to increase individualized attention to the learners which translates to improved learning outcomes

The quality of education in schools is influenced by various factors, including financial management, school climate, and teacher performance. These factors play a crucial role in improving school services and overall educational outcomes. This study was conducted to explore how these variables impact the quality of education in public junior high schools in the Sungai Durian subdistrict, Kotabaru Regency. The objective of this research was to determine the influence of financial management, school climate, and teacher performance on the quality of education in public junior high schools. A quantitative and explanatory research approach was used in this study. Data was collected through questionnaires distributed to respondents, including school administrators, teachers, and staff. The analysis employed multiple linear regression, with a T-test to examine the significance of the relationships between the variables. The study found that financial management, school climate, and teacher performance all have a positive relationship with school services and the quality of education. The T-test results showed that the values for financial management (4.343), school climate (3.426), and teacher performance (3.426) were higher than the T-table value, indicating significant positive influences. These findings suggest that improving financial management, enhancing the school climate, and increasing teacher performance are essential strategies for improving the quality of education in junior high schools. Educational authorities should focus on these areas to foster a more conducive learning environment and better educational outcomes.

The aims of this study were to: (1) analyze the effect of principal managerial competence on the quality of education in public junior high schools throughout the city of Bima; (2) analyzing the influence of the supervisory competence of the principal on the quality of education in public junior high schools throughout the city of Bima; (3) analyzing the influence of the principal's social competence on the quality of education in public junior high schools throughout the city of Bima; and (4) analyze the dominant influence on the quality of education in public junior high schools throughout the city of Bima. Theoretically, the results of this research are expected to add insight into the study of science in the field of human resources and hopefully it can be used as a complementary reference for other similar studies in the field of human resources and the quality of education. Practically, the results of this study can provide input, among others, as material used in formulating policies in appointing school principals in a competency-based professional manner, and as material for further studies in the context of implementing school principals' performance evaluations in improving the quality of education in Bima Regency. The population of this study were all State Civil Apparatus (ASN) teachers with the lowest qualification rank/class III-c serving in public junior high schools throughout the city of Bima as many as 127 people and the research sample as many as 100 people after calculations using the Slovin formula and random sampling technique. After analyzing the validity and reliability of the instrument, the data was analyzed using simple linear regression. The results of the study concluded that managerial competence in addition to having a positive and significant influence on the quality of education at state junior high schools throughout the city of Bima is also the variable with the most dominant influence on the quality of education. Supervision competence has a positive and significant influence on the quality of education in public junior high schools throughout the city of Bima, and social competence has a positive and significant influence on the quality of education in public junior high schools throughout the city of Bima. Therefore, the principal as a leader in the school must have and hone competence, especially managerial competence in developing the quality of education, including the supervisory competence and social competence of the principal.

Officially Turkey has been a secular country since 1937. It is also a predominantly Muslim country with few members of other faiths. The place of religious education has been frequently discussed in the main because of the fluctuating relationship between state and religion. Until recently, the agenda of discussions pertaining to religious education generally focused on the existence of religious education in state schools; the quality of religious education received meagre attention. Following the acceptance of religious education as an academic discipline at university level, the introduction of compulsory religious education in schools and the recognition of the importance of the science of education, academics and members of the media have begun to discuss the quality of religious education in Turkish schools. The move towards membership of the European Community has accelerated this process. The traditional understanding of the teaching of religion has had, and continues to have, a great influence on religious education in schools in Turkey. There has been, however, a considerable shift from a traditional to a more pluralistic religious education (with the introduction of the new primary religious education curriculum in 2000). To understand these recent changes more accurately we need to look at the traditional teaching of Islam within Turkish religious education. I shall outline this traditional teaching of religion (Islam), defined here as the ‘ilmihal centred approach’; and then summarise the new developments. It is necessary first of all to set this discussion in the context of the history of the development of religious education in modern Turkey

Quality of education in schools requires accurate descriptions of all its components to judge its realization and plan for its improvement. However, it can be difficult to obtain such descriptions in an effective manner. This article aims to propose a unified conceptual framework for quality of education in schools to facilitate an understanding of the quality of education. The conceptual framework proposed here is multi-dimensional in nature and based on operational experience by the authors with studying education systems’ performance in general, and particularly, quality of education in schools. The unified conceptual framework proposed here is informed by systems theory and acknowledges the interdependence among the components of quality of education and levels of the education system. In conclusion, we reiterate the importance of a conceptual framework for quality of education that explicates the relationships among the numerous education components (inputs, processes, and outputs) among the various education levels of the education system (national, tertiary, school, and pre-school) as a primary science for understanding the quality of education in schools as an essential step toward providing a scientific base for the study of education quality in schools.

The quality of education in the public schools of Pakistan is very low. The focus of the policymakers has always been on the quantity of education and not the quality. The students studying in public schools cannot think critically. They do not have reasoning skills. Many factors lead to low quality education in these schools. Education is being provided free in public schools but of very low quality. I have analyzed the different elements that lead to low-quality education. The issues faced by the teachers and students in these public schools are also examined in this study. A quality education focuses on the whole child—the social, emotional, mental, physical, and cognitive development of each student. It prepares the students for life and not just for testing. A student who gained quality education can imagine things, make judgments and think on his own. The students of the public schools of Islamabad are just good at learning by rote. They cannot think and write on their own. The teachers are teaching by using medieval teaching techniques. The Federal Board of Education remains unable to make policies that ensure quality education in these schools. The system of evaluation followed is obsolete. This study used a qualitative approach to explain the factors responsible for the public schools of Islamabad. The students, who participated in this study, are selected using purposive and convenience sampling techniques. The semi-structured interview technique is used for conducting the interviews of the participants. The methodology used for this research includes interviews with 60 participants from two different public schools in Islamabad city. Field notes were also collected during the course of data collection. The data which is collected through the interviews and field notes are used to make themes. In public schools of Islamabad, the major factors behind the low quality of education are huge class sizes, the obsolete pattern of examination, medieval teaching methodologies, ineffective administration, rote learning, lack of concept building, lack of critical thinking, and incompetent teachers. Keywords: Low-Quality Education, Critical Thinking, Medieval Teaching Techniques, Rote Learning.

The article examines the process of decentralization as a basis for the implementation of reforms in education, which are due to the entry of Ukraine into the European educational space. It was revealed that over the years of implementation of the administrative reform in the communities, the experience of effective management of education has been gained; a new methodical service system was created; there was an understanding of the need to discuss the issue of the quality of education with parents, teachers, and the public. After all, the issues of the quality of education remain relevant even in such a difficult period that Ukraine is currently experiencing. It was found that the education quality system is impossible without a modern, comprehensive system of assessment of both the quality of education as a whole and all its components separately. The vision of the future of education and science of Ukraine, as one of the strategic goals, defines the obligation for children to acquire quality education in accordance with the principles and approaches of the National Academy of Sciences. It was determined that the problems of assessing the quality of school education are discussed by practitioners of school management, who state that there are two directions of assessing the quality of school education. One is related to the development of quantitative analysis based on statistical observation data, external evaluation of educational achievements, the second - to the shift of priorities in evaluating the quality of school education from the process to the result. Also, in school education, there is a lack of development of an effective mechanism for measuring and evaluating the quality of elements of the educational process. The factors that, according to experts, principals, teachers and parents, have the greatest influence on the quality of education have been identified: cooperation between participants in the educational process; safe environment for children; sufficient qualification of teaching staff. It is justified that it is possible to assess the quality of education using monitoring procedures, the purpose of which is to forecast and plan the development of education; determination of the effectiveness of the use of community funds and resources; comparison of educational institutions of the same community. It was concluded that monitoring should be based on the principles of systematicity, expediency, transparency of monitoring procedures, responsible attitude to their activities of the subjects participating in the preparation and monitoring. Evaluation of monitoring results will reveal the effectiveness of the educational process, weaknesses and problems.

The purpose of this research was conducted to examine how efforts to improve education quality management at SMP PAB 10 Medan Estate. Efforts to improve to achieve quality education do not only fulfill the input and output aspects, but what is more important are the process aspects, what is meant is decision making, program management, institutional management processes, teaching and learning processes and monitoring and evaluation processes, provided that the process teaching and learning has the highest level of importance compared to other processes. One of the educational problems faced by the Indonesian nation today is the low quality of education at every level and educational unit, especially higher education. Various efforts have been made to improve the quality of national education, including through various trainings and improving the competence of lecturers, procuring books and media, improving educational facilities and infrastructure, and improving the quality of campus management. However, various indicators of the quality of education have not shown significant improvement. Some tertiary institutions, especially in big cities, have shown encouraging improvements in the quality of education, but most are still apprehensive. The quality of education are two terms that come from quality and education, meaning that they refer to the quality of products produced by educational institutions or schools. That is, it can be identified from the number of students who have achievements, both academic and other achievements, as well as graduates relevant to the goals.

Relevance. On one hand Catholic schools have a tradition of caring for the weakest, of paying attention to each person and to his or her needs; on the other hand, factually, they do not differ from other schools in the aspect of integrating of people with disabilities, as shown by the sources studied. Why is there a discrepancy between the paradigm of Catholic education and its realization? Authors (J. M. Barton (2000), M. E. Blackett (2001), J. Ruškus (2002), D. A. Bello (2006), T. J. Long, M. J. Schuttloffl (2006), A. Galkienė (2008), M. Scalan (2009), C. Ch. Grima-Farrell (2012), who have studied inclusive Catholic education pay more attention to the pedagogical or administrative questions raised by inclusive education than to the philosophical basis of such a choice. As a matter of fact, the analysis of Catholic education under the aspect of inclusive education is a new thing in Lithuania. The practical use of the research is the evaluation of the situation, with the identification of the weak aspects of inclusive education in Lithuania. This would allow, in the future, modeling the organization of the education of pupils with special needs on the basis of the paradigm of Catholic education.
 Problem question for the research: what is the situation of inclusive education in Catholic schools in Lithuania? How is it related to the conception of inclusive education expressed by the documents of the Catholic Church?
 The aim of the research: on the basis of empirical research find out the tendencies of inclusive education in Catholic Schools in Lithuania according to the documents of Catholic Church.
 The objectives of the research: 1. Make a survey of scientific literature about inclusive education in Catholic schools. 2. Analyze the vision of inclusive education contained in Church documents and the Church’s declarations about persons with a handicap, their needs and their rights. 3. Analyze the inclusive education in catholic schools according to the documents of Catholic Church.
 Methods of the research: 1. Survey of scientific literature and research results on inclusive education in Catholic schools. 2. Analyze documents of the Catholic Church from Vatican II on Catholic education and persons with a handicap. 3. Case study on the education of people with disabilities in Catholic schools.
 The analysis of the understanding of inclusive education in Catholic schools shows that: 1. It is obvious that students with disabilities should be integrated – this is understood as a norm and as a natural consequence of the Christian understanding of the value of each human person. 2. We underline the qualitative aspect of inclusive education – how it can be organized while, at the same time, maintaining the major components of Catholic education. 3. Practical research shows that, although Catholic education is favorable to inclusiveness, there are many obstacles to its qualitative realization: there is often a lack of financial and human resources, and, as a result, a gap between theory and practice. The documents of the Catholic Church show very clearly the theological grounds of inclusiveness: the person is accepted for his/her own valuable and unquestionable contribution to the community as a human person, since the definition of a Catholic school corresponds to that of a Christian community in which various persons, joined by a common aim live out the values of the Gospel and collaborate. The empirical method was applied in 17 Lithuanian Catholic schools, all of which were analyzed not as multiple cases, but as part of one case-situation of Catholic schools in Lithuania. The empirical research findings reveal that inclusiveness often means that students with disabilities are accepted in the common educational process, but without adapted conditions necessary for a full participation in this process and for personal success. As far as religious education is concerned, students with special needs are integrated in common programs, but there is practically no adaptation or personalization of pastoral work or moral education. The role of the disabled person in forming a community with other students is enhanced, but the vertical, transcendental dimension of his/her mission, which is underlined by the theological approach of the documents, is not mentioned by the schools authorities. Comparison between declarations of the Church documents on people with special needs and the information received from the schools shows a discrepancy between the aim and the reality as evaluated by school authorities, which is more functional than philosophical.

Since the new era, China's basic education has developed vigorously, which has provided a large number of talents for socialist construction and institutions of higher learning. However, it should also be clearly seen that there are still some problems that cannot be ignored in China's rural education, especially Chinese education, due to various reasons, which to some extent restrict the development of rural education. As is known to all, Chinese education is the foundation of education in other subjects. Only by improving the quality of Chinese education can the overall quality of education in rural schools be improved. In recent years, the main factors affecting the quality of Chinese education in rural schools are as follows: first, affected by the investment of funds, the teaching facilities in rural schools are very poor, and the teaching staff is also very weak; Second, due to information occlusion, teachers' educational concept is relatively backward, and their teaching language is dialectal; Third, some teachers do not grasp the curriculum standards in place, follow the old teaching plan, no sense of innovation. To fundamentally reverse this situation, we must increase the investment of educational funds, solve the problem of teachers' salary, take effective measures to improve their professional quality and teaching level, and urge them to renew their ideas and forge ahead. In this way, the improvement of the quality of Chinese education in rural schools is just around the corner.

BACKGROUND: Indonesia has very huge natural disaster potential risks. To reduce the impacts of disaster, proper and massive mitigation education toward society is very imperative. Disaster mitigation education has been carried out in both formal and non-formal sectors. While National Disaster Management Agency (Badan Nasional Penanggulangan Bencana) has educated the public massively, in formal sector there has been only regulation and guidance from the Ministry of Education. However, its implementation in local areas still encountered many obstacles and challenges, especially in Banyumas regency. AIM: This study aims to explore disaster mitigation process education in Banyumas Regency. METHODS: This qualitative study recruited 11 participants who involved in disaster mitigation process using purposive sampling method. A focus-group discussion (FGD) and in-depth interview method were adopted to explore data regarding disaster education. Researchers used a semi-structured interview form consisting of ten questions during the data collection process. Literatures related to disaster mitigation regulations were also critically analyzed. Data were recorded, trancripted, discussed, and categorized manually. RESULTS: As a result, the study revealed two main themes in disaster mitigation education: lack of law enforcement in implementing disaster education and lack of people’s awareness for disaster education. The categories under the themes are disaster education regulation, lack of standardized disaster guideline and curriculum, and lack of disaster education awareness and education approach. CONCLUSION: Educating disaster mitigation through formal education from the early stage is very significant. Substantial matters need to be well constracted are guidelines for implementing disaster education in schools as well as curriculum based on the concepts and implementation, correct construct, and subject matter. Encouraging the awareness of disaster preparedness since an early age is important to instill the right techniques.

This paper explores teachers’ perspectives on the challenges of implementing inclusive education in Tanzanian rural schools. The study was prompted by findings from previous research studies on inclusive education in Tanzania, which revealed that teachers in rural schools face challenges in implementing inclusive education. The study is underpinned by the Learner Integration Wheel (LIW) theory of practice, which advocates the implementation of inclusive education through regular learner integration in schools. Collaboratively, the LIW theory of practice brings together the school, curriculum developers, and the school community as the key players towards the implementation of inclusive education. An interpretive paradigm under a qualitative approach, and a multiple case study research design, were adopted to explore teachers’ perspectives on the researched issue. Qualitative methods, including interviews and reflective essay writing, were used to generate data from eight participants (8 teachers), four from primary schools, and four from secondary schools. The study found that teachers in Tanzanian rural contexts are not well prepared to implement inclusive education in schools. Considering the findings, this study reports that there is a need for proper training to equip teachers with skills and the ability to support learners, specifically those with learning barriers.