Colonial Regulation on Education Management of Christianity in Indonesia Before Ethical Policy Period

Coromandel lacquer screen is a Chinese folding screen made from the 17th century to 19th century in China. The screen is usually about 250cm high, 600cm width and consisting of twelve panels. Although these screens were made in China during the Qing dynasty, they received their name from India’s Coromandel coast, where they were transshipped to Europe in the late 17th and early 18th centuries by merchants of the English and Dutch East India companies. The Dutch traders carried these screens from Bantam in Java, and in early accounts they were frequently called Bantam screens as well as Coromandel screens. This paper examines Coromandel lacquer screen's art historical significance in the incising global interaction and consumer culture in the 17th and 18th centuries. It first discusses historical and cultural background of production in China which have been little known about. The primary sources focus on the record of <i>Xiu Shi lu</i>, the 16th century book about lacquer, and the inscriptions left on the screens. They will give information about when the screens were produced, what was the purpose of them, and the technique of decoratively incising lacquer and adding polychrome to the voids, called <i>kuan cai</i> in Chinese. The lacquer screen features a continuous scene run through all twelve panels, just like a hand-scroll painting with variety of colours. The prominent subjects for decoration are human figures, landscape and bird-and-flower. The narrative theme with human figures, such as Birthday Reception for General Guo Ziyi and the World of Immortals were shaped by literature or play. Also, the parallels between the lacquer screens and the paintings on the same theme are found. The scenes with Europeans are rare but bring various interpretations within the historical context of the time. The landscape themes, such as the Scenes of Lake Xihu and the Nine Bend in Mountain Wuyi, were depicted famous scenic spots in China. The composition and expression of the screens were probably inspired by landscape woodblock prints, it’s because the technique of lacquer screen and woodblock cutting are similar. Lastly, bird-and-flower theme has a long tradition of wishing longevity, happiness and peace in one’s life and produced in various medium. Thanks to the enormous progress in navigation and discovered sea roots in the 16th century, Dutch and England East India Companies imported quantities of Chinese lacquerworks in the 17th century. As Chinoiserie gain popularity all over Europe, Chinese objects were consumed in various ways. Imported Coromandel lacquer screens were incorporated into European interiors. They were cut into a number of panels, which mounted within wood paneling on walls and inserted into contemporary furniture. The lacquer screen also inspired European’s imitation of Asian lacquer known by a variety of names. This paper surveys Coromandel lacquer screen’s domestic production, exploding consumption and global conquest from the 17th century to 18th centuries, when the screen was explosively made. The lacquer screen is an active participant in cross-cultural interaction, not merely a passive commodity of china. Investigating the material culture of the lacquer screen, it was originally created in chinese domestic background concerned with social prestige, in Europe, consumed to show off exotic luxury and triggered a new stylistic changes in chinoiserie.

The arrival of the Dutch to Indonesia was initially motivated by the ship's aim of searching for spices, and the first Dutch ships entered the waters of the Indonesian archipelago in 1596, after the arrival of the Portuguese and Spanish. The history of the arrival of the Dutch to Indonesia includes several political events and ocean exploration carried out by Europeans. In 1602, the VOC (Vereenigde Oost-Indische Compagnie) was founded by the Dutch government with the aim of controlling and trading the abundant spices in the Asian region. VOC became the first multinational company in the world by introducing a trading system and controlling ports and kingdoms in Indonesia. At that time, the Netherlands experienced important policies such as the right of expatriation, which guaranteed the right to cut and burn spices, and contingenten, which was a policy of taxpayers who had to guarantee a predetermined nominal amount. In running its government, the VOC experienced various economic policies aimed at controlling trade and supervising monopolies. However, several factors such as competition between Dutch traders, intense trade competition with England and France, and rampant corrupt practices influenced the VOC's success. In 1799, the VOC was officially declared bankrupt, and its assets were taken over by the Dutch government. In the context of colonial rule, the Netherlands experienced important policies such as expatriation, contingent and church rights. Dutch colonial buildings in Indonesia developed with architecture that reflected local culture, and churches were one of the buildings standing at that time

The origin of land asset PT Panca Wira Usaha owned by East Java Province company, obtained from former land of western rights, relics of Dutch company at the time of colonize in Indonesia. Dutch dominate the land through Verenigde Oost - Indische Compagnie (VOC). VOC is a Dutch-owned legal entity engaged in trade. Before VOC control land in Indonesia, the control of the land is still done by Kings in the territory of his power, as well as by the customary law community within its territory.
 When the VOC came to Indonesia around 1577 with the intention to trade and made the kingdom of Mataram a protectorate and since then the role of local officials gradually began to change.
 The arrival of VOC in Indonesia aims for the following matters:
 
 Prevent competition among Dutch traders
 Obtain a trade monopoly in south Asia or exclusively master the spices both in producing and trading
 
 VOC as a Dutch-owned legal entity engaged in trade, it is a little more know the public legal aspects as the influence of Roman law, although no relation belongs to the land, but VOC make agreements with the landowners as if to voc charge as an obligation to rent land through an agreement that is essentially so that the visible aspect of democracy appears.
 The Dutch Government established factories in big cities after the VOC successfully mastered inland village for agriculture, plantation and others. One of the factory is Oil Factory "N. V OLIEFABRIEKEN INLINDIE" or known as "Pabrik Minyak Nabati-Yasa PT Panca Wira Usaha", located in Kediri City Government of East Java Province, which is currently a problem between PT Panca Wira Usaha, East Java Provincial Government Owned Enterprises with the Community of the landowners.
 The main issue is the provisions of the Law regulating the Dutch Heritage Company, such as Law No. 86 Of 1958 about the nationalization of Dutch-owned enterprises in Indonesia, not supported by UUPA No. 5 Of 1960 on the basic rules of agrarian basic.
 While UUPA No. 5 Of 1960 has not been clear in explaining and describing the meaning and substance of the land of the former western rights of the Dutch company, resulting in land tenure by the community.

The Verenigde Oost-Indische Compagnie (VOC) developed the policies and strategies which were designed to deal with the local polities. Owing to the enormous expansion of its power, the VOC had to address a great deal more than just trade. There were four Governments in the Eastern East Indies in the seventeenth and the eighteenth centuries: Banda, Ambon, Ternate, and Makassar. Each of these Governments was headed by a Governor and Council who dealt with administrative and political matters, and also managed the spice production and local trade. The downfall of the VOC has inspired writers to take up their pens ever since the eighteenth century. During the course of the eighteenth century, the Dutch gradually lost their powerful position as a trading power in Asia. The spice extirpation policy ruffled the uneasy relationship between Sultan Tidore and the Dutch Government in Ternate.Keywords: spice production; Sultan Ternate; Sultan Tidore; Verenigde Oost-Indische Compagnie (VOC)

One of the directions of improving management in the higher education system in the conditions of innovation is the training of managers in the field of education. As you know, the formation of professional competence of education managers must be carried out in accordance with innovative changes in the field of education. In the article, having analyzed the prepared works on improving management in the field of education in recent years, the review of scientific projects carried out in this direction was conducted at the Kazakh national pedagogical University named after Abay. These works show an increase in the need for training managers in the field of education. The updated curricula in accordance with the law «On the status of a teacher», which describes the educational programs «Management in education» for master’s and doctoral studies and the elective course «Management in higher education», developed to meet these needs, are described as models for future specialists. Services, activities and training results of the future specialist are presented.

Aim: The purpose of this concept analysis of outcomes-based management is to bring clarity to the meaning of this term by examining the various ways it is used in education and even in business and other disciplines. Clarifying what is meant by outcome-based management would help those in the academe communicate with each other and with learners about quality educational leadership and management. Clarification of the concept would also help guide management initiatives and development goals related to improving educational quality. This clarification is accomplished after looking in the literature at the many ways that the term has been used. Background: In the field of education, in the new normal era, it is relevant to focus institutional development around established and recognized outcomes that are accepted by all stakeholders. Introduction: In the field of education and educational institutions, there’s only a limited set of evidence to support the attributes of outcome-based management in educational institutions. Methods: Walker and Avant’s (2011) approach of concept analysis was used. Results: The main attributes of outcome-based management are (1) An approach in management focusing on outcomes or end results instead of process, (2) A management style that discourages micromanaging and instead fosters a more collaborative work environment, accountability, autonomy, flexibility, and creativity that prioritizes the end result, and (3) An approach to achieve holistic and sustainable development of community/business. These attributes are influenced by antecedents of outcome-based management, which provided overall evidence of the categories or variables namely the (1) specific and measurable outcomes, (2) the commitment of the management or administration towards achieving the set outcomes, (3) standardizing evaluation and assessment that determine whether outcomes are achieved or not, and (4) commitment of the employees and other internal stakeholders to fulfill activities that help achieve the outcomes – all that significantly comprise outcome-based management. Additionally, the consequences of outcome-based management have a significant impact on both internal and external stakeholders and institutional resources. Discussion: This study integrated both the content and process of literature reviews to generate the attributes of outcome-based management in education that overcome the limitation of the previous related studies and articles, which looked only at the definitions of outcome-based management based on content and process concepts. Conclusion and Implication to Education: The findings of this study can facilitate both educational and business researchers to develop a conceptual adaption instrument to improve educational leadership and management. This analysis provides educational managers with a new perspective to deal with institutional development and planning by taking into account all the attributes that influence it in the field of education.

ln seventeenth century, Vereenigde Oostindische Compagnie (VOC) sent over twenty missionaries to Formosa. Many evangelical papers were then attached to letters and/or decisions of church and civil courts in VOC's archives. These papers have been saved in different archives in the Netherlands. In the archives of Archief Classis van Amsterdam van de Nederlands Hervormde Kerk (ACANHK) of Gemeentearchief Amsterdam, a piece of text in the period of Formosa under the Dutch written by minister Robertus Junius (or de Jonghe, 1606-1665) are fund. This text includes five songs: The Ten Commandments, Creed, Lord's Prayer and two Evening Songs for liturgy respectively.None of these songs affixed music, only some brief singing tunes were noted on the title. These tunes are considered the well-known ones in the Netherlands at that time. After the Reformation, psalm chanting has been the traditional music disseminating over hundreds years. Within this music, ”De Psalmen Davids” by Peter Datheen (1531-1588) is accredited as the most prevailing psalm chanting in sixteenth century, and has been used in church in the Netherlands for more than two hundred years.Together with the mentioned ”De Psalmen Davids”, this paper takes THE TEN COMMANDMENTS as an example from the above five songs for further study on psalm chanting disseminating in the period of Formosa under the Dutch.

Background and Aim: Multi-grade classes are among the curricula used for teaching and training in rural and deprived areas. The conditions in these areas force the educational system to form multi-level classes. This research aims to design and validate the educational strategies of multi-level classes based on global experiences and assumptions. Methods: The current analytical/descriptive research is of a mixed exploratory type carried out quantitatively and qualitatively. The statistical community in two sections includes authentic documents and texts, experts in the field of primary education and university professors in the field of education and educational management, all experts related to There were multi-level classes that 20 people were selected from the community of experts as a sample in a purposeful way (criterion-based) as a statistical sample. Quantitative and qualitative methods were used to analyze the research questions. In order to design the famous educational approaches of multi-grade classes based on global experiences and assumptions using documents, The study of authentic texts was used using the method of interviews with university professors. Results: The findings showed that the themes extracted from the interviews with professors and curriculum planning experts consisted of 5 main themes and 41 sub-themes, and these five main patterns obtained were curriculum objectives, effective teaching methods, use of educational standards, fundamental challenges, and qualitative evaluation. Conclusion: The results of this research showed that the validity of the model designed based on the extracted features was evaluated by appropriate experts.

In this study, where the results of nepotistic attitudes and behaviors of educational institution managers are examined, it is aimed to provide qualitative content support to researchers who will conduct research on this topic by contributing to the literature on the consequences of nepotism. The expectation of individuals in the business environment is based on equality, justice and receiving the response, behavior and appreciation that they deserve. Education managers should be equidistant from each employee at this point. They should evaluate teachers not according to kinship, gender or their closeness to people, but according to the quality of the work done. If there is favoritism in the educational institution, it can be clearly seen that education managers exhibit nepotistic attitudes. Education administrators, even if they are in an unfair situation, have a nepotistic attitude when they protect and protect the people they feel close to. There are also relations of interest in educational institutions where there is nepotism. As is traditionally the case in many cultures, nepotistic behaviors are often observed in our culture. Because in our society, relationships come before merit. Education managers often exhibit nepotism behaviors in issues such as fair distribution of workload and performance evaluation. For this reason, according to the level of empathy of teachers, whether educational administrators are fair in their nepotistic attitudes and behaviors can be understood from the trust felt in educational administrators and their constructive, analytical approaches in the field of education. Educational administrators working in educational institutions should manage their affairs by taking into account the principles of fairness and openness. Thus, education managers will have drawn a picture away from nepotism by keeping an equal distance from their colleagues. As a result of nepotism practices, the human resource, which is the most important element of the organization, cannot be managed in the desired way and this situation negatively affects the performance, which is the organizational product of the educational institution. While the private sector is affected to a limited extent, this impact is felt more intensely in the public sector, which costs the entire society. It has been determined that due to the nepotistic attitude applied by education managers, the absenteeism rates of educational institution employees have increased, their desire to quit their jobs has increased, and as a result of these attitudes, a working area has been formed in which the trust institution Decays, where a distinction is formed between employees close to or far from management. The expression of nepotism appears as an important problem that causes inequality from a social point of view and deeply affects society. As a result of the loss of social balance, an environment of chaos occurs in society, but there may be consequences that reduce the trust of citizens in public institutions and organizations. Trust in other public institutions and organizations, especially educational institutions, is disappearing, the anxiety level of educational staff and public employees, hence their desire to quit their jobs, is getting stronger, and corporate interest and loyalty are weakening. Key Words: Educational Institution, Educational Administrator, Nepotism

Slavery was a key feature of the Cape Colony in South Africa from the establishment of the colony by the Dutch East India Company (DEIC) in the 1650s, throughout the period of DEIC and Dutch Batavian rule in the 18th and early 19th centuries, and under British rule until the abolition of slavery in the British Empire in the 1830s. Until the abolition of the slave trade in 1808, slaves were imported from a wide range of areas in the Indian Ocean world, including India, Sri Lanka, maritime southeast Asia, Madagascar, and Mozambique. Children born to slave women in the Cape Colony were also slaves and this was the sole source after the abolition of the slave trade. Slaves played a major role in the economy and society of the Cape Colony and during the DEIC period there were as many, or more, slaves than settlers. Most lived in Cape Town or on the arable farms of the southwestern Cape, although slaves were also located in the pastoral northern and eastern districts of the colony. Only a few were manumitted before general emancipation in the 1830s. Slaves worked on settler farms alongside some of the Indigenous Khoesan inhabitants of the Cape. The slaves, Khoesan, and their descendants subsequently became the main laboring class of the colonial Cape region of South Africa and the legacy of their impoverishment remains to this day. Raiding for slaves also took place on the frontiers of the Dutch colony and examples of forced and captive labor existed in the interior regions of South Africa when these were occupied by settlers from the Cape in the 19th century.

Regulations on the implementation and management of education in Indonesia provide opportunities for cooperation between foreign educational units and Indonesian educational units. The Webinar on the Management of Primary and Secondary Education in Indonesia and the Philippines aims to provide an overview of the management of formal education in Indonesia and the Philippines so that it can inspire educators to initiate cooperation in improving the quality of education in both countries. The webinar was held virtually in a collaborative manner by the Indonesian Teachers Association (IGI) of Serang City, the Community of SMA/SMK/SKH Teachers of Banten Province, and the Islamic Education Management Masters Program of UIN Sultan Maulana Hasanuddin Banten. The webinar was held via the Zoom Cloud Meetings platform on April 18, 2025, starting at 13.00 WIB. The webinar provided participants with an overview of the formal education management system for primary and secondary education levels in both countries so that it could increase knowledge and insight, as well as inspiration for participants in developing competencies in the field of education, including follow-up cooperation between both educational units and the education community.

In the article proposed to the reader, it is noted that the management of education in the country is carried out on the basis of the Law «On Education in the Russian Federation». The last version of it, dated July 29, 2017, clearly defines the principles on which the entire management system should be built. In Article 89 of this Law, it is emphasized that «the management of the education system is built on the principles of democracy, …information openness, …public opinion accounting and has a state-social character». However, the legislative consolidation and imputed primarily to the federal executive authorities, which determine the state policy and regulatory and legal regulation in the field of education, the organization of a broad involvement of the scientific and educational community to discuss the main directions of the development of education in the country is clearly ignored. The main characteristic feature of the modern management of Russian education was an unrestrained bureaucracy. In the system of management of Russian education, to this day there have been many contradictions. Central among them is the isolation of managers from the scientific and pedagogical community of the country. Due to these circumstances, the reform of Russian education over a quarter of a century is carried out exclusively from the top, with little regard for public opinion and the sentiments of scientific and pedagogical workers.

Education plays a special role for the development of economy and society. The financing mechanism of educational sector is imperfect and needs to be modernized. The article emphasizes the importance of understanding the content of financial rules in the field of education for effective decision making. One of the most problematic aspect of education is the financial aspect. Recently, there are more and more discussions about the effectiveness of the financial mechanism in the field of education, identifying the strengths and weaknesses of the national financing systems in different countries of the world. One of the tools for improving the financial mechanism in education can be policy rules..Despite constant criticism from various scholars about the underfunding of education, we can say that in Ukraine expenditures on education are adequate, and their share of GDP corresponds to the average for EU countries. Moreover, we agree with those researches who argue that the funding mechanism is not perfect. Today, there is a need to improve the financial mechanism in the field of education, in particular, higher in order to increase its efficiency. In the arsenal of funding models in world practice, there are a lot of quite successful examples and cases that can be used for creating an effective financial system in the field of higher education of Ukraine. In particular, it is worth to establish the rules of the funds’ distribution between the public and private sector, funding sources diversification, models of financial management in education and financial support of those who study (including lending). We are confident that well-formulated financial rules will promote long-term financial stability of the educational sphere and improve the quality of educational services. A substantiated rule in the field of education provides an answer to the question of how the financing indicators of education should change with changing of macroeconomic and other indicators that determine the state of the national economy and society.

Changes or modernization of islamic education in Indonesia which related to the idea of islamic modernization affect the science dynamics on educational environments, including Pesantren. The idea of Islamic modernization finds its momentum since in the beginning of 20th century AD, on the educational field is realized with the establishment of modern educational institution. Boarding School (Pondok Pesantren) as an educational institution could not avoid modernization which penetrated and influenced all places and regions. A concrete manifestation of this modernization in the educational management at boarding school is including: management of formal education done in kindergarten (TK), Madrasah Ibtida’iyah (MI), Mdrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA) and the management of education and teaching outside the formal school hours which is undertaken by the parenting teacher with some supporting factors. From the study it was found that the boarding school had successfully showed the strength of Islamic educational institution despite the implementation of modern learning pattern and system.Boarding school was still actively educating people with its role and function as an alternative instituion, that were: a commitment on Tafaqquh Fiddin, a whole time education (full day school), integrated education (integrative), a whole education (affective, cognitive, psychomotor), a free diversity, independent, and responsible, as well as a small society. Keywords: traditionalism, modernization, and boarding school.

Every international community and government in countries in the world and all components are obliged to educate the life of their nation which is one of the goals of a country. Education in principle demands the application of the principles of democracy, decentralization, justice, and upholding human rights in the life of the nation and state. In relation to education, these principles will have a fundamental impact on the content, processes and management of the education system. In addition, science and technology are developing rapidly and giving rise to new demands in all aspects of life, including in the education system. This demand concerns the renewal of the education system, including curriculum renewal, namely curriculum diversification to serve diverse students and regional potential, diversification of types of education that are carried out professionally, preparation of graduate competency standards that apply nationally in countries around the world. Education in principle demands the application of the principles of democracy, decentralization, justice, and upholding human rights in the life of the nation and state. In relation to education, the importance of the principle of preparing education funding standards for each education unit is in accordance with the principles of equity and justice implementation of school-based education management and higher education autonomy as well as the implementation of education with an open and multi-meaning system. Renewal of the education system also includes eliminating discrimination between government-managed education and community-managed education, as well as the distinction between religious education and general education. In the context of the United Nations in the field of Education, which manages the Educational, Scientific and Cultural sector, namely the United Nations Educational, Scientific and Cultural Organization, abbreviated as UNESCO.