Sejarah Pendidikan Indonesia Masa Orde Baru: Menguak Keberhasilan dan Kegagalan Kebijakan Pemerintah Orde Baru dalam Bidang Pendidikan

Problem and purpose. The conditions for the implementation of the standards of the «European approach to quality assurance of joint programs» (ESG) in the framework of master’s programs in the field of foreign language education at the institutional and program levels are discussed in the present paper. Joint educational programs aimed at stimulating academic mobility and promoting cooperation between European countries – participants of the Bologna process, are still insufficiently represented in the educational practice of the Russian Federation. The authors suggest recommendations for the implementation of ESG standards, taking into account the norms of national legislation. The master’s programs, being realized at the faculty of foreign languages of Krasnoyarsk State Pedagogical University named after V.P.Astafiev: «Modern linguistic education» (full-time education) and «Innovative technologies in foreign languages education» (part-time education), field of training 44.04.01 Pedagogical education, are taken as an example. The purpose of the article is to present the authors’ recommendations on the implementation of ESG standards in master’s programs in the field of foreign language education in the context of the introduction of new Federal state educational standards, providing for the quality of education through the use of international cooperation in the field of education. The methodology of the research is based on the analysis of the existing master’s programs in the field of foreign language education; study of the results of domestic and foreign scientists interdisciplinary research, devoted to the use of joint educational programs in general and the creation of educational programs of international level (programs of exelence), in particular; the analysis and generalization of the authors’ experience of implementing master’s programs in the field of foreign language education. Results. The authors’ recommendations on the implementation of ESG standards in master’s programs in the field of foreign language education, approved by practice in the context of higher education, are developed. Conclusion. Analyzing the results of the approved recommendations, the authors conclude that their use in practice allows for international cooperation in the field of joint educational programs and thereby improve the quality of education. The authors’ recommendations considered in the paper can be applied in the course of masters` education in the field of training: 44.04.01 Pedagogical education (full-time and part-time education).

The purpose of the study is to analyze the features of international public-private partnerships in the field of higher education and, based on their careful study, to propose appropriate areas for improving domestic legislation. Multinational companies, high population mobility, and the problem of refugees' professional realization contribute to the constant search for interstate cooperation on education. In such conditions, quality education, increasing the competitiveness of higher education at the international level, development of innovations in the field of education and science in Ukraine, constructive cooperation and effective interaction of participants in the educational process are the requirements of our time to achieve a high level of efficiency of educational activities through innovation. The complex of these aspects determines the relevance of the topic. Such methods as analysis, synthesis, deduction, induction, and the logical and legal method were used in the article. The author's definition of the concept of "international public-private partnership in the field of higher education" was proposed within the framework of the study. The key features of this scientific category were highlighted. The key problems that prevent the normal functioning of international public-private partnership in the field of higher education were outlined, on the basis of which the author's vision of ways to solve the last problems was proposed. The study presents the author's approach to a comprehensive understanding of the features of international public-private partnership in the field of higher education and the ways of its improvement at the level of domestic legislation, which can be used in the course of further comprehension of the issues under study.

The article is devoted to the problem of environmental education in non-formal education in the Scandinavian countries.The main purpose of the article is to analyze the organizational and methodological features of environmental education in non-formal education in the Scandinavian countries and, based on a comparative analysis, to develop recommendations regarding the possibility of introducing certain progressive elements of foreign experience into extra-curricular education in Ukraine.It was found that the Scandinavian countries have gained significant experience in the field of education over the years of their development. Today, they have one of the most advanced education systems in the world, particularly in the field of non-formal environmental education. This fact is evidenced by regulatory and legal documents on environmental education.The experience of the Scandinavian countries proves that these countries have many common and distinctive points in the environmental education of students. It was found that the Scandinavian countries have gained significant experience in the field of education over the years of their development. Nowadays, they have one of the most advanced education systems in the world, particularly in the field of non-formal environmental education. This fact is evidenced by regulatory and legal documents on environmental education.The experience of the Scandinavian countries proves that these countries have many common and distinctive points in the environmental education of students.Based on the theoretical analysis of foreign sources, the meaning of the concept of “informal education” is determined, which is defined as any organized systematic educational activity conducted outside the formal system to provide certain subgroups of the population with selected types of education. Non-formal education programs may vary in length and may or may not award a certificate upon completion.It has been found that non-formal education in the Scandinavian countries is aimed at raising an ecologically conscious citizen who is well aware of environmental problems and is ready to take an active part in solving them.The article examines the forms and methods of environmental education and education of students, it is concluded that mainly group forms of education and education are used in non-formal education in the Scandinavian countries. The task of informal environmental education is to bring to the consciousness of every student the need for sustainable development, the solution of ecological problems of the environment with the help of methods of forming social consciousness and methods of stimulating morally appropriate and socially significant behavior and activities.The recommendations have been developed regarding the possibility of using the experience of Scandinavian countries in the educational process of extracurricular educational institutions of Ukraine.

The specific feature and at the same time the problem of formation of a holistic system of quality assurance of higher education in Ukraine is that the impe- tus for its formation was the adoption of the Law of Ukraine “On Higher Education” in 2014, in which all existing instruments of quality assurance of higher education were grouped for the first time within one integrated system, consisting of two subsystems – external and internal, each of which has its own list of mechanisms, tools, ways to ensure the quality of higher education, etc. Thus, the system and mechanisms for ensuring the quali- ty of higher education began to be formed and applied in practice without their prior scientific understanding and justification. Therefore, today the practice of their application is quite ambiguous and often contradictory, which does not contribute to neither a calm movement towards the gradual improvement of the quality of higher educa- tion, nor the effective spending of public funds during the development of this system. Therefore, each of these subsystems, including their components, requires its own research, understanding and justification in order to optimize all procedures, their coordination and balancing with each other, to avoid duplication and unnecessary “paperwork”. Thus, in particular, the external quality assurance system of higher education includes such a tool as licens- ing of educational activities in the field of higher education, which has undergone conceptual changes three times since 2014, which hinders both the solution of many problems by means of using this tool of quality assurance of higher education and effective operation of this tool in the market of educational services. The purpose of this article is to try to scientifically understand the mechanism of licensing of educational activi- ties in the field of higher education as one of the external tools to ensure the quality of higher education, including its components, and to make sound proposals for its further improvement. Research methods. The author used such methods of scientific cognition as general philosophical (universal), historical and logical methods, analysis and synthesis, induction and deduction, abstraction, generalization, analogy and others. The main results of the study. 1. Licensing of educational activities in the field of higher education is one of the most important tools of the system of external quality assurance of higher education and a mechanism for im- plementing state policy aimed at ensuring the ability of legal entities to provide educational services in higher education. The state is directly responsible to applicants, employers and society for the development of effective regulatory policy in terms of licensing, for the development and continuous improvement of licensing conditions, for the proper organization and continuous operation of the licensing mechanism (objective and fair compliance with licensors, licensing, licenses, impartial and systematic verification of compliance with licensing conditions by each of the participants in the market of educational ser- vices, uncompromising revocation of licenses provided that the fact of non-compliance of free economic conditions with the license conditions). 2. Stability of public relations is one of the important principles of public peace and the formation of trust in the state. Therefore, the state, which is responsible to educa- tion seekers and society for the proper functioning of the market of educational services in higher education and guarantees the ability of its licensed establishments of higher education to carry out relevant activities at the appropriate level, has no moral right to conceptually change the licensing mechanism three times. It is ineffi- cient, impractical and irresponsible. Thus, in particular, only at the level of laws of Ukraine (not to mention the level of Government resolutions and orders of the Ministry of Education and Science of Ukraine), the following con- ceptual changes took place: 1) term licenses issued for a period of 10 years were recognized by the legislator as indefinite without any transitional, balanced and compensatory mechanisms, which cannot be called a balanced state policy, taking into account previous experience in issuing licenses; 2) the licensing mechanism, which was issued specifi- cally for the field of higher education, was replaced by another - common to all types of economic activities (and these different mechanisms were in conflict for some time and “worked” at the same time); 3) the term of the applicant’s compliance with the li- cense conditions before the license was issued was signif- icantly reduced (from two months to 10 days) and the on- site inspections (directly to the establishment of education) were replaced by only a “paper” inspection. In addition, the inspection by “experts” was replaced by an inspection by “civil servants”. All this, taking into account the level of dishonesty in society, did not strengthen the responsibil- ity of the state to society for admission to the market of educational services in higher education (especially new ones), which really meet all licensing conditions and are able to provide services in higher education; 4) licensing “by specialty” (for example, “choreogra- phy” or “law”) has been replaced by licensing “at the level” (for example, a bachelor’s or master’s degree). Such a “simplification” of the licensing procedure for establishments of higher education actually eliminates any responsibility of the state to society for the ability of establishments of higher education to carry out educational activities in the relevant specialties, the list of which is approved by the Government. Scientific novelty of the research results. 1. The mechanism of licensing of educational activities in the field of higher education is considered through the prism (at an angle) of state responsibility for the quality of higher education to society, students and employers and as one of the most effective tools for public policy in higher education. Erroneousness and ineffectiveness of public policy was demonstrated, if it is not based on previous research. Conclusions and the author’s specific suggestions. 1. The quality assurance system of higher education should be the subject of in-depth and serious research, and any legislative changes should be based on the sound results of such research. Science must anticipate legislative change, and managers must base their policy decisions on scientifically sound data. 2. Improvement of the licensing mechanism should be carried out in the direction of delimitation of functions of formation of the state policy and its realization. That is, those who create the “rules of the game” do not have to follow them later, because in this case there is a real conflict of interest. The state, represented by the Ministry of Education and Science, cannot be both a regulator of the market of educational services, the founder of the vast majority of participants in this market (state establish- ments of higher education and research institutions) and a “guarantor of the ability” of all, including state-approved licensing terms. This approach cannot be considered balanced with regard to the responsibility of the state and universities for the quality of higher education. Under such conditions, everyone loses – education seekers, employers, society and the state itself. 3. Licensing should be subject to the specialty for which the establishment of education plans to provide educational services, not the level of education. The license for educational activities should be indefinite, but again – for the specialty, not for the level of education. 4. The quality of higher education cannot be ensured without the fulfillment by establishments of higher educa- tion of the minimum requirements – licensing conditions established by the state and which are the start and foundation of quality assurance. The compliance of an establishment of education with the licensing conditions must be controlled by the consumers of educational ser- vices and the state, and any non-compliance must quickly and inevitably lead to the deprivation of such an estab- lishment of the relevant license in the relevant specialty. Compliance with licensing conditions is the foundation for the formation of an internal system to ensure the quality of educational activities and the quality of higher education and should guarantee education a safe environment (namely in terms of sanitation, fire and environmental safety, no psychological danger, including bullying, etc.) from qualified teaching staff with appropriate educational and professional qualifications, availability of informa- tional support (powerful library fund, including digital, free internet access, advisory support for teachers, etc.), availability and security of infrastructure facilities that can provide, stimulate and maintain a healthy lifestyle in the younger generations. That is, the licensing conditions should include those requirements of the state that make the stay in the establishment of education safe, comfortable and one that promotes and stimulates the acquisition of quality higher education of a certain level and specialty. These requirements also need to be reviewed from time to time, as both universities and society evolve, and what is now considered to be the standard may not be the norm in a few years and requires a proper response from the state and establishments of higher education. At the same time, the improvement of licensing conditions should not lead to the need for establishments of higher education to obtain new perpetual licenses, but each establishment must constantly ensure its compliance with the licensing conditions (taking into account all changes).

Increasing the human potential of teaching staff takes one of their leading places in identifying urgent tasks to improve the quality of general education as the main vector of development of state educational policy. The interrelation and interdependence of the processes of increasing the human potential of teachers and the quality of educational results of students are beyond doubt determines the relevance of the presented research. The purpose of this article is to identify the main directions of state policy in the field of teacher education and the development of the human potential of teaching staff in the Russian Federation. The main materials for the study were federal and regional regulatory documents reflecting the main directions of state policy in the field of teacher education and the development of the human resources of teaching staff in the Russian Federation, and the main research method in the presented work was the analysis of these documents. In addition, the study was also based on an analysis of the regional practice of implementing the main directions of state policy in the field of education on the example of the Kabardino-Balkarian Republic. As a result of the study, the main vectors of the state educational policy in the field of teacher education and the development of the human potential of teaching staff in the Russian Federation were identified.

The article discusses the methodology for assessing the effectiveness of the organizational and economic mechanism for managing integration processes in universities. In modern conditions of the development of higher education, more and more attention of world science is riveted to the processes of integration in this area. The seprocesses have so strongly influenced the field of higher education that terms such as “integration”, “internationalization”, “globalization” are becoming more synonyms than concepts that differentiate essentially different processes observed in the field of higher education. In the context of globalization and internationalization of higher education, the process of implementation, measures and methods of introducing transformations that contribute to the high-quality and effective development of the university's activities not only in the field of education, but also in science are becoming significant. In this regard, it is the mechanism for the implementation of integration processes, or more precisely, the organizational and economic mechanism of management, which contributes to increasing the efficiency of higher education, the quality of education, which becomes the object of close and thorough research. The development of integration processes creates a competitive environment for universities, which allows us to consider the organizational and economic mechanism of management at a university as a business process, however, taking into account the relevant specific features that are characteristic only of a university as an educational organization.

The paper is devoted to the problems of reforming the system of Russian higher education in the context of its legislative regulation and standardization. The author proceeds from the fact that the absence of its own independent concept of education in the context of the aggravation of the geopolitical situation and withdrawal from the Bologna process is one of the main threats to Russia’s national security. The author attempts to objectively assess the current state of legal regulation in the field of higher education. To this end, the paper characterizes the changes in the parameters of standardization in the field of education in the context of domestic reforms carried out in recent years and due to the entry into the Bologna process. The author argues that legislative innovations at this historical stage determined a number of systemic problems of public administration in the field of education. One of the most difficult and negatively affecting the quality of education problems is associated with the non-alternative introduction of a competence-based approach to the development of educational programs. The author concludes that the state policy in the field of higher education should be reoriented to return to the fundamental approach in higher education according to the general rule for all specialties and areas of training. At the same time, the competence approach should be implemented reasonably and only for those specialties for which such an approach is objectively more effective. The author considers it necessary to consolidate such a fundamental decision for domestic higher education as a principle of state policy in the field of education and suggests one of the possible options for the legal and technical formalization of this principle.

Raden KH. Ahmad Masyhud is a cleric and founder of the Wanasari al-Istiqomah Islamic Boarding School, founded in 1943. His role is very important in the community especially in the field of Education Da'wah. This study aims to find out the biography of Raden KH. Ahmad Masyhud and the role of Raden KH. Ahmad Masyhud in the field of Da'wah and Education in Bandung. The method used in this research is the historical method. The results of this study show that Raden KH. Ahmad Masyhud, a founder of the Al-Istiqomah Wanasari Islamic Boarding School, had had the ideas to collaborate with friends to establish educational institution. His role in the field of education and da'wah is very influential, especially in the surrounding community. Raden KH. Ahmad Masyhud initially only established a boarding school, but because of his concern for the community, he established a formal education institution. As for the field of Da'wah Raden KH. Ahmad Masyhud managed to spread the teachings of Islam to his surrounding community.

There is little disagreement that secondary education in the United States can and must improved, with much attention given to analyses of outcomes ranging from dropout rates to academic achievement to international measures of literacy (e.g., National Center for Education Statistics, 2005). The perspectives offered by the authors of the manuscripts in this guest edited issue of The High School Journal call into question the way in which problems in secondary education are defined or framed (Cuban, 2001). The Power of Reframing Larry Cuban (2001) considers problem to a situation in which gap exists between what is and what ought to be (p. 4). Typically in the field of education, the gaps that are examined arise from fixed vantage points--in essence, the same perspectives that flamed problems in education 30 or more years ago are still used today. Perhaps this explains why veteran teachers often dismiss the latest trends in education; why teacher who has spent 25 years in the classroom might shrug her shoulders when hearing about the latest best practice, seeing its similarity to other prior attempts to reform the work she does. As one veteran teacher put it, I've removed myself from the conversations regarding old ideas like block scheduling. This is the same tactic we tried 20 years ago, and we abandoned it then (personal conversation, 2006). Often missing from these perspectives--both teachers' and administrators'--is full examination of how the problems themselves have come to identified. Exacerbating this concern is the realization that these historical perspectives tend to frame problems in ways that blame student characteristics and backgrounds for poor performance while ignoring factors such as opportunities to learn and access to information (Diversity in Mathematics Education Center for Learning and Teaching, 2007; Oakes, Wells, Jones, & Datnow, 1997). Kathleen Collins' (2003) narrative case study of 5th grade African American student she calls offers an example of the power that lies within the framing of problems in education. Resulting from 18 months of work with Jay both in and out of the classroom, Collins finds that despite invitations to consider evidence of several of his positive performances in and out of school, Laura [Jay's teacher] still responded to Jay as though he were less than capable (p. xiii). The teacher held perspective that framed Jay's behavior--which included calling out answers and communicating with peers while doing an assignment--as outside the norm, indicative of learning disability, and presumed his family offered poor support for his education. However, from standpoint informed by interactions with Jay and those around him in and out of school, Collins finds him struggling to viewed as competent within school, demonstrating competence in community-based contexts, and supported by large network of family and community members. One common teacher perspective would target Jay as the source of his own academic problems. In contrast, Collins reframes the problem and finds that in actuality, it is the result of the way in which those in authority in school pathologized Jay's family structure, his cultural way of being (p. 194). Reframing the problem from this alternative perspective makes it clear that Jay's teacher's judgment of him as learning disabled and the resultant academic segregation imposed by school policies are potentially misguided and limiting. The solutions arising from Collins' understanding of Jay's struggles in school focus more on making the academic climate more receptive to Jay's cultural patterns of interaction and more attuned to his strengths in communication, collaboration, and the authoring of narratives. In this example, given traditional power dynamics in schools and classrooms, it is the teacher's framing of the problem that will likely dominate. As result, we believe that clear mandate exists for those involved in educational decision-making to examine problems in different ways. …

Higher education in Ukraine, as one of the prerequisites for national security and competitiveness of the country, needs to be reformed, first of all in the context of improving the quality of educational services. Educational quality studies have confirmed that the educational system does not adequately address the needs of customers and those who receive education. In this regard, the purpose of the article is to study the theoretical aspects of the institutional provision of the quality management process of higher education. Methods of dialectical cognition, comparative analysis, content analysis and a comprehensive approach to the analysis of transformations in the field of higher education are used in this work. A prerequisite for ensuring the quality of higher education is the definition of the hypostasis of the relevant procedures, among which process, functional and evaluation are identified. It is established in the article that the institutional environment in the field of education is an ordered set of legally established norms and informal rules that determine the conditions for the functioning of institutions of higher education, structure the relationship between the subjects of the educational process and are formed within the educational system. The article deals with a wide network of organizations that form the institutional environment of the national higher education, which, according to the levels of government, are divided into international, national, regional and local. It is noted that state agencies for ensuring the quality of education have the largest share in the formation of the institutional environment of the educational sphere. This often leads to a conflict of interest of stakeholders, which can be solved by the introduction of the Institute of Independent Educational Auditors.

The continuous development of economic globalization has led to huge changes in the field of education in Russia. Unfortunately, due to the serious social problems left after the collapse of the Soviet Union, Russian society found itself in a state of serious national crisis, and the field of higher education was not spared. Russian higher education has faced a number of problems. In 2003, Russia joined the Bologna Process and began a comprehensive reform of higher education. This process has made an important contribution to ensuring the quality of European higher education, implementing the integration of European higher education and promoting research and innovation in the field of European higher education. The promotion of innovations in education, especially in the field of higher education, has become a key factor in increasing its international competitiveness.

The article examines issues related to the history of departmental kindergartens of the Russian Federation, considers a practical example of the work of departmental kindergartens in modern Russia, taking into account the changes that have occurred in public life, the main directions of state development in the field of education and social life of society. Research methods and techniques. The author uses the historical and logical method of cognition, which is used to study the genesis of the development of preschool education; historiographical analysis, which involves a review of pedagogical literature to identify and systematize existing approaches and ideas in the field of departmental preschool education. The scientific novelty of the material lies in the integration of traditions and innovations in the preservation and development of departmental kindergartens, which consists of: combining the historical practices of departmental kindergartens with modern educational methods and technologies; adaptability to socio-cultural changes in the context of a rapidly changing socio-cultural environment, which ensures their relevance and demand for families; a variety of forms of preschool education, including private kindergartens and family education, which creates more opportunities for parents to choose; social responsibility of employers of institutions and enterprises, consisting in providing educational services for children of their employees; an emphasis on the health and well-being of children; support for teachers and qualified personnel; a holistic approach to education aimed at creating a single process of development and education that involves the family, community and educational institutions in joint work. The practical significance is that the identified innovations create the basis for the formation of modern models of departmental kindergartens that can effectively function in the current conditions and in the future, thereby improving the quality of preschool education in Russia.

In the Decree of the President of the Republic of Uzbekistan dated July 4, 2023 “On measures for effective organization of state management in the field of higher education, science and innovation within the framework of administrative reforms” No. PD-200, important reforms in the field of education are envisaged. In the article, the problems of administrative-legal regulation of the activities of higher education organizations based on these administrative reforms and their solution from a scientific-theoretical point of view are analyzed. Also, in order to describe the administrative and legal regulation of the activities of higher education organizations, five models presented in the monographic research work of E. Elmurodov are considered. Scientific and theoretical analyses show that the state has a strong influence on most issues of higher education in Uzbekistan, including organization registration, licensing, educational content, accreditation, and control. Accordingly, it can be concluded that in Uzbekistan there is an administrative management of higher education close to the French experience called “the state control model” described by Frans Van Vyut. It can be said that the administrative and legal regulation of the activities of higher education organizations includes issues such as their state registration, licensing of non-state educational organizations, accreditation, and state control. The article also mentions a number of current problems in higher education in our country. A number of suggestions are given for the solution of the existing problems of administrative and legal regulation of the field of higher education in Uzbekistan.

Siti Bariyah is one of the female figures who has many roles in the development of Muhammadiyah and helped the process of forming a women's organization under the auspices of Muhammadiyah, namely 'Aisyiyah. Siti Bariyah's thoughts can be seen from her contribution to Muhammadiyah, especially in the world of education. This study uses a biographical and social approach. The concept used in this research is the concept of gait. The concept used in this research is the concept of social role theory proposed by Erving Goffman. The method used in this research is the historical method. The historical method used in this research consists of four stages, namely; heuristics, verification, interpretation, and historiography. Siti Bariyah was born in Kauman Village, Yogyakarta on 1325 H/1906 AD and died around 1931 AD. She was active in the Sapa Trisno, Wal Ashri¸ and Maghribi School associations which became the embryo of the 'Aisyiyah movement. He is known to have a high intellect. Siti Bariyah's intellectuality made her have many roles in 'Aisyiyah, especially in the fields of religion, social, and education. Her role in the social field was to help pioneer the Suara 'Aisyiyah magazine, to co-found the Female Student Praja, and to initiate the formation of a federation of women's organizations. His role in the field of education is to participate in initiating the establishment of a kindergarten called Frobelschool and participate in eradicating illiteracy. Eradication of letters in the current era can be interpreted as eradicating language illiteracy, namely English and Arabic. The formation of kindergarten as a cadre of intellectual scholars in the face of the era of disruption. Keywords: Urgency, Siti Bariyah, Islamic Education

The article has analyzed the regulatory support for the formation of national identity of young students at higher education institutions, as a set of legal means by which the legal regulation of public relations in the field of higher education is carried out. On the basis of a thorough analysis of the normative and legislative framework of Ukraine, the formation of national identity of young students has been considered. Taking into account national standards and international experience of the legal framework, first of all, regarding the quality of education, it is one of the main factors that will ensure the formation of national identity in the preparation of qualified specialist. The basic legal framework for the formation of national identity of young students has been displayed.Legal regulation of higher education in Ukraine is a set of legal means by which legal regulation of public relations in the field of education is carried out. Formation is, first of all, one of the main factors that will ensure the realization of the rights of young students for sound academic background and one of the main factors of a qualified specialist training, taking into account the European standards and international experience of a progressive legal framework, regarding assurance of education quality. In the sphere of Ukrainian education in the process of reforming, the first steps have already been taken to improve the legal and regulatory framework in the field of education quality assurance. Among them are: adoption of the Law of Ukraine “On Higher Education” and the Law of Ukraine “On Education”. However, today there is an urgent need for further development and improvement of the legal acts, in accordance with the newly adopted laws in the field of education.