Education In Remote Areas Research Articles

The Impact of Head-Teachers’ Leadership on Quality Management in Early Childhood Education Centers: A Case Study of Kajiado County, Kenya

This research examines how the leadership of head teachers affects quality control in Early Childhood Education (ECE) facilities located in Kajiado County, Kenya. Headteachers have a crucial role in managing resources, implementing effective teaching strategies, and creating an atmosphere that supports early childhood education. This study uses a mixed-methods approach to investigate how head teachers’ management and leadership styles affect staff motivation, student results, and the general quality of education. The results highlight important leadership issues facing the industry, including a lack of training, little government assistance, and sociocultural elements that influence early childhood education in remote areas. With suggestions for legislative changes and capacity-building programs aimed at improving Kajiado County’s educational standards, this study advances knowledge of leadership in the context of ECE centres.

PERAN PROGRAM BANYUWANGI MENGAJAR DALAM MENGURANGI KETIMPANGAN AKSES PENDIDIKAN DAN DAMPAKNYA TERHADAP PEMBANGUNAN EKONOMI DAERAH

The problem of inequality in access and quality of education in Banyuwangi is caused by the unequal distribution of resources, which affects the quality of human resources (HR) and the economy. The purpose of this study is to analyse inequality in access to education in remote areas and the role of education administration in addressing it. role of education administration in overcoming it. This research methodology uses a qualitative, literature-based approach to analyse qualitative, literature-based approach to analyse inequality in access to education and the impact of education administration on the regional economy. The results The results of this study show that collaboration between the government, the community and the private sector in the Banyuwangi Mengajar programme is crucial to private sector in the Banyuwangi Teaching Programme is essential to addressing education inequality in remote areas. The programme successfully programme has succeeded in improving the capacity of the teaching staff and ensuring equitable distribution of education resources. The research conclusions emphasise that this collaboration plays a crucial in improving access and quality of education in remote areas. The programme Banyuwangi Mengajar programme can strengthen synergies between parties, ensure equitable distribution of education resources and sustainably reduce education inequality, and sustainably reduce educational inequality. This research highlights the importance of an inclusive approach in education to build a better foundation for economic and social development in the area. a better foundation for economic and social development in underdeveloped areas. underdeveloped areas.

The impact of information technology on achieving sustainable development goals

The relationship between information technology and achieving sustainable development goals is a vital topic that deserves attention and study, as technology and information technology play a crucial role in promoting and achieving sustainable development goals in various aspects. Recent research and studies indicate that adopting technology and information technology can lead to increased productivity, saving time and effort, improving government and public services, and enhancing communication and knowledge exchange. At the same time, information technology can play a crucial role in promoting sustainable development by enhancing education and health, promoting equality and social justice, reducing pollution and the effects of climate change, and enhancing economic solutions and alternative methods. For example, information technology contributes to achieving the goal of eradicating poverty through: - Providing online learning platforms to enhance individuals' skills, distance education, i.e. access to education in remote areas that suffer from a lack of educational resources, and online vocational training by providing training programs to improve skills. Therefore, governments, international organizations and individuals must work together to adopt technology and information technology in a sustainable and effective manner to achieve the sustainable development goals. Innovation and investment in technology must be encouraged, awareness and education about the importance of information technology in promoting sustainable development must be promoted, and the correct and effective use of technology must be directed to achieve its benefits in the best possible way. Keywords: Information technology - development - sustainable development.

Pola Penerapan STEAM dalam Produksi Playmat Interaktif untuk Pendidikan Muatan Lokal di Sekolah Pinggiran Kabupaten Pacitan

The implementation pattern of this community service aims to understand how to implement the STEAM method (Science, Technology, Engineering, Arts, Mathematics) in the production of interactive playmats intended to enhance local content education in schools on the outskirts of Pacitan Regency. Through a participatory approach, this activity involves teachers and students in the design and production process of playmats, which are designed to facilitate interactive and enjoyable learning. The results of the implementation show that the application of the STEAM method not only enhances students' creativity and technical skills but also strengthens their understanding of local culture. The evaluation of playmat usage indicates a significant increase in students' interest and engagement in learning. Therefore, this activity recommends that integrating the STEAM method into local educational products can be an effective model for developing education in remote areas.

Evaluating the Regional Contracted Teachers Appointment Program at the Junior High School Level in Tambrauw Regency, Southwest Papua Province : Context of Education in Remote Areas

This study aims to assess the achievements and impacts of the program regarding the appointment of contract teachers at the junior high school (SMP) level in Tambrauw Regency, Southwest Papua Province. This research used an evaluation method with the Context, Input, Process, and Product (CIPP) Evaluation Model developed by Stufflebeam. Respondents consist of representatives from the Department of Education, School Principals, and Teachers. Data collection methods include interviews, observations, and document studies. The collected data are then analyzed qualitatively and presented verbally. The utilization of triangulation and qualitative analysis methods in this study enhances the credibility of the data and the validity of the resulting findings. The analysis results indicate that: Firstly, in terms of context, the implementation of this program still aligns with the existing needs. Secondly, in terms of input, the program can proceed due to the availability of adequate financial support and resources. Thirdly, during the implementation process, external interventions influence the achievement of program objectives. Lastly, in terms of product, this program successfully achieves its predetermined goals and positively impacts the improvement of educational quality. In conclusion, the program regarding the appointment of contract teachers in junior high schools in Tambrauw Regency has a significant impact on enhancing the quality of education. This assessment is crucial for refining and optimizing existing programs. This study provides a valuable contribution to the program evaluation literature, particularly in the context of education in remote areas.

Membagikan Cahaya Pengetahuan : Pengabdian Kepada Masyarakat Melalui Program Kampus Mengajar

This article discusses the ‘Kampus Mengajar’ programme as an initiative to expand the accessibility of education and knowledge to the community. The main focus of the programme is to contribute positively to the community through the distribution of basic literacy knowledge from Musamus University students to targeted schools. This article will explore the concept, implementation and impact of the ‘Kampus Mengajar’ programme as a form of community service. The ‘Kampus Mengajar’ programme is an initiative of the Indonesian government that involves students as agents of change to assist the learning process in school. The article method used is descriptive with a qualitative approach in several primary schools in Merauke Regency. The results showed that the ‘Kampus Mengajar’ programme successfully improved students‘ learning motivation, teaching skills and introduced creative learning methods that are adaptive to local conditions. In addition, the programme also strengthened the relationship between universities and local communities and improved students' social awareness and professional skills. However, the study also identified some challenges such as programme sustainability and limited resources. Overall, the ‘Kampus Mengajar’ programme has a great potential in improving the quality of education in remote areas and can serve as a model for other community service programmes

The Impact of English Printed Books on Improving Students’ English Reading Skills in Twelve Years of Basic Education in Remote Areas: A Case Study of Muhanga District, Rwanda

The Impact of English Printed Books on Improving Students’ English Reading Skills in Twelve Years of Basic Education in Remote Areas: A Case Study of Muhanga District, Rwanda

ШКОЛЬНОЕ ОБУЧЕНИЕ В ПЕРИОД МОДЕРНИЗАЦИИ ОБРАЗОВАТЕЛЬНОЙ СИСТЕМЫ КЫРГЫЗСКОЙ РЕСПУБЛИКИ

The article examines current areas of school education in Kyrgyzstan, management of the system, limited availability of education in remote areas, and teacher competence. The authors highlight key challenges and prospects for improving the educational system in the country.

KOMITMEN GURU DALAM MENINGKATKAN PENCAPAIAN MURID ORANG ASLI DI PEDALAMAN: SATU KAJIAN KES

The primary challenge faced by educators in continuing their professional service in the field of education is teaching in remote schools which is often associated with lack of resources, especially in terms of infrastructure and facilities. This scarcity affects not only the daily lives of teachers but also the execution of their teaching duties. A critical attribute that teachers must possess to overcome these challenges is commitment. Previous studies have found that teachers with a high level of commitment are capable of overcoming any challenges to provide the highest quality of education to their students. Therefore, this study aims to examine the commitment in teachers working at an indigenous school in Perak, Malaysia, striving to ensure that they deliver the best education to their students, preventing them from falling behind their urban and suburban counterparts. This qualitative case study was conducted in an indigenous school in a remote region of Perak, Malaysia. Four teachers were selected as participants through purposive sampling. Interview, document analysis, and observation were carried out to study the actual situation of commitment towards education among the respondents. The study discovered that intrinsic and extrinsic motivation, networking, and professional development could enhance teacher commitment in remote schools. To improve the quality of education in remote areas, it is essential to provide support and incentives to teachers in maintaining their high level of commitment. Moreover, this study offers insights into how the educational system can better support teachers in remote areas.

Investigate The Factors of Community Intermittency Education in Remote Area (Case Study of Pujananting)

Intermittency Education is a phenomenon that is common in remote areas. This research aims to explore the factors that cause intermittency education in remote areas in Indonesia, namely Pujananting. This research uses a qualitative approach. Informants who were used as research subjects included local governments, teachers and communities experiencing intermittency education. Analysis in exploring the factors that cause intermittency education uses qualitative analysis. The results of the research show that the causes of intermittency education in communities in remote areas such as those in the Pujananting area consist of socio-economic conditions, social interactions, accessibility, and the role of the social environment. These causal factors are related to each other so that there needs to be continuous efforts to minimize the occurrence of intermittency education in the future.

Experiences of Teachers Teaching in Far-Flung Areas of Division of Davao Del Norte: A Phenomenological Study

The lived experiences of teachers in remote parts of the Philippines’ Davao Del Norte Division are examined in this phenomenological study. This study used the phenomenological qualitative method to describe the experiences of teachers in remote places in order to learn about their lived experiences, obstacles, and coping mechanisms. In this study, three key themes emerge from teacher interviews conducted in Talaingod, Langilan, and Kapalong West districts: teachers’ unique experiences in distant areas, their coping strategies, and the perceptive observations they provide about their positions. The results show that teachers deal with different challenges, including poor resources, armed organizations, and social isolation in addition to language hurdles and logistical challenges. Teachers show resiliency in the face of these difficulties by employing the community’s and their coworkers’ support, modifying their pedagogical approaches, and harnessing repurposed resources and community initiatives to upgrade school infrastructure. To support teachers and students in remote places, the study emphasizes the significance of hiring local teachers, improving infrastructure, and advancing technology. To improve the quality of education in remote areas, it is advised to set up mentorship programs, guarantee the safety of teachers, expand resources, and offer linguistic and cultural training. This study adds to our understanding of how rural education affects teachers and provides useful information for practice and policy in related settings.

The Existing Issues and Development Strategies of Higher Education's Role in Supporting Science Popularization Education in Remote Areas

The Existing Issues and Development Strategies of Higher Education's Role in Supporting Science Popularization Education in Remote Areas

ANALYSIS OF WAYS AND MEANS FOR ENHANCING LITERACY & EDUCATION FACILITATION IN INACCESSIBLE AREAS THROUGH E-LEARNING

This research study analyses the ways and means of enhancing the literacy and education facilitation in inaccessible areas over e-learning. The study explores current state of education and literacy in remote and inaccessible areas and the potential of e-learning to provide access to education. The basic objectives of study were to explore the ways and means to enhance literacy and education facilitation in inaccessible areas through e-learning and also to investigate the challenges faced by learners and educators in remote areas with limited access to educational resources and potential of e-learning to overcome these challenges. Due to the qualitative nature of the study, the available literature was analyzed by using coding followed by thematic analysis and discussion. The study highlighted key factors that contribute to the successful implementation of e-learning in remote areas, including infrastructure, internet connectivity, availability of digital devices, and digital literacy skills. The research findings suggest that e-learning can significantly improve literacy & education in inaccessible areas by providing access to high-quality educational resources & facilitating remote learning. Further, study recommends the implementation of e-learning programs as a means of enhancing literacy and education facilitation in the inaccessible areas.

PERAN KEPALA SEKOLAH DALAM PENYELENGGARAAN PENDIDIKAN INKLUSIF DI SMP NEGERI 4 JELAI HULU

This research illustrates the important role of the head of school in providing inclusive education in remote areas. School leaders have a central role to play in leading schools towards a vision of inclusive mission, influencing teacher performance, and creating an inclusive educational environment. Effective school leaders are able to analyze situations, make strategic decisions, and design inclusive educational programs that are tailored to the needs of students with special needs. School leaders also play a role in motivating and empowering teachers to support inclusive education. However, challenges such as limited resources and infrastructure in remote areas can affect the implementation of inclusion. Through a qualitative approach with interviews, observations, and documentation, the study obtained data on the role of the head of school in the development of inclusive education programs. The data shows that the head of the school has good managerial skills in managing teachers, designing inclusive programs, and regulating the distribution of teachers' duties. This inclusive education program includes the strengthening of the role of a special accompanying teacher, structured learning for students with special needs, fundraising and facilities, and improved teacher well-being. The leadership of the head of school in this inclusive education also requires close cooperation between all stakeholders, including teachers, parents, and other relevant parties. Despite the challenges, this study demonstrates the importance of the role of the head of school in achieving equal and inclusive education in remote areas

Upaya Meningkatkan Pendidikan Masyarakat Di Daerah Terpencil

This article discusses various efforts that have been made to improve the quality of education in remote areas. In facing the challenges of accessibility and limited resources, innovative and strategic approaches have been implemented. This article explores the implementation of non-formal education programs, collaboration between stakeholders, and the use of technology to overcome these obstacles. By detailing the concrete steps that have been taken, this article provides insight into how to effectively improve education in remote areas to create better accessibility and quality of education. The step that can be taken is to follow existing technological developments, where rapid technological developments have had a significant impact on the education sector in Indonesia. This article reviews how advances in technology, especially digital technology, have formed a new paradigm in learning. The use of technology as a means of communication in the learning process has changed the way educators and students interact. Educators need to adapt to this new habit to create an interesting, effective and efficient learning environment, as well as provide comfort to students.

Calistung assistance and training students through the Program Kampus Mengajar

In Indonesia, there is an Independent Campus Learning Curriculum (MBKM) which aims to produce graduates who are competent in various fields of knowledge and skills. The Teaching Campus Program is in the context of education in remote areas that lack supporting facilities and significant educational disparities. Reading, writing, and arithmetic (Calistung) skills are essential to education. However, at the UPTD SD NEGERI 2 Cantigi Kulon, this is a problem because students' Calistung skills could be higher based on observations and interviews with the school. To overcome this problem, the student team in the Teaching Campus program carried out mentoring and training activities as a concrete step in overcoming students' difficulties in reading, writing, and arithmetic abilities, as well as helping students and teachers in the learning process to improve Calistung abilities as the basis of literacy and numeracy. This service uses mentoring and training methods. As a result of this activity, students experienced increased reading, writing, and arithmetic skills. With a directed approach and the proper support, students can overcome obstacles in Calistung and achieve better academic achievement.

Design of Exo Physics Book Based on Mobile Application as a Means of Literacy Learning Media for Remote Areas in Indonesia

The Indonesian Ministry of Education pays a lot of attention to education in remote areas. The lack of equal education and the level of access to education are two of the main reasons. In remote areas of Indonesia, there are still very few educational facilities, either in the form of infrastructure or other facilities, one of which is learning resources. Today's learning resources can only be used in well-developed, easy-to-reach cities. They can't be used in less-developed, remote, or remotest areas. Reports and results of observations from some remote areas say that almost all children have used Android, but not to play games as it was meant to be used. It opens up opportunities, especially for making learning tools that can be used anywhere and at any time without a stable internet connection. This means that kids can use them whenever and wherever they want. Therefore, the Exo physics book is designed with this in mind. This study aims to develop a learning resource as a packaged Android application using design thinking and scientific literacy approaches. (1)empathizing, (2) defining, (3) idling, (4) prototyping, and (5) testing comprise the design thinking phase. Five schools in remote parts of Southeast Sulawesi were used to test products with students and teachers as respondents. The result of the development of Learning media is called Exo physic book which is equipped with learning video and game features in addition to materials and questions. The findings of the analysis of teacher and student responses to the Exo physic book strongly support point 4 that it should be used as a resource for learning support. Therefore, Exo physics books can be used as one of the learning resources because the design development pays attention to network access needs so that students can use it anywhere and anytime

THE EFFECT OF EQUALIZING EDUCATION QUALITY ON STUDENT LEARNING OUTCOMES IN FRONTIER, OUTERMOST, AND LEAST DEVELOPED AREAS (3T)

The implementation of education in facing various issues or new challenges requires the latest efforts and innovations in handling them. The equalization of educational quality, particularly in frontier, outermost and least developed areas (known as the "3T" areas), the lack of qualified educators, uneven distribution of school equipment, low incentive funds, inadequate qualifications, and differences in educational institutions, lack of government support, poor access roads, and high education costs for residents in rural 3T communities are barriers to obtaining education in remote areas. The desire to attend school also remains a significant issue, indicating that communities in remote areas still do not consider education to be important. The method used in this article is analytical descriptive. The results obtained include: (1) the implementation and approach of learning aspects; (2) an ever-changing curriculum; (3) the need for experienced infrastructure; (4) improvement of educational programs, and; (5) improvement of learning motivation. The hope for addressing various educational challenges in remote areas is that all aspects of the community should be considered. However, there is a need for government and community involvement in overcoming all existing issues. All of these efforts are aimed at improving the equalization of educational quality in remote rural areas.

Innovative Leadership Strategy to Strengthening Community Health Education in Remote Areas

Indonesia is one of 57 countries worldwide that are facing a human resources crisis in the health sector. The shortage of health workers is particularly acute in underdeveloped areas, hindering Indonesia's overall development. This situation is further compounded by the low retention rate of health workers in these areas. This study aims to analyze innovative leadership strategies that can strengthen public health education in remote areas. This study used descriptive research methods. The results indicate that the implementation of innovative leadership strategies in Indonesia faces many ethical and legal obstacles. The development of innovative leadership is not aligned with the current regulations. However, creative social innovation approaches can enhance access to and quality of health services for vulnerable remote areas, while also increasing agency among intervention communities. This process promotes empowerment, which supports the sustainable strengthening of community systems and the achievement of community health goals and beyond. To revitalize primary healthcare efforts, strengthening community health systems should prioritize increasing health financing and innovative investments, strengthening logistics management systems, and fostering community ownership and partnerships. The government should sustain their actions aligned with global and regional sustainable initiatives to ensure that no one is left behind.

Innovative Leadership Strategy to Strengthening Community Health Education in Remote Areas

Innovative Leadership Strategy to Strengthening Community Health Education in Remote Areas