Planning Of Educational Process Research Articles

Peran Stakeholder Dalam Reformasi Pendidikan Berbasis Daring Pada Desa 3T Di Kabupaten Sumbawa Nusa Tenggara Barat

Learning in underdeveloped villages is constrained by accessibility problems. Accessibility is not only in terms of area affordability, but also economics, health and the environment. The existence of accessibility which is considered severe has an impact on the quality of education which is categorized as weak. Therefore, remore area education needs many contributions from stakeholders. Then, to overcome this problem should be followed up by providing additional internet facilities to support information and communication facilities, but the use of the internet has not been maximized. The purposes of this analysis are 1) to describe and analyze the problem of weaknesses in using internet technology as a learning tool, and 2) to carry out an analysis of appropriate educational planning for underdeveloped villages. This analysis was carried out using a descriptive qualitative approach. The results of this analysis are 1) the use of the internet to support the learning process is considered not optimal due to the HR factors of teachers and madrasah leader who do not understand online learning, 2) the educational planning process is carried out as a solution to implementation weaknesses, namely by using synoptic theory and increasing competence teacher pedagogy. Conclusion education planning needs to be conducted to increase the output and outcome of the program that has been planned.

EPP모델을 활용한 영업사원 역량 모델링 - 국내 A 보안업체 중심으로

This study conducted competency modeling on sales representatives from a domestic A security company who perform both management and sales tasks, in response to the society's demand for versatile talents who can fulfill various roles. Drawing upon the Power Model of the Education Planning Process Model (EPP) developed by Hewlett-Packard(HP) and Spencer&Spencer's(1993) competency model for sales and management positions, a pool of competencies was identified. Through expert panel discussions and the utilization of McClelland's(1973) Behavior Event Interview (BEI), a final set of 13 competencies and 86 performance outcomes were determined.
 These findings provide guidance when analyzing competencies for job roles that require expansion or a combination of responsibilities. Additionally, they contribute to the direction of what competencies sales representatives who perform diverse roles should possess and develop in the future. The study is noteworthy for its application of the EPP model, which incorporates various research techniques such as expert panel discussions, high-performer interviews, and surveys, focusing on the expertise and success stories of high performers. Furthermore, the study enhances its theoretical reliability by combining the traditional overlay method of Dubois(1993) and the BEI technique of McClelland(1973).

POSSIBILITIES OF USING THE PRINCIPLES OF UNIVERSAL DESIGN IN INSTITUTIONS OF HIGHER AND VOCATIONAL PRE-HIGHER EDUCATION

The article defines the relevance of introducing universal design into the educational process of institutions of higher and vocational pre-higher education. The analysis of Ukrainian educational and normative sources, as well as domestic and foreign scientific research devoted to its study, is suggested. The article analyzes the history and essence of the concept of "universal design", systematizes the possibilities of its implementation, namely: in social space, design, things, products, creation of environment and places accessible to the widest range of people, design of information, communication and policy that allows them to be used by individuals with different needs in most diverse situations and does not provide for the creation of separate or special opportunities for such use, the organization of information technologies or services that are equally accessible or understandable to all and meet the requirements of shared use. The study summarizes the definition of the concept of "universal design in education" and systematizes the components of the educational process in institutions of higher and vocational pre-higher education, the accessibility of which can be increased by its means. Among such components are: didactic foundations of learning (approaches and principles); educational documentation (educational programs, curricul and sillabi); architecture of educational components (structure and features of educational process planning); teaching aids, in particular electronic ones; teaching and assessment methods; forms of educational interaction; design of the educational environment. 7 principles of universal design are presented: equality and accessibility of use; flexibility of use; simplicity and intuitiveness of use; accessibility of information; error tolerance; little physical effort; availability of the necessary size, place, space. Directions for their implementation in higher and vocational pre-higher education are proposed in order to increase their accessibility for students with special educational needs.

Advancing Teamwork in Health Care Through Continuing Education Joint Accreditation.

Teamwork is a necessity for effective care of patients in the current health care environment. Continuing education providers are best positioned to teach health care professionals about teamwork. However, health care professionals and continuing education providers largely operate in single-profession-based environments and thus need to change their programs and activities to achieve team improvement education goals. Joint Accreditation (JA) for Interprofessional Continuing Education is designed to advance teamwork to improve quality care through education programs. However, achieving JA requires significant changes to an education program that are multifaceted and complex to implement. Although challenging, implementation of JA is an effective way to advance interprofessional continuing education. Here, we discuss numerous practical strategies that can aid education programs to prepare for and achieve JA, such as attaining organizational alignment and provider adaptation to expand curriculums, reinventing the education planning process, and implementing tools to help manage the joint accredited program.

Teacher perspectives on partnerships on families of children with autism

The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open‐ended questionnaires to examine teachers' first‐hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre‐service teacher education programs and family workshops.

Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children

ABSTRACT In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals’ experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent ‘social practices’. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices.

IMPLEMENTATION OF INCLUSIVE EDUCATION AT MI MUHAMMADIYAH KARTASURA SPECIAL PROGRAM FOR THE 2021/2022 ACADEMIC YEAR OF

This study aims to determine (1) the planning of inclusive education programs at MI Muhammadiyah Kartasura Special Program, (2) Implementation of inclusive education programs at MI Muhammadiyah Kartasura Special Program, (3) evaluation of inclusive education programs at MI Muhammadiyah Kartasura Special Program. 
 The research design of this research isa descriptive research approach using qualitative research. Data sources consist of primary and secondary data sources. The primary sources obtained by the researcher were the results of interviews with the head of the madrasa, the waka of the curriculum, the inclusive coordinator and the special assistant teacher. Secondary sources obtained by researchers were the profile of MI Muhammadiyah PK Kartasura and documents related to inclusive education. Collecting data using observation, interview and documentation techniques. For validation the data used triangulation method.
 The results of the study concluded that (1) the inclusive education planning process at MI Muhammadiyah Kartasura Special Program, starting from determining the quota for children with special needs, assessment, determining Special Assistant Teachers (GPK) and making Individual Learning Programs (PPI). (2) The implementation of inclusive education at MI Muhammadiyah Kartasura Special Program, uses 2 models, namely the full inclusion model in class (full inclusion) and a model of inclusion outside the classroom (pull out) by implementing a modified revised 2013 curriculum. (3) Evaluation of inclusive education at MI Muhammadiyah Kartasura Special Program, begins with a development evaluation which is carried out every 3 months and a cognitive evaluation of students is carried out every 6 months and a GPK evaluation at the end of the semester.
 

Qualitative Study Of Indonesian High School Students’ Strategies In Academic Major Decision Making

Educational decision making can be a challenging process for senior high school students. There are research reports investigated Indonesian high school students who perceived that they have taken wrong major decisions. This problem demands special attention from educators and school counselors to figure out the condition that gives rise to the phenomenon. This qualitative case study explored experiences of Indonesian high school students in academic major decision making. The purpose of this paper is to present an in-depth information about high school students’ strategies in educational planning process. Five students from three public high schools in Indonesia participated in this study. Qualitative data were collected from individual interviews and analyzed using thematic approach. The study identified four strategies of major decision making: reflecting on experiences, engaging in information-seeking, considering alternative majors, and compromising aspirations. The findings highlight the need to provide a comprehensive support for systematic educational exploration and decision making.

Professional Counselors’ Roles and Opportunities in Special Education Advocacy

Professional counselors are called upon by the American Counseling Association (2018) to advocate on behalf of clients and their families to empower them and facilitate treatment goal achievement. They may accomplish this advocacy work in a variety of ways, including the provision of education and support when external barriers prevent clients' access to valuable community systems and resources. Special education (SPED) represents one such systemic resource that many clients and their families interface, but the lack of knowledge of a family's rights in the individual education planning (IEP) process continues to hinder their participation and utilization of SPED services (Jung, 2011; Lo, 2012). In this article, we illuminate opportunities for clinical mental health counselors to adequately prepare client families for the SPED process and act on behalf of families to advance their children’s treatment progress, educational prospects, and lifelong success.

Identifying service users' experience of the education, health and care plan process: A systematic literature review

AbstractEducation, Health and Care Plans (EHCPs) were introduced in 2014 to improve provision for children and young people with special educational needs and disabilities (SEND). Some service users have found this change positive, but there is also dissatisfaction among service users with the EHCP process. This was captured in the recent Education Select Committee report, which took evidence from a range of stakeholders, representatives and service users examining the context, support and barriers associated with SEND (House of Commons, 2019). This review identifies and appraises research concerning service users' experience of the EHCP process, to establish key barriers to improving SEND provision. Papers evaluating the experience of children, young people, parents and professionals with EHCPs were included to assess levels of user satisfaction. A total of 25 studies were reviewed in‐depth. Five key themes were revealed: lack of integration with health and social care; insufficient knowledge and understanding; involvement of children, young people and parents; increased expectations and demands for professionals; and need for greater parity and clarity. Most service users were dissatisfied with the process and expressed a need for greater funding and time spent disseminating knowledge of the EHCP process. This paper summarises key limitations of, and potential improvements to, the current EHCP process. Structural reform is required to ensure accountability of service failures. Further research is required focusing on the experience of additional professional groups, such as educational psychologists and social workers, whose experiences are under‐represented.

Relationship of Province Government Equipment, with Regency/City Government Equipment in Improving the Achievement of Education Development Indicators in Banten Province

This study examines the reality of the relationship between Provincial Government Apparatus and Regency/City Government Apparatus in Improving the Achievement of Education Development Indicators in Banten Province. Indicators of education development reflect the quality of human resources which is positively and significantly correlated with the level of welfare, so that the better the level of quality of human capital, the better the level of welfare. By using a case study method that refers to the main case, namely the relationship between Provincial Government Apparatus and Regency / City Government Equipment after the implementation of the distribution of government affairs in the field of education. In this study, various categories were found that formed the initial proposition of the concept of findings that could be put forward: first, the relationship between Provincial Government Apparatus and Regency/City Government Apparatus in improving the achievement of education development indicators in Banten Province seen from the aspect of authority and institutional limited by laws and regulations. Invitation and static mindset of bureaucratic implementers in the education planning and budgeting process. In the institutional aspect, there is no structural device that has the authority to provide guidance and supervision of the education administration of the district/city government. Second, the relationship between Provincial Government Apparatus and Regency/City Government Apparatus in improving the achievement of education development indicators in Banten Province seen from the aspect of regional planning and finance is indirect but is represented by regional apparatus in charge of regional planning and finance. Third, the relationship between Provincial Government Apparatus and Regency/City Government Apparatus in improving the achievement of education development indicators in Banten Province seen from the aspect of informal guidance and supervision.

Education Planning and Its Implications for Education Policy during the Covid-19 Pandemic

Indonesian education during the Covid-19 era entered a different situation. The real situation has long been predicted by technology experts that all areas of life will enter the realm of digital technology-based activities, including education. For this reason, education in Indonesia must be able to find new directions for education in formulating policies to be taken. One of the important things that must be prepared is at the education planning level. The problem that needs to be studied is how educational institutions formulate educational program planning during the Covid-19 pandemic while maintaining the quality of education. Educational planning carried out by educational institutions must reflect the existence of a vision, mission, goals and work plans, as raw materials or a reference for educational policies at the managerial level. This paper will discuss the education planning process in terms of its implications for quality-oriented education policy during a pandemic.

Krasushyna T.N. The introducing health-saving methods of physical culture into the system of children under school age education in the family

The article deals with the problems of introducing health-saving methods of physical culture into the system of children under school age education in the family. Theoretical and empirical methods of scientific research are determined: analysis of medical-biological, psychological-pedagogical, methodical literature on the introduction of health-saving methods of physical culture into the system of preschool education in the family. It has been researched that health-saving methods are: the conditions of education of the child in the preschool educational institution (absence of stress, adequacy of requirements and methods of education and upbringing); rational organization of the educational process (taking into account age, sex, individual characteristics and hygienic requirements); conformity of educational and physical activity to the child's age; necessary, sufficient and rationally organized motor mode.
 It is proved that in order to achieve the goals of health-saving methods of physical culture it is necessary to define the basic means of training: means of motor orientation, health forces of nature; hygienic. Their complex use allows solving problems of pedagogy of health.
 In the current literature and practice, health education systems are focused on addressing issues such as: protecting and promoting the health of children; creation of optimum models of planning of educational process, based on the proportional combination of educational load and various types of rest, including active ones; formation of healthy lifestyles in the minds of children and educators.

The attitude of Polish youth towards migrants, and educational process planning in geography teaching Using the example of selected groups of students from Poznań and Warsaw

Abstract The political destabilization in the Middle East has caused such a significant wave of migration to European countries, that the situation has evolved into a migration crisis. Research on the awareness and opinions on mass migration conducted among a selected group of Polish youth show how differentiated attitudes are – from moderately positive to extremely negative. At the same time, almost everyone signaled that schools’ engagement in providing students with solid knowledge on migration was insufficient. In this context, this paper discusses the importance of taking account of students’ opinions in the planning of educational processes. If schools are to influence the attitudes of the young, they should create a space for dialogue and for students to express their opinions and values. Such activities, together with solid knowledge, will allow educational and pedagogical objectives to be reached.

Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder.

Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder.

Educational planning, municipal education plan and public policies in Miracema do Tocantins - between the ideal, the written, and the accomplished

The present article is based on a bibliographical review, anchored in Lima and Kyoto (2007) and documentary research (Gil, 1999), based on the dialectical historical materialism method that indicates the whole of life in society [...] is "a way of understanding history and analyzing the evolutions and struggles in the economic and political sector" (AZEVEDO, 1999). We aim to describe the educational planning process in the municipality of Miracema do Tocantins, as resulting from the Plan, in the implementation of educational public policies and the articulation for the elaboration, monitoring and implementation of the SME 2015-2025, addressing perspectives, complexities, possibilities. As results, we apprehend a municipal documental collection produced from the guidelines, documents and guidelines of SASE/MEC, since 2013, when the SME was elaborated, which justified the elaboration of the Plan and which bases its monitoring and implementation process. However, we also learned that the SME's goals and strategies were minimally implemented.

ПРОГРАМУВАННЯ ІНТЕГРАЦІЙНО-НАСКРІЗНОЇ САМОСТІЙНОЇ НАВЧАЛЬНО-НАУКОВОЇ РОБОТИ СТУДЕНТІВ В ОСВІТНЬОМУ ПРОСТОРІ ВИЩОГО ЗАКЛАДУ ОСВІТИ В КОНТЕКСТІ КОМПЕТЕНТНІСНОГО ПІДХОДУ

The article analyzes the pedagogical technology of individual work planning on the basis of the scientific work of students during the whole period of study (starting from the first year) within the educational level and between them. The system of organization of integrated and cross-cutting educational space in agrarian engineering education, which is aimed at formation and development of different levels and types of competencies, is given. The methodology of professional discipline acquisition, the study of which is based on the integrated and cross-cutting principle and is aimed at the formation and development of different levels and types of competences of the future engineer was implemented. Pedagogical technology of cross-cutting programming and developed applied models are universal, taking into account the use of them after professional correction of content for any technological specialties. The role of organization of student cross-cutting learning in the formation of their professionalism and competence is demonstrated. The concept of future specialist training in agrarian engineering takes into account modern trends of development of agrarian and industrial sphere; specific characteristics of production competence structure; pedagogical patterns, principles and requirements, are based on the theory and practice of future specialists training in agrarian engineering. Combining two types of student educational activities such as educational and scientific, their implementation in the principles of cross-cutting requires new organizational, methodical and regulatory approaches to teaching students. Cross-cutting organization of independent work changes the requirements for the student activities, scientific and pedagogical staff and departments for educational process planning (dean's offices, educational units). The scientific materials provide peculiarities for planning cross-cutting educational and scientific work of students as a single complex of educational activity. It has been proved that cross-cutting programming of the educational process is effective for technological training, in which the form of state testing is qualification work (project). It has been established that the educational activity of students during the whole period of study and at its final stage depends on the constant cross-cutting professional, scientifically confirmed project activity. The prospect of these materials is the development of a detailed mechanism of planning "on request" and designing cross-cutting technologies for other areas of education.

THE IMPLEMENTATION TECHNIQUE OF THE INFORMATIZATION MODEL OF THE EDUCATIONAL PROCESS PLANNING MANAGEMENT IN THE HIGHER EDUCATION INSTITUTION

The article analyzes the resource components of a higher education institution, which are the determining elements in the organization of training highly qualified specialists. The ways of consistent reforms of all spheres of public administration are characterized and the educational system is considered to take a special place accordingly to its strategic importance.It is proved that in order to achieve high and qualitative results in the field of providing educational products, higher education institutions are obliged to be aimed at the service market in the society in time. The fulfillment of such tasks, in its turn, requires appropriate methodological and logistical support of the educational process in the higher education institution; highly qualitfied scientific and pedagogical staff; monitoring and periodic updating of educational programs; annual assessment of the professional competence level of higher education applicants, scientific-pedagogical and pedagogical employees of higher education institutions and regular publication of the results of these assessments; ensuring the training of pedagogical and scientific-pedagogical staff, ensuring the availability of the necessary resources to organize the educational process for each educational program; providing and keeping public information on educational programs; ensuring the availability of information systems for effective management of the educational process; ensuring academic integrity by employees of higher education institutions and students, etc. It is also noted that the reforms of the higher education, caused by challenges posed by society, do not provide additional sources of funding to meet the mentioned above objectives. Therefore, there is an urgent and acute need to implement a qualitatively new approach to the implementation of a management system in the field of modern educational services with the available resources.Planning the educational process is a must and one of the most significant links of the activities of higher education institutions. When planning the educational process, it is necessary to take into account the diversity of activities of the teaching staff namely the teaching load performance, carrying out scientific, educational and methodical work, advanced training, vocational work and other activities. Taking into account the available resource potential of higher education institutions, including materiel and technical support and software resources, the author has introduced the technology of using the Microsoft Office suite, which includes software for working with different types of documents: texts, spreadsheets, presentations, databases etc. and the Google Docs Network Office suite.The introduction of the described technology will make it possible to increase the efficiency of using the resources of the higher education institution by informatising the educational process planning management, in particular by the example of the development and implementation of the curriculum pattern. The curriculum is one of the basic units of organization and planning of the educational process, it requires the greatest effort in process of the the correct and logical construction.The author has designed and described a curriculum pattern using Microsoft Excel that would minimize the time and process involved in designing the curriculum. An algorithm of filling the submitted curriculum pattern is presented in the study.Completely developed curriculum with all the fields filled in, allows to develop and form working curricula, the amount of study load can be calculated on their basis in the departments and faculties.The introduction of such a pattern of the curriculum will further facilitate the work on the formation of the diploma and the supplement to the diploma of the European sample of each university graduate.Its efficient, logical and consistent organization will help to create favorable working conditions for each participant of the educational process, facilitate the diverse interaction of the managing and managed system of the higher education institution.

Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

ABSTRACTA study was conducted to explore the impact of professional development related to the individual education plan (IEP) process on teachers’ understanding and practices in the Republic of Ireland (RoI). This paper reports on part of that research, focusing on teachers’ collaborative practices in the IEP process. In the RoI, teachers working as special education teachers (SET) can avail of State-funded professional development through an award-bearing model provided by universities. The study combined survey of three cohorts of teachers who undertook this professional development course in one university with follow-up focus groups, observation and documentary analysis in five schools. Challenges to effective team functioning were identified in relation to the constructs of joint instructional work, communication, and values and ethics. Building on these constructs, this paper proposes a framework for developing competencies in collaborative practice for inclusion of students with IEPs with implications for practice and for teacher educators.

Readability of Individuals With Disabilities Education Act Part B Procedural Safeguards: An Update.

Purpose The purpose of this study was to analyze the readability of Individuals with Disabilities Education Act (IDEA) Part B procedural safeguard documents, as distributed by each of the 50 U.S. states. Results were compared to the 5th- to 6th-grade readability guideline for documents recommended by experts in health literacy and health communication. Method A commercially available readability software, Readability Studio ( Oleander Software, 2009 ), was used to assess document readability. Text-based files of each IDEA Part B procedural safeguard document were analyzed using four readability formulas: Flesch-Kincaid ( Flesch, 1965 ), Gunning fog index ( Gunning, 1952 ), Flesch Reading Ease ( Flesch, 1948 ), and Simple Measure of Gobbledygook ( McLaughlin, 1969 ). Results No procedural safeguard document scored below an 11th-grade reading level. Seventy-four percent of these documents were found to be written at a graduate reading level-meaning these documents are written for a reader who is currently enrolled in a master's degree or higher education program. Conclusion In an effort to decrease barriers to parent participation in the Individualized Education Planning process, those who administer IDEA Part B procedural safeguards should be sensitive to the potential mismatch between the literacy skills of the parent/guardian and the literacy skills needed to comprehend these documents. Developers of IDEA Part B procedural safeguards should account for estimated literacy skills of the general public as ongoing revisions to these safeguards are made.