“INDONESIA MENGAJAR” PROGRAM TO INCREASE THE EDUCATION QUALITY OF INDONESIAN STUDEN IN REMOTE AREAS
Indonesia is a developing country with a large population, more than 240 millions of people and still increasing. In a country with that large of populations, Indonesia is facing number of problems. One of the big problems that Indonesia encounters now is in education generally. Financial, corruption, educators issue, school facility, education system, and curriculum are several problems in education that Indonesia need to solve.
In the video from TEDx Jakarta 2010, Mr. Anis Baswedan was focusing on educator problems that Indonesia is facing even until now. In Indonesia, the distribution of educator is not spread evenly across the country. Educators
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Some of them were already had a decent job whether in local or multinational company. It was mentioned in the video that there was a manager of local bank, manager of PNG in Singapore, Unilever employee, etc. But they choose to join this program and resign from their current job at that time. That showed us how they feel the responsibility for their people in this country. They chose to leave their comfort zone and take the difficult path to become a teacher in difficult places in Indonesia. It also shows their dedication for the better education of Indonesia.
Another aim of this program is to prepare the future leaders of Indonesia that have world class competence and also grass roots understanding. To reach that state, the young Indonesians need to get a better and higher education so they can have a broad knowledge.
With all the problem of education in Indonesia, especially the low quality of educators in remote area in Indonesia, hopefully this program will open the gate for the children in that area and give them the opportunity to have a better education. Simultaneously, the young Indonesians, that already have the opportunity to get a better education, will realize that they still have a responsibility to transfer their knowledge to others. Furthermore, hopefully the young Indonesian will have a better understanding about their country and become more responsible to develop education in
Based on his research Omarinas school implemented a program to identify and assist high risk students. The teachers began to tutor and guide her, not only through her academic struggles but in her personal struggles also. She lacked the support and encouragement in her home life therefore these teachers acted as her surrogate family at school. This shows us that in life it only takes one person or one opportunity to change the entire course of our lives as they did hers. Due to Omarinas new found academic success, door began to open and opportunities began to appear.
This documentary was directed toward students to teach them they can be great a what they do if they work for it. It is also directed towards teachers and parents to encourage students to strive for success. This documentary is similar to the article "Marita's Bargain" because they both show that success can come with hard
Therefore, my passion and vision is to work with local leaders in order to tackle illiteracy, child labor, and extreme poverty among out-of-school minority children in developing nations. I think that the minority children desperately require attention and educational from governments, political leaders, and international
They were starving. Tired. Lonely. Desperate. The last thing that they and their families needed was a teacher just like them.
This book has shown me to let go of biases I may hold, because they will only hold me back as a teacher. In doing so the only people that would suffer is my students. The third theme presented was corruption. Allocation of money will affect me as a future teacher.
The teachers in this documentary provide the students with the love and attention that they might not receive at home. These teachers are the heroes; they care about their wellbeing and safety in and out the school and view them as their own children. Which is a contrast to how Wont Back Down portrays some teachers; which is unmotivated and money
I was about to become a teacher of the schools!” (p. 237) Sara is so excited that she has finally competed her goal and has a job to go to everyday. She will no longer have to ration her money, she will be making enough money to support herself which is always an amazing feeling. Sara Smolinsky has pretty much worked her entire life to be able to have the career she wants.
Personal Statement for NQT Year I have been lucky enough to have been taught by some truly inspirational teachers and am aware of the effect they have had on my life and the choices I have made subsequently. My own passion for working with young children extends from my desire to emulate these role models and perform the same inspirational function in the lives of my students. I have always enjoyed being around young people and have supplemented my interests in primary teaching with as much work experience as possible. I completed my PGCE Education course and qualified in 2006.
Dear honorable chair and fellow delegates, this is the delegate of Peru. It is her privilege to be able to take part in the upcoming conference representing Peru, and she looks forward to working multilaterally with Member States in addressing various issues at today’s conference. What should come into mind when discussing education in developing nations is that what the students in these impoverished regions need are not more academic skills, but rather life skills that enable them to improve their financial prospects and well-being. These may include financial literacy, health management and so forth. These children do not need more of math or geography because education in developing countries completely differ from the developed nations
Their pupils will be able to know their strengths and weaknesses and know how to improve themselves right from the primary level (Civics and Moral Education Syllabus, 2007 (Character and Citizenship Education Primary Syllabus, 2014)). Especially, schools recognize the talents of students in both academic and
International Journal of Educational Development, 20, pp
Introduction: Education is a basic need of every human being. Every country has their own education system with a motive of “to make their people well educated and civilized”. Schools, colleges, universities, Affiliation Boards, teacher, lecturers, professors, students etc all these entities form the system called an educations system. So we can say that: “Education Education system is a collection of interrelated entities or components that work in collaboration to achieve the common goal i.e. educate the students.”
According to Dr. Jose Rizal “Ang kabataan ang siyang pag-asa ng bayan” that’s why education should be plan wisely. Having a good quality of education is having a powerful community; if people in the community are educated then economy will be better. If we want to have a better economy of coarse we should have knowledge and skillful graduates that industry needs. To meet the goal we must improve our education system and the key to that is to implement and support k-12 K-12 was implementing starting 2011 and by 2013 president Aquino signed the k-12 into law, adding 3 years to country basic education curriculum.
1) INTRODUCTION Education is an important thing for all people, especially to students who will grow up and will develop advanced countries. Education is not only to go to school but also education can be obtained everywhere now, for or example, at home. Parents can teach their children. By using the sophisticated technology now, education can also be easily found. Technology is a type of electrical system or digitally generated to facilitate everyone in manual.
In the Philippines, the 1987 Philippine Constitution declares that education is a right of every Filipino (Maligalig, 2010). Thus, the policies of the government on education have been primarily about education for all citizens. Being a right, this must benefit every member of the Philippine population regardless of their language and ethnicity. The right to education, however, must not be confined in the context of being able to go to school or having more areas and structures for schooling. The right to education is undermined and meaningless if teachers are under-trained, learning curricula and materials are irrelevant and learning environment is unsafe and not conducive (Mapa, 2013).