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This in the UK education hierarchy is an institution where kids get their first stage of obligatory education – the elementary education. Infant School – This is a term that is used chiefly in UK education system where the kids between the age group of four to seven years rely. Junior School – This is a type of school which supplies education to children between the age group of 7 to 11. Doctorate – This is quite high level education typically taken in approximate three or more years. The Open University is a partner institution in the British Council's Education UK Partnership scheme. The Education UK brand was developed in 1999 to create a powerful and coherent way of encouraging students who are considering overseas study to choose UK higher education. During The Fist Long Term Program (PJP I) some important changes occurred as a result of the national education development successes of the period. During the period of time that REPELITA I to IV were implemented, the national education system was still implemented based on two legal documents that had not reflected unity in the national education system.
The implementation of higher education which is needed to keep pace with the development of science and technology during PJP I is in fact still faced basic constraints. Primary school had a duration of six years of education, and received new pupils regardless of having graduated from Kindergarten or not. Upper Secondary School with three or four years of study after Lower Secondary School or the vocational school equivalent. University with three to four years for bachelor level and five to seven years for graduate level taken up through either university, institute, academy, or other higher education institutions. Based on these findings, beginning in 1977, the Government changed the functions of vocational lower secondary schoolsa€”economics, family welfare and technicala€”to become general lower secondary schools.
Community education was also an integral part of the national education system at that time. Since early in PJP I, the government played a relatively large role in developing community education to increase learning opportunities. The new style illiteracy eradication program or Program Kejar Packet A is called new style as it integrates illiteracy eradication with post-literacy programs in various fields of life. Based on Law No.2 of 1989, the role of the national education system is to attempt to form genuine Pancasila citizens as development agents of high quality with the ability to be independent and provide support for the development of Indonesian society, the nation and country.
The national education system should be able to provide a minimum level of education for every Indonesian citizen, so that every citizen regardless of background has the opportunity to obtain at least basic knowledge and ability, including the ability to read, write, and arithmetic, as well as to use the Indonesian national language.
The educational unit conducts learning-teaching activities which are carried out in-school or out-of-school. Law No 2 of 1989 states that national education will be carried out through two channels, that is, in-school education and out-of-school education.
Educational types included in the in-school education channel consist of general, vocational, handicapped, official, religious, academic and professional education. Types of education included in out-of-school education channel consist of: general, religious, occupational, officials, and vocational education.
Educational level refers to a stage in continuing education which is determined based on the level of development of the learning participant as well as the flexibility and the depth of learning materials. The basic education unit that implements the six year educational program consists of two major divisions, i.e.
As a general education institution, primary education is obliged to contain at least the following subjects in the curriculum: Pancasila education, religious education, citizenship, Indonesian language, reading and writing, mathematics (including arithmetic), introduction to science and technology, geography, national and general history, art and craft, physical and health education, drawing, and English language.
General secondary education is undertaken in general secondary schools and Madrasah Aliyah (Islamic secondary schools). Vocational secondary education is carried out in vocational secondary schools, which are schools that run educational programs adjusted to employment needs for certain occupations. The educational activity implementation in vocational education units is based on the valid national curriculum, a curriculum that is adjusted to environmental needs and conditions, and the specific characteristics of the related educational units. Higher education is the continuation of secondary education through the in-school education channel.
The educational units referred to as academies and polytechnics run diploma programs as a part of professional education. The different types of disorders that are catered for in special education include (1) partial or complete sight impairment (blindness), (2) partial or complete deafness, (3) physical disabilities such as crippled limbs or disfigured limbs which result in impaired mobility or senses, (4) mental or behavioral disabilities such as retardation, which cause assimilation difficulties in normal schools, the family environment or society. The forms of pre-school education include Kindergartens, Play Groups and Child Care Centers.
Kindergartens are run for children aged 4 to 6 years with a one or two year education duration. Pre-school educational units in the form of play groups and child care centers may be attended by children under the-age of 3 years. Out-of-school education are educational activities carried out outside of the formal school system.
The out-of-school education unit covers family education learning group, special courses like computer, and other similar educational units.
The forms of out-of-school education include courses, learning groups and others such as play groups, and child care centers and similar educational units.
School holidays, when overseas students normally return home, occur at Christmas (the last two weeks of December and the first week of January), Easter (normally the first two or three weeks of April) and the longer Summer holiday (mid July to the first week of September).
Students between the ages of 5 and 11 or 13 attend a preparatory school (sometimes called a Junior School or Prep). A preparatory school may be attached to a senior school or prepare students for a range of senior schools. Independent Schools in the UK are dedicated to providing the very best education and care for their students. Houseparents serve as substitute mums and dads and ensure that there is always someone to turn to in times of need. Independent school facilities are extensive and the opportunity to be involved in music, drama, art, sport, technology, friendships and community activities after school and at weekends is one of the major attractions of boarding life. The UK education system is structured so that students take two main sets of subject examinations prior to entry into university.
International students wishing to enter into the top UK universities can undertake A Levels (whether the 2 year or 18 month course). If you are considering full-time study then you may be interested MA International Education and Globalisation. It is possible to study the International Baccalaureate Educator Certificates as part of this programme. The MA Education programme will give you an unparalleled opportunity to study education at a master's level. The MA Education is designed for teachers, lecturers, trainers, educational leaders, managers and administrators, and those aspiring to a career in education. Undertake a small scale research project in the context of your own or your institution's policy and practice.
Optional opportunity to study for the International Baccalaureate Educators’ Certificate alongside the MA Education.
The MA Education is our most popular degree and allows you the greatest flexibility in choice of units and dissertation topic (with the exception of those opting to take the International Baccalaureate Educator Certificates who are required to take specific units). This pathway is designed for those who wish to develop knowledge and an understanding of issues relating to education beyond the national context.
If you wish to develop the practice and your understanding of Learning and Teaching then this is the pathway for you. This pathway is designed to meet the needs of experienced educational professionals who wish to inform their work as leaders and managers, or who aspire to a leadership role, through an in-depth understanding of current educational management practice, theory, research and policy. If you wish, you can complete the programme entirely though distance learning, however we recommend you try to attend at least one face-to-face unit as it is valuable to spent time in a study environment with tutors and other students. For the 90 credits required for the MA Education, you acquire 60 credits through taught units and 30 credits by completing a dissertation.
Distance learning study commences at two fixed points in the year, 1st March and 1st September. You can study up to two units at any one time and you have between two and five years to complete the programme.
You will also complete a 15,000-word Dissertation (this must be grounded in your Study Pathway).
Our programmes are modular, consisting of self-contained units, taught and assessed by assignment and dissertation. Teaching methods at Summer Schools and Study Centres include; lectures, student-led seminars, workshops, group work, tutorials, Moodle (virtual learning environment), and other electronic communications.

If there are less than six students enrolled on a unit scheduled at Summer School, the unit will still run, but it may be taught on a Directed Tutorial basis.
Distance Learning takes place online; enabling you to study independently with the support of a tutor. Assessment consists of a written 5000 word assignment for each unit of study, together with a 15,000 word Dissertation. If you have studied, but not completed or received an award, for postgraduate Masters level units in education from another institution, you may be eligible to transfer credit for this prior learning.
Credit must have been obtained recently (less than 8 years ago at the time of the award of the qualification to which it contributes).
If you obtain APL you will still be required to study Research Methods in Education and either Education and Society or Understanding Learners and Learning (unless your previous study has sufficient overlap with any of the units, in which case exemption may be considered). This programme is ideal for those wishing to progress their career within an educational organisation.
Many of our graduates have gone on to be leaders and managers within educational settings; while others started their educational careers in teaching, lecturing or administration. In the 2015 Postgraduate Taught Experience Survey, 90% of students agreed that the course had enhanced their academic ability, and would recommend the University of Bath to a friend or relative. If you wish to improve your English proficiency before commencing your studies, pre-sessional language training can be arranged through the Academic Skills Centre. You can must apply to study through the Faculty of Humanities & Social Sciences Graduate School. Cost of attending the Summer School or Study Centres if selected), including travel, breakfast and evening meals and accommodation. You must have an unconditional offer and accepted this four weeks prior to the start of the programme. The Department of Education is committed to a broad coverage of substantive areas of research interest and methodological orientations. The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally. This education system is governed by the UK’s official ‘Department of Education’ with a support from ‘Department for Business, Innovation & Skills’.
According to the UK government a full time education is a must for all kids ranging between the age group from 5 to 17 years. A child normally starts this education with the age of four or five and stay there till eleven or twelve.
Membership provides a range of benefits and services which we hope will also be advantageous to Open University partners. The Education UK brand is used by the British Council in over 85 countries, whilst 370 universities, colleges and schools in the UK have a licence to use the Education UK logo. In the early stages of PJP I, the national education system was still based on three laws, Laws No.
The development of higher education in Indonesia was retarded because the structure of higher education was still very simple in accordance with the conditions of the early 1960a€™s.
Based on the effective legislation, primary school was basic education that continued after the entire education of Kindergarten. The period of REPELITA I to IV was the crucial time range for the expansion of vocational education at this level. One of the changes which occurred in the mid-1970a€™s was the integration of vocational education at the lower secondary levels into the general lower secondary education. During REPELITA III the economics vocational schools were all changed, whereas a number of technical and family welfare schools, were still maintained until the end of REPELITA V, even though in very small numbers.
The President of the Republic of Indonesia introduced the strategy when he delivered the State Speech before the Parliament on 16 August 1978. To meet the various needs, there were 100 Packet A books which were prepared in 22 levels of difficulties.
The development is realized through tough national resilience to boost national ability to prevent every teaching, understanding and ideology that runs counter to the principles of the Pancasila.
These are the minimum requirements needed by every citizen to be able to participate as active community members, and members of a nation, and country. The school education unit is a part of a staggered and sustainable, balanced education system, whereas out-of-school education units cover family, learning group, special courses, and other similar types of education. The in-school education channel covers education carried out in school through learning-teaching activities that occur in the traditional manner in a staggered and sustainable ways.
General education focuses on expansion of knowledge and skill improvement of participants in line with the specialization that will be realized in the final stages of participation in the education system.
Out-of-school general education prioritizes expansion of knowledge, skill improvement and development of good attitude of the learners in learning certain fields. The mentioned courses are not the formal title of the subjects, but rather the field of study, the basic material presented to form personality and ability instilled and developed through basic education. The objectives of general secondary education are to: (1) increase the knowledge of students so that they may progress to higher education levels and to develop themselves in line with advances of knowledge, technology and art, and (2) increase the ability of students to become contributing members of society, through developing useful mutual relationships with their social, cultural and natural surroundings. The secondary vocational education program consists of six groups, namely: (1) the Agricultural and Forestry Group, (2) the Technological and Industrial Group, (3) the Business and Management Group, (4) the Social Welfare Group, (5) the Tourism Group, and (6) the Art and Crafts Group. Such educational units can be in the form of academies, polytechnics, tertiary school institutes, or universities.
Special education is aimed at instilling skills that help the people who suffer physical, mental, behavioral or social problems, to more readily adapt to society. Kindergartens are classed as in-school education facilities while play groups and child care centers are included under the banner of out-of-school education. Childrena€™s welfare in play groups and child care centers is the responsibility of the Minister of Social Affairs, while the educational aspects are organized by the Minister of Education and Culture (Government Regulation No. The content of the pre-school educational program for kindergartens as run through the in-school channel must include Pancasila morals education, religion, discipline, language ability, thinking exercises, creativity, social skills, feelings and emotions, manual skills and physical fitness and health.
Out-of-school education is not necessarily organized into levels or stages and continuous.
Family education is designed to promote religious awareness, cultural values, moral values and special home and social skills. Parents pay fees for their children to attend independent schools, which are regularly and rigorously inspected to ensure they meet the highest standards. Students attend School for about thirty-four weeks of the year covering three terms of 11 to 12 weeks duration. At the age of 11 or 13, they change to a senior school (sometimes called a secondary School or College). Transfer from one to the other is well-managed and the head will keep parents fully informed of the senior school options. There are options for overseas pupils to take A-levels over a three-year period depending on their level of English.
Houseparents will also help to arrange weekend trips, liaise with parents about travel and half term holidays, help with communications home, monitor academic progress and ensure students work hard, eat well, sleep well and are happy and healthy individuals. The first set is called GCSEs or IGCSEs, which is studied over a 2 year period, and the second is called A Levels.
If students have missed the grades for entry into their chosen course, a retake can be taken in the subject of choice subject to visa regulations for international students). Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research.
Core units draw on theory of learning and teaching processes (with children and adults) and the role of technology. As you progress through the units and successfully pass the assignments, you will receive feedback and grades, thus providing you with a clear indication of your academic progress.
You will be provided with resources to help your study and individual or group tutorials will be timetabled in order to make sure your learning needs are fully met. The Wiki environment offers you a number of alternatives for working flexibly with your learning materials.
The hierarchy is described below in w ell customized manner in a pattern of down to top form means here we are starting with the base level education form and proceeding further while ending with the highest level of the education system.
It can be used to help communicate the values of UK education beyond the prospective student audience to their influencers, sponsors and potential employers. The higher education program was far too academic (as is reflected in the Bachelor and Graduate pro- grams) but was probably well suited to the needs of society during the 1960a€™s.
The effective legislation at the time had considered that it was imperative to develop vocational secondary education, so apart from general secondary education through general upper secondary school, there was also rapid growth in the range of types of vocational upper secondary schools.

By the end of REPELITA V, all of these schools were replaced by lower secondary plus or standard lower secondary schools with the addition of a number of work skills subjects. In order to achieve these objectives, the out-of-school education program was carried out extensively through a number of venues and methods including: (1) basic education learning groups with activities in the form of illiteracy eradication using Packet A learning materials, (2) family welfare education is a learning group which aims to create prosperous and happy families by educating participants in 10 important aspects of family welfare, (3) community vocational education includes those members of the community who study vocational work related subjects to improve their prospects, knowledge and skills in various vocations, (4) Livelihood education is offered to community members to learn various skills of enterpreneurship to improve their livelihood, and (5) out-of-school education courses conducted by the community for members who wish to learn various skills, or increase their knowledge by attending various courses according to the demand and availability.
Books AI-A20 were arranged in twenty different consecutive levels of difficulty as they were for basic education or the initial levels of the illiteracy eradication program that was the foundation material to prepare participants for the following packets.
National education system is a conscious efforts to prepare the Indonesian nation to defend its lifestyle and culture, increase its long-term survival ability and sustain development continuously from one generation to the next. Every Indonesian citizen has a right to obtain education either through in-school education or out-of-school education until the level suited to their ability. The distance learning education unit is education that takes place in an institution where implementation of teaching-learning activities does not have to occupy a certain building.
The out-of-school education channel covers education carried out in any non-traditional environment that does not require participants to attend lessons in a formally constructed, purpose-built environment. Vocational education is education to prepare participants with relevant skills to work directly in certain fields. Religious education prepares students to play a role that requires the special mastery of the respective religions. More than one field of study may be united to become one subject, or conversely, one field of study may be dispersed across more than one subject matter. To achieve such objectives, the teaching program is organized into two stages, consisting of: the general teaching program which is applied in class I and II, and special teaching programs (more specific in nature) which begin to be implemented in class III in accordance with the ability and interests of the individual students.
The general program consists of a number of subjects which are considered the normal minimum requirements for students of this level, and are compulsory for all students in the framework of forming the character of the wholesome Indonesians. Academies are higher education institutions that carry out professional education in one or a part of certain branch of knowledge, technology or arts. The objective of pre-school education is to stimulate the physical and intellectual growth and development of children outside the family environment before entering primary school or out-of-school educational programs. Apart from these units, there are also special Islamic pre-schools which are of the same status as kindergartens. The characteristic that differentiates out-of-school education from school education is its flexibility which includes flexible course duration and study times, no participant age limits, and flexible course content, implementation and assessment procedures.
The learning groups that are organized by the Government consist of the Learning Group Packet A, and the Learning Group Packet B. While September is the normal start for most pupils, many UK Independent Schools accept pupils at the start of any of the three terms, though this will depend on public examination preparation. Prep schools are an ideal start for overseas students wanting to join a senior school on the same basis and at the same time as the UK students. The overseas students who join them will quickly realise that they will be well cared for in a family environment with wonderful opportunities. The course is suitable for students who already know which university course they wish to pursue. One of the taught units must be the Research Methods in Education which is worth 12 credits, another of the taught units must be Understanding Learners and Learning or Education and Society (your choice may depend on which pathway you choose). In addition, there are opportunities to link up with other students and leave feedback about your experience. UK education hierarchy starts from the nursery education and goes up to the higher level education the tertiary education. Highly suitable staff is appointed for this class who are effectually able to supervise & encourage educational play along with childcare. It can also reinforce the value of UK educational expertise in collaborative projects and joint initiatives.
However, it clearly lacked the ability or capacity to adapt to the faster pace of modem economic development. Apart from schools that were the continuation of vocational lower secondary education a€” that are, Upper Secondary School-Economics, Upper Secondary School-Family Welfare, and Secondary Technical School a€” the other types of schools developed were: Teacher Education School, Upper Secondary Sports School, Household Technology Secondary School, Secondary School on Social Education, Secondary School on Industrial Handicraft, Secondary School on Indonesian Arts, Secondary School of Art, Secondary School of Music, and Secondary School on Agricultural Technology. Books A21-A60 and A61-A 100 were rearranged, each in one level of difficulty, as they were the further application and more advanced modules of the literacy program.
The national education system is simultaneously a very important tool and objective in the struggle to achieve true independence and the objectives of the Indonesian country and nation. The national education system provides the broadest possible range of learning opportunities to every citizen regardless of gender or background.
Complete means to cover all channels, levels and types of education, and integrated means there are mutual supporting links between all types and levels of national education, and development efforts. The out-of-school learning and teaching activities do not necessarily need to be staggered, sustained or balanced. Occupational education is education that attempts to increase knowledge, ability, and attitude of the learners to fulfil certain working requirements in their related working unit. Basic education aims to provide assets in the form of abilities to learning participants so they may develop their lives and lifestyles as individual members of society, citizens and human beings, as well as to prepare them to attend secondary education.
Polytechnics are higher education institutions which undertake professional education in a number of special fields. Professional education is in the form of a diploma program that offers 4 levels of study from diploma I through to diploma 4. The focus of education is on the development of attitude, knowledge, skills and creative abilities, so that children may adapt to their environment quicker and easier, and for their further growth and development. These schools are called Bustanul Atfal and Raudlatui Atfal, and are organized by the Ministry of Religious Affairs.
The Learning Group Packet A provides material for the learners to achieve primary school qualifications, and the Learning Group Packet B provides material for lower secondary qualifications. UK senior schools are a fine preparation for university life and schools work hard to ensure that students achieve the best University place they possibly can. The slow development of higher education was not only reflected in the number of students and educational institutions, but particularly in the narrow scope of variety of higher education programs. Therefore, within the Law all units, channels, types and levels of education as well as implementation regulations are defined, including the objectives and expected output criteria of all types and levels of education. Family education is a part of the out-of-school education channel conducted within the family which provides religious faith, social and moral values, and specific life skills. Officials education is designed to improve abilities to carry out official duties, for employees or candidates to work in a government ministry or non-departmental government institutions.
The vocational program consists of basic vocational subjects and vocational skill development topics. Diploma programs can be continued to a higher level known as Specialist 1 or 2 level, if students meet the entry requirements.
However, attendance at pre-school education is not a prerequisite or requirement for entry into primary school. Other out-of-school units such as child care centers and play groups are organized by the Ministry of Social Affairs and the Ministry of Education and Culture in a cooperative arrangement.
This is basic introduction to schooling system and child learns the daily schooling habit at this level. A much broader range of topics and abilities were needed in higher education to adapt it to the more complex needs of society.
Religious education is education to prepare participants to be able to assume a role in society that demands the mastery of special knowledge in regard to the respective religion. Vocational out-of-school education is education to prepare students to be able to work in certain fields. The function of basic vocational education is to instill the ability to develop and adapt in line with the development of science, technology and arts in relation to the respective study program. The implementation of education as was regulated by the two different laws caused the eventual realization that one national education system as desired by the 1945 Constitution, article 31 clause (2) had not been entirely achieved.
The vocational education consisted of three types of schools, Lower Secondary Schoola€”Economics, Lower Secondary Schoola€”Family Welfare, and Technical School. Academic education is aimed at fostering the mastery of knowledge and science among students, and professional education is aimed at producing professionals who can apply their specialties and knowledge to the development of the country, and society. In line with the two laws, the school system at that time consisted of the following levels.

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