Hasil Pencarian  ::  Simpan CSV :: Kembali

"Skripsi ini membahas tentang liberalisasi pendidikan tinggi yang dipengaruhi oleh globalisasi. Akibatnya, banyak negara di dunia yang meliberalisasi sektor pendidikan tingginya. Politik Pendidikan di Indonesia dan India tidak terlepas dari fenomena tersebut. Kebijakan liberalisasi pendidikan tinggi di Indonesia dan India mencerminkan adanya desentralisasi, privatisasi, dan komersialisasi pada pendidikan tingginya, yang menyebabkan negara mengurangi tanggung jawabnya dan sumber pendanaan dari masyarakat meningkat. Implementasi dari liberalisasi pendidikan di Indonesia dan India dapat dilihat pada penyelenggaraan PTN-PTN di kedua negara tersebut. Dampak dari liberalisasi pendidikan tinggi di Indonesia dan India adalah semakin sulitnya masyarakat yang berpengasilan rendah untuk mengakses pendidikan tinggi.

---

This thesis discusses the globalization are influenced the liberalization of higher education. As a result, many countries liberalize the higher education sector. Politics of Education in Indonesia and India are not apart of the phenomenon. Liberalization of higher education in Indonesia and India reflect a decentralization, privatization and commercialization of higher education, which led the country reduce its responsibilities and funding from the public increased. The implementation of the liberalization of education in Indonesia and India can be seen in the state universities in both countries. The impact of the liberalization of higher education in Indonesia and India are increasingly difficult low income people to access higher education."

"Pedagogies for development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform. The book contributes to pressing debates about how ?quality? education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice. "