ARTIKEL BAHASA INGGRIS PENDIDIKAN LUAR SEKOLAH

ARTIKEL BAHASA INGGRIS

PENDIDIKAN LUAR SEKOLAH (PLS)

We realize thatour human resources arestill low, andof course, westill haveanoptimisticattitudethatcan liftthehuman resources. One of the pillarsarenotleft outis throughnon-formaleducation, or better known asnon-formal education(PLS).

Within the framework ofthe expansionandequalizationPLS, graduallyandwillcontinue to be improvedbergukiroutreachandparticipation of the communityand local governmentto explore andexploitthe full potential ofthe community tosupport the implementation ofPLS, it isgoodfor theStrategicPlan forthe province anddistrict of the city, are:

1.      Expansion ofdistribution andreach ofearly childhood education;

2.      The increase inequity,coverage andquality of servicePacket Aequivalentprimary andjunior highB;

3.      Illiteracy eradicationthroughfunctional literacyprogram;

4.      The expansion, equity andimproving the quality ofwomen's education(PKUP), ParentEducation Program(Parenting);

5.      The expansion, equity and improved quality ofcontinuing educationcoursesthroughcoaching programs, business study groups, internships, scholarship/courses; and

6.      Strengthen andCLC's independence is nowinstitutionalizedin thevarious regions.

In connectionwith efforts to improvethe qualityandrelevance of education, the PLSprogramis more oriented tothe needs ofthe market, without compromisingthe academicaspect. Therefore,PLSprogram isable to increasethe knowledge, skills, professionalism, productivity, andcompetitivenessin seizingmarket opportunitiesand business opportunities, itisnecessary to developa strategicplanare:

1.      Improving the quality ofeducation personnelPLS;

2.      Improving the quality ofinfrastructureservicescan expandPLS, canimprove the quality ofprocessandoutcome;

3.      Improvingthe implementation ofa quality control programthrough the establishment ofcompetency standards, curriculumstandardsfor the course;

4.      Enhancepartnerships withstakeholders(stakeholder) asDudi, professional associations, traininginstitutions; and

5.      Carry out researchsuitabilityPLSprogramwiththe needs of societyandthe market. Similarlyregard toimproving the qualityof management education.

PLSstrategyin orderera of regional autonomy, the strategic planare :

1.      Enhancing the participation ofcommunities and local governments;

2.      InstitutionalDevelopment ofPLS;

3.      Utilization/empowerment ofthe potential sources ofthe community;

4.      Develop acommunication and information systeminthe field ofPLS;

5.      Improve the facilitiesinthe field ofPLS

The spirit ofregional autonomyPLSfocuses onlearningeffortsinthe field oflocalskills, either alone orintegrated. It is expected thatthey are able tooptimizewhatthey already have, so it canwork moreproductivelyandefficiently, then it is possiblethat they canopen upjob opportunities.
School Educationusesmeaningful learning, meaningmoremarketoriented, and learning outcomes canbe feltdirectlybenefitsboththe community andthe studentsthemselves.

In thedevelopment ofSchool Education, whichshouldbe a concernthat, in an effort toempower peoplewouldbe able to readandseize the opportunitiesofregional autonomy, non-formal educationin the era ofregional autonomyactuallygiven the chance todo, because it is impossibleenhancement andcommunity empowermentbecomes a burdenof formal educationalone, butalsoformal educationhavethe same responsibility. 

Therefore,the targetof School Educationfocusing more onearly childhood education, elementaryeducation, continuing education, andwomen.

SubsequentlySchool Educationshould beable to form ahighly competitivehuman resource, andis largely determined byHRyounger (early), andfittingEducationinschoolsas an alternative tohuman resource developmentin the future.

PLSis the responsibility ofthe communityand the governmentin linewith theCommunity-BasedEducation, empower theimplementation ofPLSas aplanner, executionandcontrol, PLSneeds tomaintainthe philosophy ofbetterhearingthanheard, the Government of the provinces,districts and citiesareconstantlypaying attentionto thePLSashuman resource developmentefforts, andPLSasone of the solutionsto the problems ofsociety, especiallychildren of school agewho are unable tocontinue their educationanddrop out of school-age children.

In a simple, non-formal educationis education thatis created ordesignedforlearnerswhoconductedoutsidethe formal education. Ifformal education(formal school) rulesand curriculaseem stiff, then innon-formal educationcanbeadjustedflexibly accordingto thelearners.
School education(PLS) allows thedevelopment of learnersin the social, of religious, skills, culture, andexpertise. As the name implies, non-formal education, methods varywiththe method used informal schools. PLSis not new inhumanlife andcivilization. PLSexistingandembedded inpeople's liveslong beforeappearingwhat we callschool.
Discourseof school education(before the termPLSlaunched)presentedas a form of"rebellion" and thedisappointmentofthe weaknesses ofthe formal education system. Schoolformally assessedstiff, hard, very tight, anda lot ofthe rulesof formality, even thoughthe formal education systemis stillconsidered importantand still remainsto be preserved.
In addition, people have started toknowthat theformal education systemcan not handleall thediverseeducationalneeds ofincreasinglydifferent anddiverse. Changing timesmake theneed forformaleducationbeyondthenecessarybutnottoreplaceformaleducation.
Mergingthese two systems, formal andnon-formal education, is seen tosatisfy, fill, and sustainsthe needsof education todaycanrealize the goal ofall studentsin accordancewith the times.

Characteristicsof School Education:

1.      PLShasuniquecharacteristicsin the development oflearners'

2.      PLSis veryflexiblewithtimingandother rules. Educatorsandlearnerscancommunicatewithan opentime

3.      PLSmeet thelearning needs ofthefunctional andmorevaluabletothe practicedirectionto supportthe present andfuture ofsuchskills, managementservices,religious, and so forth.

4.      In the processof learning, learning activities can bedone anywhereas neededwithout having tositina classthat has been provided.

5.      The structure ofthe program moreflexibleanddiverseandnot binding. Alltailored to the interestsand abilities of students.

Typesof School EducationAccording toits functionand in terms offunction, school educationis dividedinto three:

1.      Educationoutside of schoolasa substitute forthe institution; thatnon-formal educationto replace theformal educationthat did not getfollowedbypeoplefor several reasonssuch aslack of funds,inaccessible areasorisolated,anddo notallow thebusyness ofpeoplethey are presentinface-to-face inthe classroomeveryday. example; PacketA, B, and C.

2.      Educationoutside of schoolas an extra; thatschool educationserves toincrease knowledgeandskills of studentswho have notorcan not be obtainedatthe school. example; Pesantren, training, private lessons, andso on.

3.      Educationoutside of schoolas a complement; thatschool educationbe implemented tocomplementthe skillsorknowledgethat isnot orcan notget thelearnersin formal schools. example; dance lessons, sewing, andso on.

As has beenexplained above thatschool educationis not newthatnecessarilyshaped bycommunity dissatisfaction withthe weaknesses ofthe existing formaleducation.
Theeducationtheresince thehistory of mankindwas first formed. The familyis the beginningof educationwas firstobtained by humansafter birth, eveneducating childrensincethestomach ismade ​​bya mother(if weagreeto callthe life of achildwhois stillin the stomachis the life ofthe world) by playingmusicor juststorytelling.
School educationin the family whobecamethe main basebeforethe child isremovedforstudy outsidethe familyenvironment(formal school). The familybecomesa referralifthe child does notunderstand thesocialand moralvalues​​. Ifthe familycould notbe areliablereferencethen the childwillseeka referral tospecial educationschoolsboththatenvironment.
Changing timeswillchange howpeople think, behavior, attitudeeveryday, morality, worldview, and so forth. There is alwaysthe negativeeffectsofthe changing times. Familiesandneighborhoods is areferenceto answeranyanxietyhearts andminds of childrennew age.
Indonesia isa country thathas notfulfilleditself witha proper education. Manyfactorsof a countrycan notrun thepeople's mandatein order toprovidea good education. Educationis the brainandthe soulofacountry thatwill raisethe quality of humanresources. Unavailabilityof fundsis an issue thatquiteoftenwe hearwhen people are notgetting an education.
Childrenareless able topreferto worktoease the burden onthe parentsthan theschoolthat actuallycost.

This fact washorrible. The cost ofthe moreexpensiveformal educationisa major cause. In this issue, school educationis the solution. Hehad aremarkable rolethroughPacketA,packageB, andC.The programpackageseem trivialbut it ishelping the governmentin overcomingilliteracy.

During this time, the programPacketsynonymouswith ignoranceandnotclassybutit would be naiveifthe government wouldmenganaktirikanthis program. The program isto help peoplecompletefreeofilliteracy. Community dissatisfaction withthe slow pace ofthe government's attitudetowardsthe programraisesPacketNGOs(nongovernmental organizations) whofallshelp people inthe field of education. NGO Workingmore nimbleand fasterin helping peopleobtain educationthanthroughgovernment programsthat seemPacketcarelessly.

School educationarisesfromthe concept oflifelonglearning needs. MentoringandcoachingPLSandwork togetheris still neededtomeet the educational needsinall areasso thateverycommunityis readyto keep abreast ofthe timeswithout havingeroded.

sourcehttp://www.anneahira.com/pendidikan-luar-sekolah.htm