Jiwa-jiwa yang hebat itu selalu jiwa-jiwa yang disiksa kontradiksi. Tidak ada orang orang yang hebat itu datang dari kedamaian karena tidak ada masalah. Jiwa-jiwa yang hebat hidupnya selalu digapit kontradiksi,
Read more »
My new book! Will be available soon in Amazon. Available now in Amazon:
http://www.amazon.com/Problem-Based-Learning-Graduates-Competencies-Success/dp/6021932609/ref=sr_1_1?ie=UTF8&qid=1327792634&sr=8-1
For reader from Indonesia please contact: patria(at)incher.uni-kassel.de
Data lembaga statistik Jerman menunjukkan bahwa 2.400 pelajar Indonesia terdaftar di lembaga pendidikan tinggi Jerman pada semester musim dingin 2009/2010. Angka ini tentu saja masih jauh dibandingkan dengan jumlah pelajar Indonesia di Amerika, Australia, Singapura dan Malaysia.
Melanjutkan studi di Jerman memiliki beberapa keunggulan di bandingkan negara lain. Kemajuan teknologi Jerman tidak diragukan lagi oleh dunia. Penemu-penemu di bidang teknologi dan industri tidak terbilang banyaknya. Pengakuan dunia terlihat dari banyaknya peneliti Jerman yang mendapatkan hadiah Nobel. Tercatat 102 penerima hadiah Nobel berasal dari Jerman, dimana lebih dari 65 persennya termasuk dalam kategori ilmu alam dan kedokteran.
Read more »
Proporsi doktor di Jerman termasuk yang paling tinggi di dunia. Menurut kantor statistik negara (Statistisches Bundesamt, 2008) lebih dari 10 persen lulusan perguruan tinggi melanjutkan studi dan mendapatkan gelar doktor. Angka ini lebih tinggi dari kondisi di Amerika yang hanya sekitar 3-4% (NCIS, 2009).
Sistem pendidikan doktor (S3) di Jerman sangat berbeda dengan sistem pendidikan doktor di Indonesia yang lebih berkiblat ke model Amerika. Perbedaan yang paling mencolok adalah pada sistemnya yang tidak terstruktur. Program doktor di Indonesia (dan Amerika) mengharuskan mahasiswa S3 atau kandidat doktor mengikuti kurikulum tertentu untuk mendapatkan gelar doktor. Proses program doktor di Indonesia pada dasarnya terdiri dari tiga tahap. Tahap pertama adalah perkuliahan (course work) yang berlangsung selama satu sampai tiga tahun. Setelah itu mahasiswa program doktor diharuskan menjalani ujian komprehensif dan dilanjutkan tahap penelitian yang hasilnya dilaporkan dalam bentuk disertasi.
Program doktor di Jerman tidak terstruktur dalam artian tidak ada kurikulum tertentu yang harus dijalani oleh kandidat doktor. Proses pendidikan doktor diawali dengan aplikasi kepada professor (Doktorvater/Doktormutter). Setelah profesor menyetujui proposal penelitian kandidat doktor (biasa disebut Promovierende atau Doktoranden) maka kandidat dapat segera memulai pendidikan doktor. Program doktor berakhir ketika kandidat doktor berhasil mempertahankan laporan penelitiannya (Doktorarbeit atau Dissertation) dalam ujian pendadaran yang disebut Disputation atau Rigorosum.Tidak ada proses temu kelas atau perkuliahan, karena pendidikan doktor di Jerman murni berdasarkan penelitian.
Read more »
QTAFI (Questions, Tables and Figures) adalah suatu aplikasi yang dikembangkan untuk mempermudah pelaksanaan survey. Dengan QTAFI kita bisa dengan mudah membuat kuisioner, membuat lembar data di SPSS dan mempermudah proses analisis data dengan SPSS. Aplikasi ini sangat cocok bagi mahasiswa yang akan membuat kuisioner ataupun fakultas atau universitas yang akan mengadakan survey penelusuran alumni (graduate survey atau tracer study).
QTAFI adalah aplikasi yang berbasis makro. Bentuk aplikasi ini berupa file dokumen berekstensi doc (seperti dokumen yang biasa kita buat lewat MS Word), hanya saja terkandung makro QTAFI di dalamnya. Untuk menjalankan aplikasi ini tentu saja MS Word harus sudah terpasang di komputer kita.
Saya mulai menggunakan aplikasi ini sejak tahun 2003, pada waktu itu aplikasi ini membantu pelaksanaan survey penelusuran alumni di UGM. Sejak saat itu saya terlibat dalam pengembangan QTAFI dan online.QTAFI (QTAFI berbasis web) walaupun hanya sebagai tester setia Read more »
. Sampai saat ini pengembangan aplikasi ini terus berlanjut, terutama untuk versi online yang sudah sampai pada versi 2. Saat ini puluhan online survey secara bersamaan berjalan di server online.QTAFI2.
Mobilität bedeutet Bewegung mit einem bestimmten Ziel. Viele Leute sind in Bewegung, wenn es um Ausbildung geht. Viele von uns sind internationale Studenten. Internationale Erfahrung sind sehr wichtig für Studenten. Akademische Leistung, Fremdsprachenkenntnisse, kulturelle Bereicherung, persönliche Enwicklung und berufliche Auswirkungen, in diese Bereichen findet man den Vorteil des Studiums im Ausland.
Fremdsprachenkenntnisse
Der Lernen einen Fremdsprache ist die führende Motivation für ein Studium im Ausland. Studenten werden ihre Fremdsprachen verbesseren, weil sie sie täglich benützen müssen. Die Sprache des Gastlandes und die Sprache des Studienprogramms sind wichtig. Zum Beispiel: wenn man in Deutschland studiert, aber die Unterichtssprache Englisch ist, natürlich wird man ihr Deutsch nicht viel verbessern.
Kulturelle Bereicherung
Studieren im Ausland bietet die Möglichkeit an andere Kultur kennen zu lernen. Studenten weden ein besserer Verständniss für andere Ländern haben, Verständnis der politischen Perspektiven und Toleranz für unterschidliche Standpunkte.
Akademische Leistung Read more »
Studium im Ausland hat auch einen positiven Einfluss auf die Akdemische Leistung. Studenten erfahren verschiedene Lehrmethoden im Gegensatz zu ihrem Heimland. Studenten haben die Möglichkeiten, besser entwickelte Einrichtungen (z. B. Labor) zu benützen.
Sending students to studying abroad has been the most prevalent approach in internationalisation of higher education. Having international experience is considered as beneficially for students and graduates by many researchers in higher education. Most of them agreed that studying abroad have a positive impact on student life. The benefit of study abroad usually analysed in five spheres: academic achievement, foreign language proficiency, cultural enrichment, personal development and professional impact.
Foreign Language Proficiency
One of the leading motivations to study abroad is to have better foreign language proficiency. The improvement of language proficiency generally assumed to be the main consequence of studying abroad. Student reported that upon return they felt enhancement in language proficiency of the host country, in everyday context as well as in academic context. Obviously the language of the host country and the language use in the instruction must be taking in to account. For example: If you study in German but the language of instruction is in English, obviously your German proficiency will not improve much.
Cultural Enrichment Read more »
Study abroad provides direct opportunity to learn other culture. The most obvious impact for this is a better understanding of the conditions in other countries. This experience will stimulates some reflection about ones own culture and even reconsideration of values in general. Improved understanding of political rationales and tolerance for different views is just some of the examples of the result. Ones also will have more experience in comparing their own countries and the host country where they study. They will learn how to be proud of their home country and in the same time learn to accept the deficiency of their home country compared to the host country.
A little bit shock and excited when I read my rss subscription for BBC today. “Child star wins university place” that is the title of BBC article on March, the youngest (9) ever student to enroll in a university in Hong Kong. He is enrolled in HKBU (Hong Kong Baptist University). After reading his full name, March Tian Boedihardjo, I knew that he is from Indonesia 
. Well, Boediharjo is for sure a Javanese name.
Maybe it is to naive to say that he is an Indonesian child prodigy since he and his family now live in Hong Kong. I also don’t know whether they still have Indonesian nationality or not. However I just feel happy to hear that every media refers him as “Indonesian-Chinese boy” followed by a lot of compliments. For just a moment I want to forget about how terrible education management in Indonesia. Forget about the high tuition fees, forget about the low teacher salary, forget about the terrible infrastructure… forget everything for just a moment and enjoy the good news.. Read more ».
Sub Title: The German Fachhochschulen and This Sector in The Cameroon Higher Education System
INTRODUCTION
Higher Education has been on a constant dynamics towards better quality and efficiency of graduates. The concluding decades of the 20th century saw a major expansion and the emergence of certain distinct features in the higher education system. From a small elite sector where very few school-leavers participated to a mass sector. Gellert (1993, P. 17) insist that there are a number of ‘essential areas of change’ in the higher education system. A number of features are closely linked to the expansions that did occurred in the 1960s onward. Among the trend that Gellert identified was institutional differentiation, which includes the establishment of new forms of higher education institutions and programmes, functional modification, new modes of teaching and learning, increased concerns with access and educational opportunity, the prevalence of government intervention and accountability.
The thrust to increase and, to a lesser or greater degree, to widen participation in higher education in most countries is associated with a number of themes within the larger banner of lifelong learning. They include the ‘economic imperatives created by a global competition, technological change and the challenge of the knowledge economy, individual responsibility and self-improvement, employability, flexibility of institutions and individuals, social inclusion and citizenship’ (Osborne, 2003). Hence, the difficulty to have an internationally clear distinction between a university sector and another sector of higher education, often pejoratively called ‘non-university higher education’, ‘short cycle’ or ‘alternative’ (Teichler, 1998, 2001).
In many countries, institutional differentiation is evident in the creation of new types of institutions that runs parallel and complement existing traditional universities. In some cases, such as the Britain, in an initial phase of development, a polytechnic sector was created as a parallel vocational and technical alternative to universities. The use of these institutions both as providers of qualifications with national recognition and as feeders to the second or third year of universities has effectively established a new, but fuzzy, binary line, and a higher education structure that increasingly is assuming the characteristic of a stratified system. Hence, the UK system is beginning to resemble the North American system with its two-years Community College programme that are designed to articulate to universities (Bonham, 2002).
In the 1960s and 1970s there were reasons why governments preferred to articulate dual systems and/or create binary structures to cope with the strains of rapid growth. First, the traditional ethos of the universities was respected. With the move towards much higher levels of participation there were fears that universities would be contaminated by less scientific values. Again, it was believed that undifferentiated systems inevitable produces ‘academic drift’ which undermined attempt to produce more vocational forms of higher education (OECD, 1973). But the increasing numbers of jobless graduates made the alarm bells to call for more strengthening of the “less noble†sectors of higher education. The current age of mass higher education is the heir of many different traditions and the so-called ‘Learning Society’, new traditions are being added at all time and the so-called ‘short-cycle higher education have long ago ceased to be a residual sector (Ibid.).
Universities are multidisciplinary institutions in charge of both research and teaching, entitled to award advanced academic degrees (notably the doctorate) and, where applicable, entitled to award subsequent degrees qualifying for senior academic positions (the ‘doctor scientiae’ or the ‘Habilitation’), are considered the key institutions of higher education (Teichler 2001). Certain institutions have a disciplinary specialization such as agriculture, teacher training, administration, medicine, physical education, etc, but the current trend is towards a more comprehensive disciplinary context. Closely linked to this trend is diversification of level of study. The programmes usually classified as undergraduate, graduate and postgraduate and which lead to one of the three main types of degree – bachelor, master and doctor (or their national and professional equivalents), are the main forms of certification in higher education.
However, many functions associated with higher studies and training is now taking place in environments other than traditional universities. These programmes often responds to a specific learning needs of the highly diversified clientele – for example by providing distance learning courses – and answer the demands of further professionalisation and the constantly changing labour market. Their classification raises problems of both an academic and professional nature, including the need to grant academic recognition of skills acquired out side academic institutions (UNESCO 1995). Read more »
Read more »
Hi everyone! My name is Bhina and this is my blog. You can find information about GNU/Linux, Higher education, Statistics and Psychology. Most of them are not scientific, just my personal record (keep me from forget things). I hope you find something useful here :D
E-mail subscription