EDUCARE

EDUCARE: International Journal for Educational Studies. This journal, with ISSN 1979-7877 (print) and ISSN 2621-587X (online), was firstly published on August 17, 2008, in the context to commemorate the Independence Day in Indonesia. The EDUCARE journal was managed and organized by the Lecturers of FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto) in Central Java, Indonesia, since issue of February 2009 to issue of February 2016; and published by Minda Masagi Press, a publishing house owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia and BRIMAN (Brunei-Indonesia-Malaysia Academic Network) Institute in Bandar Seri Begawan, Brunei Darussalam, since issue of February 2018 to date.

The EDUCARE journal is published every February and August. This journal is dedicated not only for Indonesian scholars who concern about educational studies, but also welcome to the scholars of Southeast Asian countries and around the world who care and share related to the educational studies in general. 

The EDUCARE journal is devoted, but not limited to, primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes: (1) Language and literature education; (2) Social science education; (3) Sports and health education; (4) Economy and business education; (5) Math and natural science education; (6) Vocational and engineering education; and (7) Visual arts, dance, music, and design education.

Since early 2018, the website of EDUCARE journal has been migrated from web based on WP (Word Press) program towards the web based on OJS (Open Journal System) program at: www.journals.mindamas.com/index.php/educare. However, the conventional e-mail address for sending the articles is still able to: ijes.educare@gmail.com and mindamas.journals@gmail.com


Foreword for
EDUCARE: International Journal for Educational Studies,
Volume 11, Number 1, August 2018.

 

Associate Professor Dato Dr. Norhasni Zainal Abiddin
A Guest Editor of EDUCARE Journal in Bandung, West Java, Indonesia; and Lecturer at the Faculty of Educational Studies UPM (University of Putra Malaysia) in Serdang, Selangor Darul Ehsan, Malaysia. 

Education is an integral part of sustainable human development. The inability to use education to achieve desired developmental objectives, especially in many LDCs (Less Developed Countries) is attributed to poor institutional reforms, governance risks, and policy inconsistency. Just as many LDCs are experiencing poor development, due to insufficient linkages between education policy and national development; and sizeable numbers of developed economies are confronted with rising income inequality, which is a product of selective educational opportunities in those climes. The above scenarios are an indication that the current education model is at great variance with the current developmental trend.

I clearly and succinctly outlined that over reliance on education as a great enabler for human capital development without quality research to restructure and reposition the sector in line with the present realities would turn the craters into crevices. Despite the huge stock of empirically validated and theoretical postulations on the positive connection between education and individual capabilities in achieving sustainable development path, very few studies have explored the missing role of quality research in promoting effective human capital development. Instructively, in other to achieve robust national competiveness, social cohesion, improved standard of living, and shared prosperity for greater number of the populace, education and research outcomes should be synchronised in the context of sustained human capital development instead of recycling technical jargons in air conditioned offices.

I went, further, to highlight that since 2008, the WB (World Bank) report on the pathetic conditions of education and its concomitant effect on poverty in Africa, there has been no concrete and bold actions to the contrary even in 2018. Few cosmetics actions taken have little or no meaningful impact in revising the rising tide of poverty and under development. The result is also the same in South East Asia, Latin American, and Middle East. The case of the gulf nations re-enforces the position of the authors on the need for science and education to be contextualised in line with the prevailing social-cultural norms otherwise the much touted promises of using education and research to improve human capital may continue to be elusive.

It is quite disheartening if not inhumane that in multi-billion Dollars economies, rich in hydrocarbons would be lacking sufficient investment in education which is aimed at nurturing citizen human capabilities and resultant improved standard of living. It is also the considered view of the authors, that rethinking the underlying assumptions of science, education, and development would be insufficient to generate the needed human development outcomes without addressing the second leg of poor educational outcomes, which include investment, governance, and policy direction.

Research and education, as important developmental objectives, should be vigorously pursued if desired outcomes are to be achieved. Although, substantial investments have been committed with little or no measurable results, I am arguing for new structural reforms towards targeted investments in research and education. Accordingly, the form, structure, and pattern of such investment should be re-examined in view of the present poor outcomes. On the structural side, it was shown that educational outcomes should reflect market demand, so that current skill shortages in critical sectors of the national economies are addressed. It was established that churning out graduates who may not be relevant in the current technological driven economic landscape is counterproductive and ill advised.

Governance and policy direction represent another obstacle towards full realisation of positive educational outcomes. Despite a strong theoretical underpinning a positive connection between human capital and range of positive economic outcomes, such as growth and development, governance risks and policy inconsistency have hindered effective human capital stocks which education should be aimed at providing. Government intervention in providing education, as argued by the authors, is based on three key policy and structural failures. Firstly, higher private income has not automatically improved educational outcomes; secondly, government policies have led to inequality in education access and market forces have not equitably distributed educational opportunities; and furthermore, thirdly, resources alone may not be sufficient to generate the desired human development outcomes unless the structural and policy issues are addressed.

In the concluding part, I argued that open market and globalisation have worsened the provision of educational outcomes and resultant human capital development in less developed countries and inequality in developed countries. Education and research should be rediscovered in the context of the prevailing social and cultural norms if a lasting and positive impact on sustained economic development, social harmony, and shared prosperity are to be achieved. I submitted that unless universities, government, and relevant stakeholders devote enough time and resources to create open knowledge based education and learning model, desired economic, and developmental outcomes would be elusive.

Finally, education, research, and human development should be domesticated to achieve greater goods. Only in that context, it would human capital development occupy its prime position. Do enjoy reading the EDUCARE journal and hopefully you will derive much benefit from it. 

Serdang, Malaysia: August 31, 2018.

Cover of EDUCARE Journal, Issue of August 2018:

Organized and Published by:

  

Minda Masagi Press owned by ASPENSI (Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia.

The website of KEMENRISTEKDIKTI RI (Ministry of Research, Technology, and Higher Education of the Republic of Indonesia) in Jakarta related to the scholarly journals is also available online at: http://simlitabmas.ristekdikti.go.id


Vol 11, No 1 (2018)

Table of Contents

Articles

Mohammed Sabrin
Abstract views: 72       PDF downloads: 36
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Nur Anisah Jamil
Abstract views: 40       PDF downloads: 20
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Leudane L Lonez, Nicette N Ganal
Abstract views: 60       PDF downloads: 30
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Mohammed Alhaji Yusuf, Norhasni Zainal Abiddin
Abstract views: 58       PDF downloads: 29
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Jerick C Ferrer
Abstract views: 128       PDF downloads: 64
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Editor Journal EDUCARE
Abstract views: 10       PDF downloads: 5
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Editor Journal EDUCARE
Abstract views: 10       PDF downloads: 5
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Editor Journal EDUCARE
Abstract views: 6       PDF downloads: 3
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