In the past decades, the government of the Republic of Colombia was doomed to face various impediments during attempts to catalyze socio-economic progress. The attempts succeeded on various fields...Show moreIn the past decades, the government of the Republic of Colombia was doomed to face various impediments during attempts to catalyze socio-economic progress. The attempts succeeded on various fields as the drug industry and guerrilla violence. Notwithstanding, while the Republic of Colombia gains entrée to economic growth and stability, impediments to a distinct field are faced, it regards the offer of qualitative public education to the citizens of the Republic of Colombia. To explain, in the intertwined unequal dimensions of education across many nations, the public education of the Republic of Colombia is known to be falling short of funds, enrolment, quality, access, and even adequate labor conditions. Due to inadequate government spending, corruption and complex to reach rural zones in Colombia. Which resulted in the development of a clear gap between public and private education in Colombia. Therefore, the thesis will consider the conditions of public and private primary education in terms of quality, financing, and quality before the implementation of neo-liberal policies in the 1990’s (Blasco 2010, 37) and the current conditions of public and private primary education in terms of financing, enrolment and quality after the implementation of the neoliberal policies (decentralization) from 1990 to 2018.Show less
Research master thesis | Asian Studies (research) (MA)
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This thesis moves beyond the dichotomy of analyzing normal and abnormal behavior in Japanese education, and shows that individual experiences in education need to be more thoroughly investigated....Show moreThis thesis moves beyond the dichotomy of analyzing normal and abnormal behavior in Japanese education, and shows that individual experiences in education need to be more thoroughly investigated. Being part of formal education means confrontation with existing forms of knowledge that clash with individual social practices. Although there is a strong argument to be made against the ability to practice resistance in an increasingly neo-liberal environment, this thesis shows the opposite. It is possible to differentiate between complete resistance to the expectations that accompany education and more subtle ways of resistance. In fact, all the respondents in this study have shown some form of resistance and consequently, a reconfiguration of individual behavior. This can be resistance to existing language practices, or a complete rejection of anything associated with being Japanese. This thesis shows that there is a space for resistance in Japanese education that extends well beyond teachers’ classroom practices and into students’ individual behavior. Most importantly, the analysis gives a clear example of how resistance against the neo-liberal economization of the individual can be practiced, and is already being practiced in the framework of Japanese education.Show less
In the decade of the 1920s, the government of the Dutch East Indies passed two educational ordinances in relation to private schools: (1) Staatsblad van Nederlandsch-Indie 1923 No. 136 and (2)...Show moreIn the decade of the 1920s, the government of the Dutch East Indies passed two educational ordinances in relation to private schools: (1) Staatsblad van Nederlandsch-Indie 1923 No. 136 and (2) Staatsblad van Nederlandsch-Indie 1925 No. 219. The first ordinance indicated that nonsubsidized schools were required to register their schools to the government, in this case to hoofd van het gewest (head of regional administration), meanwhile the teachers obliged to report their teaching materials. Since this ordinance was applied, the government began to frequently use words “wilde particulier schooltjes” (wild private schools) on their reports in referring to nonsubsidized schools. The next education policy was Staatsblad van Nederlandsch-Indie 1932 No. 494 (“Toezicht-ordonnantie particulier onderwijs”), which also known as the Wild Schools Ordinance (Wilde Scholen Ordonnantie), began to take effect on 1 October 1932. This ordinance aimed to control wild schools. It worked preventively (vergunningstelsel) by requiring a permit before a private school was established. This preventive ordinance provoked oppositions since they believed that the situation was unfair as the restriction began to take effect while the government could not provide education for indigenous people adequately. The first reaction came from Soewardi Soerjaningrat—widely known as Ki Hadjar Dewantara, the leader of a private school named Taman Siswa. On 1 October 1932, on the first day of the implementation of the Wild Schools Ordinance, he sent a telegram to the Governor-General Jhr. Mr. B.C. de Jonge containing his objection on the ordinance. In his telegram, Ki Hadjar conveyed his plan on conducting passive resistance (lijdelijk verzet) in case the government persists on implementing the ordinance. Considerable supports for Ki Hadjar’s plan came from many sides, including political parties. On 13 February 1933, the government suspended the Wild Schools Ordinance by stipulating a new ordinance which was valid from 21 February 1933. Regarding the implementation period, the Wild Schools Ordinance was valid not more than 5 months counted from October 1932 to February 1933. According to this, this paper investigates the reasons behind the short implementation of the Wild Schools Ordinance. It was known that there were protests addressed to the ordinance, but the considerations taken by the government in suspending the ordinance is still unclear. Why did the government suspend the ordinance shortly after it was enacted? Most of the recent works describe the Wild Schools Ordinance only under a chapter themed education or nationalistic movement in the 1930s. There is no literature that specifically focuses on wild schools. Most related-literatures tend to use a single perspective, especially from the perspective of Taman Siswa. By looking to this fact, this paper attempts to explore in balance the sources from the government and Taman Siswa. By doing this, explanations from both perspectives can be acquired in order to investigate the case and to answer the main question thoroughly. The primary and secondary sources used by this paper rely on published archives, books, and articles. Based on the findings, this paper argues that the implementation of the Wild Schools Ordinance in the Dutch East Indies which was suspended in the early 1933s has shown (1) a colonial policy change which contains a democratic process and (2) sensibility under the frame of colonial relationship. At least, there are four reasons why the government suspended the Wild Schools Ordinance shortly after it was enacted. Firstly, the ordinance seemed not well-prepared in almost any aspects. Secondly, considerable resistance from indigenous people to the implementation of the ordinance has given great effect for the government to determine their measures afterwards. Thirdly, in facing the resistance to the ordinance it can be observed that a contestation over the repealing of the ordinance was inevitable. Last, a substantial role of the minister of colonies is unquestionable, since it brought a change in attitude of the government while endeavors from the others did not succeed.Show less
