Governance Model for Higher Education in Indonesia Post-Pandemic of Covid-19 Towards a New Normal Era

Abstract

The Higher Education management consists of autonomy in the academic field, including the establishment of norms, operational policies, research, and community service under the regulations. In carrying out the roles of the higher education institutions in the higher education organization, there are work units/functions or units at different levels or groups, either because of the duties, responsibilities, and positions, as well as the origins of the employees. In addition, the status of the Covid-19 was officially declared a pandemic by the WHO on Thursday, March 12, 2020, and it has changed the entire order of people's lives, including the implementation and management of education, significantly higher education. This condition needs to be bridged with the consistent of a management that is expected to function as an organizational link so that the objectives of Higher Education can be achieved. In responding to the challenges faced, universities must create an integrated management model to ensure the fulfillment of the quality of graduates with strategic policies to outline the institution's future journey.

Readiness of Indonesian pre-service science teachers for society 5.0

“…Conventional pedagogical methods persist due to various factors, including resistance to change and institutional inertia [18], [19]. This paradigm demonstrates a tendency to invest in established and historically rooted pedagogical patterns [2], [20], [21]. Although such approaches may have been effective in their time, they are less suitable and potentially inadequate in equipping pre-service teachers with the necessary skills and understanding to face the challenges of the new era in the Society 5.0 context [21]- [23] .…”

“…This paradigm demonstrates a tendency to invest in established and historically rooted pedagogical patterns [2], [20], [21]. Although such approaches may have been effective in their time, they are less suitable and potentially inadequate in equipping pre-service teachers with the necessary skills and understanding to face the challenges of the new era in the Society 5.0 context [21]- [23] . Rapid advancements in technology and changes in social and economic structures demand an innovative and adaptive educational paradigm [1], [24]- [26].…”