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"The purpose of this paper is to describe how self-concept of teacher-leaders can influence an achievement. Teacher-leaders are people with special skils. These are manifested by their ability to build trust and rapport, to diagnose, to deal with process, to use resources, to manage the work, and to encourage the development of skills and confidence in others (Lieberman et al, in jossey-Bass Reader, 2000). In reforming the schools, teacher-leaders must have moral leadership and self-concept. Teacher-leaders deal with serious thinking, sense of deeply feeling and actions that reflect moral leadership. it is important that the teacher-leaders promote the self-development in others. At the same time, they must create their beliefs in others, so that the others follow their belief. Then, teacher-leaders, like other educational leaders, have to build a good feeling about a school system."

"Pada abad-abad 16, 17 dan 18, gagasan reformasi pendidikan di Prancis muncul pertama-tama dalam karya sastra. Dimulai oleh Rabelais dalam dongeng-dongengnya Pantagruel (1532) dan Gargantua (1534), tulisan tentang pendidikan dikembangkan dalam Essais (tiga jilid) karangan Montaigne (1580), dan dalam roman Jean-Jacques Rousseau, Emile (1762). Gagasan yang sama didukung pula antara lain oleh Descartes dalam Discours de la Méthode [Risalah tentang Metode] (1637) dan oleh Voltaire dalam dongengnya L?Ingénu (1767). Intinya adalah pertentangan antara sistem pendidikan lama yang mementingkan hafalan dan teori dengan sistem pendidikan baru yang mereka usulkan, yang lebih mementingkan pembinaan nalar, cara berpikir, dalam suasana belajar yang menyenangkan, yang dikaitkan dengan kehidupan nyata serta alam sekitar. Secara resmi reformasi pendidikan Prancis baru dicanangkan Menteri Pendidikan Jules Ferry pada tahun 1880 dengan pembuatan peraturan wajib belajar di sekolah dasar, biaya belajar cuma-cuma dan pemisahan pendidikan formal di sekolah dari pendidikan keagamaan.

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In the 16th., 17th. and 18th. century, the first ideas of educative reform in France appeared in litterary master pieces. Rabelais wrote his critics and proposals on child education in his stories Pantagruel (1532) and Gargantua (1534), developped later in the Essays (three volumes) written by Montaigne and in Rousseau?novel, Emile. Actually the same ideas were supported also by Descartes in Discours de la Méthode (1637) and Voltaire in L?Ingénu (1767). The central issue was the opposition between the old system of education focusing on learning by heart and theories and the system they proposed which gave importance on the formation of the way of thinking, in a pleasant learning atmosphere, in relation to real life and nature. Officially French education reform was started by the Minister of Education Jules Ferry in 1880 in the decrees proclaming compulsory education in the primary school, free of charge, and the separation between secular and religious education."

"Penelitian ini menganalisis korelasi bantuan pendidikan dengan basis syarat need dan merit di Universitas Indonesia terhadap pendapatan individu dan ketimpangan pada tingkat program studi. Studi ini menggunakan metode pooled cross section regression dengan data Tracer Study Universitas Indonesia. Hasil menunjukkan penerima bantuan berbasis need memiliki pendapatan yang lebih rendah sedangkan penerima bantuan merit memiliki pendapatan lebih tinggi dibandingkan non-penerima bantuan. Pada penelitian ini juga ditemukan korelasi positif antara proporsi bantuan pendidikan need terhadap ketimpangan prodi. Namun tidak ditemukan korelasi antara proporsi bantuan merit dengan ketimpangan pendapatan pada tingkat program studi. Studi ini memberikan pemahaman yang lebih mendalam tentang dampak dari dua jenis bantuan pendidikan di tingkat perguruan tinggi, khususnya di Universitas Indonesia.

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This research analyzes the correlation of educational aid based on need and merit at the University of Indonesia with individual income and inequality at the study program level. This research uses pooled cross-section regression method with data from the Tracer Study at the University of Indonesia. The results show that need-based aid recipients have lower incomes, while merit-based aid recipients have higher incomes compared to non-recipients. The study also found a positive correlation between the proportion of need-based educational aid and income inequality at the study program level. However, no correlation was found between the proportion of merit-based aid and income inequality at the study program level. The study provides a deeper understanding of the impact of these two types of education assistance at the university level, especially at the University of Indonesia."