The dichotomy between science and religion is one of the issues that are discussed in education in the Muslim world in the modern era. This issue has been observed since civilization, when the west came to the Muslim world, and introduced modern education. Even after the west established modern schools, traditional Islamic education is still considered important. However, at the beginning of the 20th century, Islamic reformist groups emerged, who argued that the decline of the Muslim world occurred because traditional Islamic education was not concerned with science. They argue that they need to integrate religion and science.

  This opinion was later spread through the Islamic revival movement that occurred in the 1970s. In 1977, Muslim scholars met at the First World Conference on Muslim Education, to discuss the problem of Islamic education in the modern era. According to them, although the issue of dichotomy in education has been discussed since the 19th century, and there have been several attempts to Islamize modern education, there has been no attempt to teach natural science and social science from the Islamic point of view. In other words, the problem of dichotomy in education still exists. They argue that to solve this problem, the Muslim world needs to integrate its education systems.

  The dichotomy between religion and science described above is also seen in Indonesia. In Indonesia, after independence, two types of educational systems were formed, the Ministry of Education that governs public schools, and the Ministry of Religion Affair that governs Islamic schools. Although the Indonesian government has made efforts to minimize the differences between the two, such as modernizing Islamic education and Islamizing general education, religion and science are still taught separately.

  In the early 1990s, Integrated Islamic Schools (IIS) emerged as a new type of Islamic school that sought to solve the problem of the dichotomy between science and religion. The purpose of this study is to examine the educational philosophy and practice of the integration of religious knowledge and general knowledge in IIS. Specifically, this research will focus on the “IIS Quality Standard” which describes the educational philosophy, curriculum of IIS, etc., and how schools are implementing practice based on it.

  From an analysis of the “IIS Quality Standard”, the following results were found. First, by adding “IIS characteristic” containing Islamic values to each core competency in all general subjects, IIS seeks to integrate general knowledge with religious knowledge. IIS states that this is their own curriculum. This “IIS characteristic”, can be divided into eight types: 1) verse of Qur`an, 2) Sunna of the Prophet, 3) hadith, 4) stories of the companions of the Prophet, 5) fatwa, 6) introducing Muslim scientists, 7) practical wisdom, and 8) the Islamization of contents.

  Second, the reason behind IIS developing its own curriculum, which integrates religious values into general subjects, is because the founders of IIS view Islam as a holistic religion. In their view, Islam is a religion that regulates various things. Therefore, everything must be interpreted with the teachings of Islam. The meaning of “integrated Islam” in IIS also contains that message. The word “integration” in IIS describes “Islam”, the religion that governs all things and not merely some. According to them, knowledge also cannot be separated from Islam. Islam has the belief that Allah is the only God and that Allah is omniscient. According to them, knowledge must be interpreted with these teachings. That is, the knowledge that Allah has is not only knowledge that is written as a revelation, but the knowledge that is implied in the natural world (which is not written as a revelation) is also a knowledge that belongs to God. (View PDF for the rest of the abstract.)

  In recent years, higher vocational education has been valued by the governments of many countries around the world. While spreading of higher vocational education, it is necessary to cooperate closely with outside world. This study aims to clarify the characteristics of cooperations between higher vocational education institutions and enterprises by concretely analyzing and considering the practical situation of cases in the People's Republic of China (China).

  China has begun to emphasize vocational education in the higher education stage and has implemented several methods since the beginning of the 21st century. One of the methods - the “Modern Apprenticeship” - has been implemented by China’s Ministry of Education since 2014. The characteristic of Modern Apprenticeship is that students sign employment contracts with enterprises while attending higher vocational education institutions simultaneously, and they are anticipated to acquire knowledge and skills through practicing and learning at the workplace in enterprises as well as in higher vocational education institutions. As is mentioned above, China’s higher vocational education institutions have incorporated the element of cooperation with enterprises into the school systems by the introduction of the Modern Apprenticeship. It is necessary to extensively analyze the status and issues of that to enhance the understanding of the development of China's higher vocational education and to clarify the characteristics of cooperation between higher vocational education institutions and enterprises.

  In order to gain knowledge on the cooperations between higher vocational education institutions and enterprises in the implementation of higher vocational education in China, this following study has confirmed the institutional framework of the Modern Apprenticeship through government documents and individual cases,and the practice situation through the quantitatively consideration of final reports made by each higher vocational education institution. These materials have been analyzed on four sides to determine the collaboration between higher vocational education institutions and enterprises in the practice of the Modern Apprenticeship: 1) student status, 2) the reorganization of educational content that includes specific educational methods, 3) teacher groups, and 4)related recognition. As a result, the characteristics of cooperation between higher vocational education institutions and enterprises of the Modern Apprenticeship have been clarified, and can be summarized as follows.

  First of all, Modern Apprenticeship was proposed by the Chinese government as a measure to bring about the input of human resources and academic resources on the corporate side in human resource development, while the forms of cooperation between higher vocational education institutions and enterprises are specified. This new approach is a talent training method with the highest degree and the widest range of cooperations between higher vocational education institutions and enterprises, and with reference to the experience of the UK Apprenticeship, which is oriented toward corporate demand.

  Secondly, in practical situations, the ease of implementation of cooperation varies depending on the item. Specifically, the short-term cooperation in the admission stage and the reorganization of educational content can be practiced when necessary rather than continuously. However, there are difficulties in teacher training which requires longer-term cooperation. Therefore, when it comes to collaboration between higher vocational education institutions and enterprises, it is necessary to subdivide the items into more specific ones depending on which aspect the respective cooperation is concerned with. (View PDF for the rest of the abstract.)