There is good reason to combine education with microcredit for poverty alleviation in the poor communities of the developing world, including in Indonesia. Poverty is dangerous, it deprives people of their right to education, their right to good health, their right to freedom of speech, their right to democracy, their right to financial services and of course their right to knowledge enhancement, which are all crucial to living a better life. We must therefore, provide services beyond, credits for the poor. In this case, education should be included to each and every development agenda for the poor since it is key to any positive change and sustainable development of people. If well planned and well integrated within the microcredit services, education can serve a good purpose in poverty alleviation. This paper describes how education and microfinance have been used in combination to alleviate poverty in Indonesia, especially in the areas studied. The study uses a multi-cases approach to examine the purposively selected baitul maal tamwil (BMTs) organisations, which are sharia based semiformal microfinance institutions regarded to be among those few integrating education with their financial services.

Community education is a sustainable process in the community, built with awareness and sustained participation, in an effort to build a new understanding and concept to improve the quality of life of the community itself. Community education is now moving back into building and developing societies with the same approach as the hundreds and centuries-old approach to the prosperity of society. With the right theoretical framework, the right approach and the right program implementation models, community education can grow and develop into a power in education to build a better Indonesian society. Critical pedagogical theory and so forth is the main foundation in the development of concepts and subsequent thoughts related to public education.

The success of a training activity is measured by how much change in the increase of knowledge, attitudes and skills of graduates, and the factors that influence these changes. Aim of this article  to determine the effect of training effectiveness and entrepreneurial self-efficacy on behavior of participants after the training. The approach used is a quantitative approach with a descriptive method of research korelasional. Sampel is 30 respondents were taken by cluster sampling. Results this research is (1) Effect of training outcomes for the participants after the training in entrepreneurship behavior expressed by a simple linear regression equation that shows a positive price, the greater the degree of relationship between two variables is quite or moderate;  (2) The effect of self-efficacy of the behavior of the participants after the training entrepreneurship is expressed by a simple linear regression equation that shows a positive price, the greater the degree of relationship between two variables is high or tight; (3) Effect of training and self efficacy results on the behavior of the participants after the training entrepreneurship is expressed by multiple linear regression equation that shows a positive price, with a large degree of correlation between these variables is high or tight

-Education process is engrossed with cultural processes as part of enculturation and socialization. Ethnic communities have their own unique patterns, ways, and characteristics in sustaining and developing their cultures. This research was conducted in the Ethnic Community of Kampung Cireundeu, Cimahi City, West Java Province, aiming to reveal a model of cultural survival model that is appropriate to the unique local wisdom. Employing the qualitative method of ethnography, the research has constructed a model of cultural survival. It was also found that the cultural survival model is rooted in the Cireundeu community's cultural universal.

Implementation of premarital education programs answers the facts of the problems that often occur in the community, especially the lack of premarital guidance to adolescents. Based on preliminary studies, the reasons that often arise from young people are the need for substantial costs to participate in premarital training programs, not least that premarital education conducted by KUA is still limited and not even directly felt by the community. Through the practicum of the course with a project based learning approach, it seeks to create affordable training model products while still prioritizing the achievement of educational goals based on the analysis of community needs. This study aims to describe the management of premarital training programs that emphasize the principle of lifelong education as a public education perspective. This study is a practicum case study research course analyzing training models through a project based learning approach. To reveal the data and information, the researcher applied a descriptive study with a qualitative approach, namely revealing the depth of data and information based on the research formulation and research questions which will be revealed, namely how is the management of premarital training programs for adolescents relevant to the principles of public education? The premarital training system in the cycle is divided into three stages, namely, the planning, implementation, and evaluation stages. Of the three cycles, the implementation always begins with a needs analysis, then a prenuptial training design is then prepared, followed by the development of premarital training materials, training and ending with evaluation.