Richardson, L. D. and Wolfe, M. (eds.) (2001) The Principles and Practice of Informal Education, London: RoutledgeFalmer. 290 + xiv pages. This introductory text is divided into four sections: exploring education; working with; elements of practice; developing professional practice. It includes chapters on the nature of education, working with, the history of informal education, programme planning, activities, doing projects with formal groups, managing and evaluation.
Quest in Education ISSN0048-6434 January 2018VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
THE MAIN PROBLEMS OF THE STUDENTS AT PRIMARY LEVEL INRURAL AREA OFTEHSIL: FER...ijejournal
This paper investigates the main problems of the students at primary education level in rural area of
Tehsil: Ferozwala, District: Sheikhupura. “Education for all” is a global slogan of ‘TheGovernment of
Pakistan’ andis committed to achieve it. However in Pakistan one third population of the total is living in
the rural areas and among those very rare ration have knowledge about its importance. The present study
was conducted in rural area of Tehsile: Ferozwala, District: Sheikhupura-Pakistan. In this Tehsile, there
are 21 Union Councils, in which 06 urban and 15 rural. The total strength of the Primary Schools in the
area of rural is463 for the year of 2015and the total strength of the students are18957.Only 100 students
are interviewed, among those 50 are male &50 are female.The results founded that there are a lot of
reasons, who create hurdles to get education. In this regard mostly students are deprived from getting the
basic education.Finally, suggestions are given at the end of paper.
THE MAIN PROBLEMS OF THE STUDENTS AT PRIMARY LEVEL INRURAL AREA OFTEHSIL: FER...ijejournal
This paper investigates the main problems of the students at primary education level in rural area of
Tehsil: Ferozwala, District: Sheikhupura. “Education for all” is a global slogan of ‘TheGovernment of
Pakistan’ andis committed to achieve it. However in Pakistan one third population of the total is living in
the rural areas and among those very rare ration have knowledge about its importance. The present study
was conducted in rural area of Tehsile: Ferozwala, District: Sheikhupura-Pakistan. In this Tehsile, there
are 21 Union Councils, in which 06 urban and 15 rural. The total strength of the Primary Schools in the
area of rural is463 for the year of 2015and the total strength of the students are18957.Only 100 students
are interviewed, among those 50 are male &50 are female.The results founded that there are a lot of
reasons, who create hurdles to get education. In this regard mostly students are deprived from getting the
basic education.Finally, suggestions are given at the end of paper.
The document discusses lack of child education in India. It analyzes the growth in education expenditures and institutions over time but finds that many children still lack access to education. The research methodology examines secondary data on the education system, policies, and history. Key points discussed include the modern education system established under British rule; primary, secondary, and tertiary education categories; growth in schools and enrollment from 1950-2006; and major education policies and legislation after independence aimed at improving access to education.
The term ‘Scheduled Tribes’ first appeared in the Constitution of India.
Article 366 of the constitution of India defined scheduled tribes as “such tribes or tribal communities or parts of or groups within such tribes or tribal communities as are deemed under Article 342 to be Scheduled Tribes for this constitution”.
Article 342 prescribes the procedure to be followed in the matter of specification of scheduled tribes.
Inclusive education has emerged as a pivotal approach to fostering equal opportunities and empowerment for marginalized communities worldwide. Among these communities, Scheduled Tribes (STs) often face significant social, economic, and educational challenges. This paper explores the role of inclusive education in upgrading the status of Scheduled Tribes, focusing on its impact on educational attainment, social inclusion, and economic empowerment. By analyzing existing literature, policies, and case studies, this research article aims to provide insights into the potential of inclusive education to address the multifaceted barriers Scheduled Tribes face and contribute to their overall development and well-being.
Scheduled Tribes (STs) form a significant portion of India's population, comprising diverse ethnic, cultural, and linguistic groups spread across the country. Historically marginalized and disadvantaged, Scheduled Tribes have faced persistent socio-economic challenges, including limited access to quality education, economic opportunities, and social inclusion. In recent years, there has been a growing recognition of the need to address these disparities and empower Scheduled Tribes to realize their full potential. It raises several difficulties and predicaments for teachers, such as the medium of instruction for teaching tribal students, as well as the implementation and integration of cultural practices. The issue is more complicated by the fact that language varies not only within a limited geographical area but also among the various tribes and sub-tribes (Kanungo & Mahapatra, 2004).
11.a comparative study between literate and illiterate people on raninagar up...Alexander Decker
This document summarizes a study that compares the socioeconomic conditions of literate and illiterate people in rural Bangladesh. It finds that:
1) Literate people generally earn more income than illiterate people and have greater social acceptance.
2) Formal education positively impacts health, as literate people tend to have better health than illiterate people.
3) Literate families are generally more developed socially and economically than illiterate families. Formal education appears to have significant positive effects across many aspects of life.
The document discusses elementary education in several countries including Pakistan, India, Bangladesh, South Korea, Japan, and Canada. It provides details on the structure of elementary education in each country, including the grades covered, subjects taught, governing bodies, and some key issues faced. Elementary education is seen as laying the foundation for further learning and playing an important role in students' development.
Elementary education plays an important role in developing students' basic skills and preparing them for future education. The document discusses elementary education systems in several countries, including Pakistan, India, Bangladesh, South Korea, Japan, and Canada. It provides details on the grade levels, curriculum, administration, and importance of elementary education in developing students' foundational skills in each of these countries.
Quest in Education ISSN0048-6434 January 2018VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
THE MAIN PROBLEMS OF THE STUDENTS AT PRIMARY LEVEL INRURAL AREA OFTEHSIL: FER...ijejournal
This paper investigates the main problems of the students at primary education level in rural area of
Tehsil: Ferozwala, District: Sheikhupura. “Education for all” is a global slogan of ‘TheGovernment of
Pakistan’ andis committed to achieve it. However in Pakistan one third population of the total is living in
the rural areas and among those very rare ration have knowledge about its importance. The present study
was conducted in rural area of Tehsile: Ferozwala, District: Sheikhupura-Pakistan. In this Tehsile, there
are 21 Union Councils, in which 06 urban and 15 rural. The total strength of the Primary Schools in the
area of rural is463 for the year of 2015and the total strength of the students are18957.Only 100 students
are interviewed, among those 50 are male &50 are female.The results founded that there are a lot of
reasons, who create hurdles to get education. In this regard mostly students are deprived from getting the
basic education.Finally, suggestions are given at the end of paper.
THE MAIN PROBLEMS OF THE STUDENTS AT PRIMARY LEVEL INRURAL AREA OFTEHSIL: FER...ijejournal
This paper investigates the main problems of the students at primary education level in rural area of
Tehsil: Ferozwala, District: Sheikhupura. “Education for all” is a global slogan of ‘TheGovernment of
Pakistan’ andis committed to achieve it. However in Pakistan one third population of the total is living in
the rural areas and among those very rare ration have knowledge about its importance. The present study
was conducted in rural area of Tehsile: Ferozwala, District: Sheikhupura-Pakistan. In this Tehsile, there
are 21 Union Councils, in which 06 urban and 15 rural. The total strength of the Primary Schools in the
area of rural is463 for the year of 2015and the total strength of the students are18957.Only 100 students
are interviewed, among those 50 are male &50 are female.The results founded that there are a lot of
reasons, who create hurdles to get education. In this regard mostly students are deprived from getting the
basic education.Finally, suggestions are given at the end of paper.
The document discusses lack of child education in India. It analyzes the growth in education expenditures and institutions over time but finds that many children still lack access to education. The research methodology examines secondary data on the education system, policies, and history. Key points discussed include the modern education system established under British rule; primary, secondary, and tertiary education categories; growth in schools and enrollment from 1950-2006; and major education policies and legislation after independence aimed at improving access to education.
The term ‘Scheduled Tribes’ first appeared in the Constitution of India.
Article 366 of the constitution of India defined scheduled tribes as “such tribes or tribal communities or parts of or groups within such tribes or tribal communities as are deemed under Article 342 to be Scheduled Tribes for this constitution”.
Article 342 prescribes the procedure to be followed in the matter of specification of scheduled tribes.
Inclusive education has emerged as a pivotal approach to fostering equal opportunities and empowerment for marginalized communities worldwide. Among these communities, Scheduled Tribes (STs) often face significant social, economic, and educational challenges. This paper explores the role of inclusive education in upgrading the status of Scheduled Tribes, focusing on its impact on educational attainment, social inclusion, and economic empowerment. By analyzing existing literature, policies, and case studies, this research article aims to provide insights into the potential of inclusive education to address the multifaceted barriers Scheduled Tribes face and contribute to their overall development and well-being.
Scheduled Tribes (STs) form a significant portion of India's population, comprising diverse ethnic, cultural, and linguistic groups spread across the country. Historically marginalized and disadvantaged, Scheduled Tribes have faced persistent socio-economic challenges, including limited access to quality education, economic opportunities, and social inclusion. In recent years, there has been a growing recognition of the need to address these disparities and empower Scheduled Tribes to realize their full potential. It raises several difficulties and predicaments for teachers, such as the medium of instruction for teaching tribal students, as well as the implementation and integration of cultural practices. The issue is more complicated by the fact that language varies not only within a limited geographical area but also among the various tribes and sub-tribes (Kanungo & Mahapatra, 2004).
11.a comparative study between literate and illiterate people on raninagar up...Alexander Decker
This document summarizes a study that compares the socioeconomic conditions of literate and illiterate people in rural Bangladesh. It finds that:
1) Literate people generally earn more income than illiterate people and have greater social acceptance.
2) Formal education positively impacts health, as literate people tend to have better health than illiterate people.
3) Literate families are generally more developed socially and economically than illiterate families. Formal education appears to have significant positive effects across many aspects of life.
The document discusses elementary education in several countries including Pakistan, India, Bangladesh, South Korea, Japan, and Canada. It provides details on the structure of elementary education in each country, including the grades covered, subjects taught, governing bodies, and some key issues faced. Elementary education is seen as laying the foundation for further learning and playing an important role in students' development.
Elementary education plays an important role in developing students' basic skills and preparing them for future education. The document discusses elementary education systems in several countries, including Pakistan, India, Bangladesh, South Korea, Japan, and Canada. It provides details on the grade levels, curriculum, administration, and importance of elementary education in developing students' foundational skills in each of these countries.
Running Head Comparing Effective Education in South Korea and Sau.docxsusanschei
Running Head: Comparing Effective Education in South Korea and Saudi Arabia 1
Effective Education in South Korea and Saudi Arabia 5
A country’s educational system is effective as attention and effort is given to research, financial support, and implementation of best practices. This thesis compared two countries, South Korea, a country with a long-standing of excellence in education, and highly ranked in global education measures, and Saudi Arabia, a fairly new country that is known for its wealth and recent investment in education. Saudi Arabia has allocated nearly one-quarter of its nation’s budget to improving the education of students, and yet it continues to rank low when compared to other countries’ education progress. The research examined effective education in these countries through three lenses; skilled teachers and the components used for effective education, students’ performances, and teaching methods.
Using a review of literature, this paper explored the focus and efforts of South Korea and the Kingdom of Saudi Arabia’s education systems. Theses school systems have commonalities with each desiring effective education for its students and promote technology and international learning. Assessments evaluations are accomplished by using the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). The research discovered that these countries are vastly different in the approach to effective education curriculum with South Korea’s focus on academics and Saudi Arabia’s focus on the Islamic religion. With continued low scores from students in Saudi Arabia it is recommended that an assessment system be developed and put in place for teachers and students to gain accurate evaluations of the educational system and its components.
Keywords: effective education, South Korea, Saudi Arabia, collaborative, Islam
Comparing Effective Education in South Korea and Saudi Arabia
Introduction
An effective education plays a major role in the development of any society. Providing an effective education is of interest to all communities. Effective education includes making significant progress toward equity and inclusion for all. Many definitions exist for effective education. The term effective is often used as a synonym for good, quality, or successful (UNICEF, 2000). Most people agree on what it is but there are also different aspects to it. When thinking of education from different viewpoints, how effective education is depends on the political, cultural, and economic contexts of the country (UNICEF, 2000). There are also many differing opinions on how to obtain a quality education. Yet it is known that an effective education is achieved when evidence-based pedagogies are deeply embedded in all classrooms (Maciej, 2013). No matter where education takes place or what subject is taught, one common element is the teacher. The teacher facilitates education and is responsible of t ...
This document provides an overview of the education system in Indonesia, including its challenges, trends, and priorities. Some key points:
- Indonesia has over 17,000 islands and a population of over 195 million as of 1995. The population is growing rapidly, especially in urban areas.
- The national education system aims to develop complete individuals based on principles of faith, knowledge, skills, health, and citizenship.
- The education system includes pre-school, basic education (primary and junior secondary), secondary, and higher education both within and outside of formal school settings.
- In 2002/2003, there were over 46,000 kindergartens, 146,000 primary schools, 21,000 junior secondary schools,
India is the 7th largest country by area and 2nd most populous nation. It gained independence from British rule in 1947 and has a history dating back 5000 years. India has a diverse, multilingual population and recognizes 23 official languages. It has a growing economy but also faces challenges in education, with high dropout rates and malnutrition among children. The District Primary Education Programme was launched in 1994 to overhaul primary education and achieve goals like universal enrollment and reducing dropout rates. It has had both successes and challenges in working towards improving education access and quality in India.
History of Primary and Secondary Education Five Year Plans in Pakistan: A Rev...AJHSSR Journal
ABSTRACT : The quality education is an indispensable and inevitable agent for change aseducation is a
process of civilization and development. The issue of deterioration of qualityin education in Pakistan, especially
decline in quality of secondary education was the sloganof the day. The major purpose of the research is to
compare and analyze the quality of education throughout history by understanding the Five-Year Plans initiated
by the Government of Pakistan inpublic and private schools of Punjab. It was discovered that while the plans were
detailed in theory, in terms of practical application much was left to be desired. It was understood that while
students attended the schools at both primary and secondary levels, they were not given the quality of education
promised. As a result the quality of education in primary and secondary schools in Punjab suffered greatly. It is
recommended that the next Five Year Plan initiated by the Government of Pakistan be implemented in letter and
spirit so that the students of primary and secondary schools in Punjab could benefit greatly from it.
KEYWORDS: Education, Pakistan, Secondary, Primary, Punjab.
Sociology Equalization of educational oppurtunitySiva Santhosh
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
The document discusses the education system in India. It provides a brief history of education in India, which began with teaching religious texts and mathematics at early learning centers. It describes the current formal education system, which consists of 5 years of primary school, 3 years of middle school, and 2 years of high school. It also notes advantages like a balanced approach emphasizing academics and extracurriculars, and drawbacks like lack of budget and too much focus on grades. It states that citizens need to take responsibility for improving the education system through effective ways like increasing the budget.
The Indian education system emphasizes primary education up to age 14. While education is meant to be free and child labor is banned, economic disparity and social conditions make enforcing these policies difficult. At the secondary level, the system focuses on inclusion, vocational training, science, and traditional elements like yoga. Higher education is overseen by the University Grants Commission and autonomous institutions. Overall, the government is working to reform and improve education access and quality across urban and rural areas through initiatives like Sarva Shiksha Abhiyan, but challenges remain in achieving universal education.
1) The document analyzes the level of educational development and underlying disparities in Burdwan District, West Bengal.
2) It finds significant spatial variations in educational infrastructure, dropout rates, and never-enrolled student populations across the district's 31 blocks.
3) The western, more urbanized blocks have better infrastructure but higher dropout rates, while eastern agricultural blocks have poorer infrastructure but lower dropout rates. Factors like poverty, early marriage, and economic opportunities contribute to educational disparities.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
Sarvottam International School was founded over 60 years ago by the United Group, an industrial house involved in manufacturing kitchenware. The school's motto is "Belonging - Being - Becoming" which focuses on strengthening bonds within the global community and emphasizing personal growth and change. Sarvottam provides excellence in education from primary to higher levels. It also focuses on vocational training to help students find careers. While India has made efforts to provide education for all, challenges remain in achieving universal literacy, with rural areas and girls facing greater barriers. Sarvottam aims to empower students socially, morally and ethically through a focus on quality education.
Muslims and Education of West Bengal: Theory to Pragmatisminventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Status of Elementary Education in Uttarakhandijtsrd
Education, after food, clothing, and shelter, is the most basic requirement for humans in todays society. Before school, we only interact with our family, parents, and other immediate family members, and this primary exposure not only generates new ideas in us, but also instils sociable practises such as identification, relationship, sharing, support, and empathy, all of which are important contributors to adulthood. Because primary education serves as a firm basis for further education, career choices, and peoples lifestyles, it is one of the most basic and important concerns.Because of many government measures implemented even in rural locations, enrolment in primary schools has been a flourishing tale in the state of Uttarakhand. However, keeping these children until their education is completed remains a major challenge. Female are more likely than male students to drop out of primary school. The purpose of this paper is to look into the various factors that contribute to this high dropout rate, to assess the impact of primary education standards on the states HDI and the consequences of this, to learn about the various initiatives taken by the government and other non governmental organisations to fulfil the right to education in Uttarakhand, and to look into the various challenges that come with achieving the RTE Right to Education Act and possible solutions for these problems in State. Alka "Status of Elementary Education in Uttarakhand" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49276.pdf Paper URL: https://www.ijtsrd.com/economics/other/49276/status-of-elementary-education-in-uttarakhand/alka
World Education Day is observed on 15th June. Students Day is observed on 15th October.
The document then provides information on the evolution of the education system in India from ancient times of guru-led monastic education for nobility to the introduction of western-style secular and higher education institutions by Buddhists. After independence in 1947, Maulana Azad envisaged strong central government control over education while respecting India's cultural and linguistic diversity.
The Comparative Studies of Educational Policies in India After Independenceijtsrd
Education is fundamental to achieve national development. A better education system develops good human resources. These human resources bring prosperity and equity and transform society by utilising their potential. Better education relies on the education policies framed by its government and bringing changes in them from time to time. India has so far three education policies after independence. The first national education policy in India came in 1968 and the second in 1986 the national education policy of 1986 was revised in 1992. The third national education policy came in the recent year of 2020. In this article, a comparison of these three national education policies has been made by the researchers by analysing the available secondary data. This study is intended to investigate the Indian education system, earlier National Education policies, its objectives, implementation, areas of failures and necessity for a new national policy on education in India and the challenges foreseen to new national educational policy. This paper is an attempt by the researcher to study different policies and their comparison related to the to school education system in post independence period. Dr. Suresh P. Agale "The Comparative Studies of Educational Policies in India After Independence" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59879.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/59879/the-comparative-studies-of-educational-policies-in-india-after-independence/dr-suresh-p-agale
- India places great importance on education, seeing it as a way to promote national cohesion, scientific temper, and independent thinking in line with constitutional values.
- The education system in India follows a 10+2+3 structure of schooling leading to higher education. At the school level, emphasis is placed on inclusion and vocational training. Higher education institutions include universities, technical schools, open universities, and professional institutions.
- Recent developments include the Right to Education Act, increased investment in primary education, mid-day meal schemes, and efforts to promote girls' education and inclusive education for children with disabilities. Overall, the Indian government is committed to providing universal access to education.
The Indian education system follows a 10+2+3 pattern, with 10 years of primary and secondary school, 2 years of higher secondary school, and 3 years of bachelor's degree studies. Key aspects of the system include a national policy on education established in 1968 that aims to provide universal access and quality education. Historically, India had gurukul residential school systems and ancient universities like Nalanda and Taxila. The government plays a large role in education, establishing policies and programs and allocating significant funding, though issues remain around quality and skills-based learning.
Blesson.pptx on Indian education systemBlesson Babu
The document discusses the education system in India from ancient to modern times. It describes the gurukul system of residential schools in ancient India. It then outlines the development of the education system under British rule in India and the reforms after independence, including the recommendation for a uniform national system under Maulana Azad. The summary highlights the government's emphasis on primary, secondary, higher and inclusive education as well as the Right to Education Act.
Level of Participation of Muslim Children in Primary & Upper Primary Educationpaperpublications3
Abstract: Sarva Siksha Abhiyan (SSA) was launched in April 2002 with allowed objective of providing quality basic education to all children in 6-14 yrs of age throughout the country. It put in place community based planning with wider and active participation of stakeholders aiming at bringing social and gender gaps, if any in providing basic education. Muslims is per census 2001 constitution 13-43 percent of total population in the country as a variety of studies and reports indicate a rather low level of socio economic indicators for Muslim community and Urdu SSA suitable strategies were formulated to ensure the enrolment, attendance, retention and successful implementation a basic education by all Muslim children by 2010 including Muslim girls. Report of DISE 2011-12 as given in “Flash Statics “ indicated that in 2011-12 the total enrolment of Muslim children was 13.61 percent S.C The marginally short (-0.12 %) of their total section to the total population, while girls enrolment was 49.17% almost equivalent to their share in total population. However the retention rate of 75.94 indicate that nearby 24% children either drop out or are repeaters and in order to put their back to school special reservation are required as suggested in this article in order to achieve universities of basic education. It is well known that education is critical for economic and social development. It is essential for creating human capabilities and for opening water opportunities and that is why education is now considered as a basic human right and globally are sort of war has been declared on illiteracy. Illiteracy by 2015 is one of the goals of millennium including India development goals and the member countries are committed to it. It may be mentioned that providing basic education for all would ensure social justice and equality in society and would create conducive conidian for of marginalized and unprivileged seeking the society.
Level of Participation of Muslim Children in Primary & Upper Primary Educationpaperpublications3
Abstract: Sarva Siksha Abhiyan (SSA) was launched in April 2002 with allowed objective of providing quality basic education to all children in 6-14 yrs of age throughout the country. It put in place community based planning with wider and active participation of stakeholders aiming at bringing social and gender gaps, if any in providing basic education. Muslims is per census 2001 constitution 13-43 percent of total population in the country as a variety of studies and reports indicate a rather low level of socio economic indicators for Muslim community and Urdu SSA suitable strategies were formulated to ensure the enrolment, attendance, retention and successful implementation a basic education by all Muslim children by 2010 including Muslim girls. Report of DISE 2011-12 as given in “Flash Statics “ indicated that in 2011-12 the total enrolment of Muslim children was 13.61 percent S.C The marginally short (-0.12 %) of their total section to the total population, while girls enrolment was 49.17% almost equivalent to their share in total population. However the retention rate of 75.94 indicate that nearby 24% children either drop out or are repeaters and in order to put their back to school special reservation are required as suggested in this article in order to achieve universities of basic education. It is well known that education is critical for economic and social development. It is essential for creating human capabilities and for opening water opportunities and that is why education is now considered as a basic human right and globally are sort of war has been declared on illiteracy. Illiteracy by 2015 is one of the goals of millennium including India development goals and the member countries are committed to it. It may be mentioned that providing basic education for all would ensure social justice and equality in society and would create conducive conidian for of marginalized and unprivileged seeking the society.
Title of Course: Foundations of Education
Credit Hours 3 Course Code: EDU361
Course Description
This course will focus on the ideological, philosophical, psychological, socio-economic, and historical foundations of education. The major focus will be on developing an understanding of the participants how different philosophical theories affect education. The course will also include historical development of education of Pakistan. Emphasize will be given on analyzing various sociological, political, economic, and ideological forces that influence the process of education in our culture context. This course will also be used to develop the ability in prospective teachers to interpret knowledge within its historical, philosophical, ideological, and social contexts, which will lead to produce critical perspectives on education both within, and outside of, schools.
Learning outcome
The students will be able to:
• Explain the important features of foundation of education
• Specify the role of educational thinkers in education
• Discuss the modes of education
• Discuss historical development of Pakistan
• Evaluate the issues and problems of education.
Course Outline
Week 1 to 2
Unit 1 Ideological Foundation of Education
1.1. Islamic Foundations
1.2. Islamic Concept of Peace
1.3. Other Religions and Islam
1.4. Ideology and Teachers
Week 3 to 4
Unit 2 Philosophical Foundations of Education
2.1. Philosophy and Education
2.2. Main Philosophical Thoughts
2.3. Idealism
2.4. Realism
2.5. `Pragmatism
2.6. Re-constructionism
Week 5 to 6
Unit 3 Psychological Foundations of Education
3.1. Learning and Maturation
3.2. Individual Differences
3.3. Self Concept
3.4. Academic Aptitude
3.5. Instructional Strategies and Psychology
Week 7 to 8
Unit 4 Socio-Economic Foundations of Education
4.1. Concept of Society and Culture
4.2. Social Conditions and Education
4.3. Economic Conditions and Education
4.4. Politics and Education
After 8 Weeks (Mid Term Exam)
Week 9 to 11
Unit 5 Historical Foundations of Education in Pakistan
5.1. Pre-Pakistan Period (712 A.D. to onward)
5.2. Period from 1947-1958
5.3. Period From 1959-1971
5.4. Period from 1972-1979
5.5. Period from 1980 -1991
5.6. Period from 1992 – to date
Week 12 to 14
Unit 6 Aims of Education
6.1. Aims, Goals and Objectives
6.2. Taxonomies of Objectives
6.3. Aims and Objectives of Education in Pakistan
Week 15 to 16
Unit 7 Problems and Issues in Education in Pakistan
7.1. Universalization of Primary Education
7.2. Literacy
7.3. Medium of Instruction
7.4. Diversification of Education
7.5. Environmental Education
7.6. Gender and Education
7.7. Islamiazation of Education
7.8. Special Education
7.9. Health Education / Drug Education
7.10. HIV / Aids, STIs, Hepatitis
Recommended Book
curriculum is from the Latin root “Chariot” or “Currere” which originally means a course, usually a racecourse. Hence curriculum implies a runway, a course, on which a person runs to reach or achieve a goal.
In the past the curriculum was to be considered the courses of studies. It was considered to be a programme related to various subjects only. In those days the main aim of education was to help the individual to get a fixed knowledge, factual information, facts, theories, laws and principles, content, subject method and the emphasizes on the rote memory or cramming. In fact it was a static view of curriculum.
As the mind grows and the scope of understanding widen, a dynamic view was developed after the 19th century. Now it is considered that all those learning opportunities which are planned and guided by the institution, whether these are carried out inside or outside an institution, in group or individually, which are necessary for the all round development of an individual. It includes both curricular and co-curricular activities. It extends the curriculum than the text books and subject matter. All the learning which the individual is exposed during study is called curriculum. Curriculum is the way which brought the learner in a desirable ways of thinking of a particular society. It is a path through which we can reach a specified destination.
OLD CONCEPT OF CURRICULUM:
Curriculum consists of subjects taught in institution. Or
Only curricular or classroom activities were considered.
NEW CONCEPT OF CURRICULUM:
The main purpose of the education “All round development” cannot be achieved only by curricular activities. So for achieving this purpose the old concept of curriculum was criticized and other social activities or co-curricular activities to be included in curriculum. New concept of curriculum includes:
Complete institutional environment.
All the courses
Totality of experiences and activities go on in the institution, classroom, library, laboratory, workshop, playgrounds and in numerous informal contacts between teachers and students.
The whole life of the educational institution becomes the curriculum and causes the development of a balanced personality.
Now curriculum is equal or equated as;
Curriculum = Curricular activities + Co-curricular activities.
Curriculum means all the activities which are provided inside or outside the institution for achieving the predetermined goals.
The concept of curriculum may be concluded in following broad components;
Programme of studies
Programme of activities
Programme of guidance and counselling.
DEFINING CURRICULUM
Many educators define curriculum in different ways, in part because they bring to that task different perceptions of what curriculum should be. Some educators see the curriculum as a list of subjects to be studied, while other see it as entire course content. Still others perceive curriculum as a set of planned learning experiences offered by teachers.
Another
Running Head Comparing Effective Education in South Korea and Sau.docxsusanschei
Running Head: Comparing Effective Education in South Korea and Saudi Arabia 1
Effective Education in South Korea and Saudi Arabia 5
A country’s educational system is effective as attention and effort is given to research, financial support, and implementation of best practices. This thesis compared two countries, South Korea, a country with a long-standing of excellence in education, and highly ranked in global education measures, and Saudi Arabia, a fairly new country that is known for its wealth and recent investment in education. Saudi Arabia has allocated nearly one-quarter of its nation’s budget to improving the education of students, and yet it continues to rank low when compared to other countries’ education progress. The research examined effective education in these countries through three lenses; skilled teachers and the components used for effective education, students’ performances, and teaching methods.
Using a review of literature, this paper explored the focus and efforts of South Korea and the Kingdom of Saudi Arabia’s education systems. Theses school systems have commonalities with each desiring effective education for its students and promote technology and international learning. Assessments evaluations are accomplished by using the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). The research discovered that these countries are vastly different in the approach to effective education curriculum with South Korea’s focus on academics and Saudi Arabia’s focus on the Islamic religion. With continued low scores from students in Saudi Arabia it is recommended that an assessment system be developed and put in place for teachers and students to gain accurate evaluations of the educational system and its components.
Keywords: effective education, South Korea, Saudi Arabia, collaborative, Islam
Comparing Effective Education in South Korea and Saudi Arabia
Introduction
An effective education plays a major role in the development of any society. Providing an effective education is of interest to all communities. Effective education includes making significant progress toward equity and inclusion for all. Many definitions exist for effective education. The term effective is often used as a synonym for good, quality, or successful (UNICEF, 2000). Most people agree on what it is but there are also different aspects to it. When thinking of education from different viewpoints, how effective education is depends on the political, cultural, and economic contexts of the country (UNICEF, 2000). There are also many differing opinions on how to obtain a quality education. Yet it is known that an effective education is achieved when evidence-based pedagogies are deeply embedded in all classrooms (Maciej, 2013). No matter where education takes place or what subject is taught, one common element is the teacher. The teacher facilitates education and is responsible of t ...
This document provides an overview of the education system in Indonesia, including its challenges, trends, and priorities. Some key points:
- Indonesia has over 17,000 islands and a population of over 195 million as of 1995. The population is growing rapidly, especially in urban areas.
- The national education system aims to develop complete individuals based on principles of faith, knowledge, skills, health, and citizenship.
- The education system includes pre-school, basic education (primary and junior secondary), secondary, and higher education both within and outside of formal school settings.
- In 2002/2003, there were over 46,000 kindergartens, 146,000 primary schools, 21,000 junior secondary schools,
India is the 7th largest country by area and 2nd most populous nation. It gained independence from British rule in 1947 and has a history dating back 5000 years. India has a diverse, multilingual population and recognizes 23 official languages. It has a growing economy but also faces challenges in education, with high dropout rates and malnutrition among children. The District Primary Education Programme was launched in 1994 to overhaul primary education and achieve goals like universal enrollment and reducing dropout rates. It has had both successes and challenges in working towards improving education access and quality in India.
History of Primary and Secondary Education Five Year Plans in Pakistan: A Rev...AJHSSR Journal
ABSTRACT : The quality education is an indispensable and inevitable agent for change aseducation is a
process of civilization and development. The issue of deterioration of qualityin education in Pakistan, especially
decline in quality of secondary education was the sloganof the day. The major purpose of the research is to
compare and analyze the quality of education throughout history by understanding the Five-Year Plans initiated
by the Government of Pakistan inpublic and private schools of Punjab. It was discovered that while the plans were
detailed in theory, in terms of practical application much was left to be desired. It was understood that while
students attended the schools at both primary and secondary levels, they were not given the quality of education
promised. As a result the quality of education in primary and secondary schools in Punjab suffered greatly. It is
recommended that the next Five Year Plan initiated by the Government of Pakistan be implemented in letter and
spirit so that the students of primary and secondary schools in Punjab could benefit greatly from it.
KEYWORDS: Education, Pakistan, Secondary, Primary, Punjab.
Sociology Equalization of educational oppurtunitySiva Santhosh
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
The document discusses the education system in India. It provides a brief history of education in India, which began with teaching religious texts and mathematics at early learning centers. It describes the current formal education system, which consists of 5 years of primary school, 3 years of middle school, and 2 years of high school. It also notes advantages like a balanced approach emphasizing academics and extracurriculars, and drawbacks like lack of budget and too much focus on grades. It states that citizens need to take responsibility for improving the education system through effective ways like increasing the budget.
The Indian education system emphasizes primary education up to age 14. While education is meant to be free and child labor is banned, economic disparity and social conditions make enforcing these policies difficult. At the secondary level, the system focuses on inclusion, vocational training, science, and traditional elements like yoga. Higher education is overseen by the University Grants Commission and autonomous institutions. Overall, the government is working to reform and improve education access and quality across urban and rural areas through initiatives like Sarva Shiksha Abhiyan, but challenges remain in achieving universal education.
1) The document analyzes the level of educational development and underlying disparities in Burdwan District, West Bengal.
2) It finds significant spatial variations in educational infrastructure, dropout rates, and never-enrolled student populations across the district's 31 blocks.
3) The western, more urbanized blocks have better infrastructure but higher dropout rates, while eastern agricultural blocks have poorer infrastructure but lower dropout rates. Factors like poverty, early marriage, and economic opportunities contribute to educational disparities.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
Sarvottam International School was founded over 60 years ago by the United Group, an industrial house involved in manufacturing kitchenware. The school's motto is "Belonging - Being - Becoming" which focuses on strengthening bonds within the global community and emphasizing personal growth and change. Sarvottam provides excellence in education from primary to higher levels. It also focuses on vocational training to help students find careers. While India has made efforts to provide education for all, challenges remain in achieving universal literacy, with rural areas and girls facing greater barriers. Sarvottam aims to empower students socially, morally and ethically through a focus on quality education.
Muslims and Education of West Bengal: Theory to Pragmatisminventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Status of Elementary Education in Uttarakhandijtsrd
Education, after food, clothing, and shelter, is the most basic requirement for humans in todays society. Before school, we only interact with our family, parents, and other immediate family members, and this primary exposure not only generates new ideas in us, but also instils sociable practises such as identification, relationship, sharing, support, and empathy, all of which are important contributors to adulthood. Because primary education serves as a firm basis for further education, career choices, and peoples lifestyles, it is one of the most basic and important concerns.Because of many government measures implemented even in rural locations, enrolment in primary schools has been a flourishing tale in the state of Uttarakhand. However, keeping these children until their education is completed remains a major challenge. Female are more likely than male students to drop out of primary school. The purpose of this paper is to look into the various factors that contribute to this high dropout rate, to assess the impact of primary education standards on the states HDI and the consequences of this, to learn about the various initiatives taken by the government and other non governmental organisations to fulfil the right to education in Uttarakhand, and to look into the various challenges that come with achieving the RTE Right to Education Act and possible solutions for these problems in State. Alka "Status of Elementary Education in Uttarakhand" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49276.pdf Paper URL: https://www.ijtsrd.com/economics/other/49276/status-of-elementary-education-in-uttarakhand/alka
World Education Day is observed on 15th June. Students Day is observed on 15th October.
The document then provides information on the evolution of the education system in India from ancient times of guru-led monastic education for nobility to the introduction of western-style secular and higher education institutions by Buddhists. After independence in 1947, Maulana Azad envisaged strong central government control over education while respecting India's cultural and linguistic diversity.
The Comparative Studies of Educational Policies in India After Independenceijtsrd
Education is fundamental to achieve national development. A better education system develops good human resources. These human resources bring prosperity and equity and transform society by utilising their potential. Better education relies on the education policies framed by its government and bringing changes in them from time to time. India has so far three education policies after independence. The first national education policy in India came in 1968 and the second in 1986 the national education policy of 1986 was revised in 1992. The third national education policy came in the recent year of 2020. In this article, a comparison of these three national education policies has been made by the researchers by analysing the available secondary data. This study is intended to investigate the Indian education system, earlier National Education policies, its objectives, implementation, areas of failures and necessity for a new national policy on education in India and the challenges foreseen to new national educational policy. This paper is an attempt by the researcher to study different policies and their comparison related to the to school education system in post independence period. Dr. Suresh P. Agale "The Comparative Studies of Educational Policies in India After Independence" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59879.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/59879/the-comparative-studies-of-educational-policies-in-india-after-independence/dr-suresh-p-agale
- India places great importance on education, seeing it as a way to promote national cohesion, scientific temper, and independent thinking in line with constitutional values.
- The education system in India follows a 10+2+3 structure of schooling leading to higher education. At the school level, emphasis is placed on inclusion and vocational training. Higher education institutions include universities, technical schools, open universities, and professional institutions.
- Recent developments include the Right to Education Act, increased investment in primary education, mid-day meal schemes, and efforts to promote girls' education and inclusive education for children with disabilities. Overall, the Indian government is committed to providing universal access to education.
The Indian education system follows a 10+2+3 pattern, with 10 years of primary and secondary school, 2 years of higher secondary school, and 3 years of bachelor's degree studies. Key aspects of the system include a national policy on education established in 1968 that aims to provide universal access and quality education. Historically, India had gurukul residential school systems and ancient universities like Nalanda and Taxila. The government plays a large role in education, establishing policies and programs and allocating significant funding, though issues remain around quality and skills-based learning.
Blesson.pptx on Indian education systemBlesson Babu
The document discusses the education system in India from ancient to modern times. It describes the gurukul system of residential schools in ancient India. It then outlines the development of the education system under British rule in India and the reforms after independence, including the recommendation for a uniform national system under Maulana Azad. The summary highlights the government's emphasis on primary, secondary, higher and inclusive education as well as the Right to Education Act.
Level of Participation of Muslim Children in Primary & Upper Primary Educationpaperpublications3
Abstract: Sarva Siksha Abhiyan (SSA) was launched in April 2002 with allowed objective of providing quality basic education to all children in 6-14 yrs of age throughout the country. It put in place community based planning with wider and active participation of stakeholders aiming at bringing social and gender gaps, if any in providing basic education. Muslims is per census 2001 constitution 13-43 percent of total population in the country as a variety of studies and reports indicate a rather low level of socio economic indicators for Muslim community and Urdu SSA suitable strategies were formulated to ensure the enrolment, attendance, retention and successful implementation a basic education by all Muslim children by 2010 including Muslim girls. Report of DISE 2011-12 as given in “Flash Statics “ indicated that in 2011-12 the total enrolment of Muslim children was 13.61 percent S.C The marginally short (-0.12 %) of their total section to the total population, while girls enrolment was 49.17% almost equivalent to their share in total population. However the retention rate of 75.94 indicate that nearby 24% children either drop out or are repeaters and in order to put their back to school special reservation are required as suggested in this article in order to achieve universities of basic education. It is well known that education is critical for economic and social development. It is essential for creating human capabilities and for opening water opportunities and that is why education is now considered as a basic human right and globally are sort of war has been declared on illiteracy. Illiteracy by 2015 is one of the goals of millennium including India development goals and the member countries are committed to it. It may be mentioned that providing basic education for all would ensure social justice and equality in society and would create conducive conidian for of marginalized and unprivileged seeking the society.
Level of Participation of Muslim Children in Primary & Upper Primary Educationpaperpublications3
Abstract: Sarva Siksha Abhiyan (SSA) was launched in April 2002 with allowed objective of providing quality basic education to all children in 6-14 yrs of age throughout the country. It put in place community based planning with wider and active participation of stakeholders aiming at bringing social and gender gaps, if any in providing basic education. Muslims is per census 2001 constitution 13-43 percent of total population in the country as a variety of studies and reports indicate a rather low level of socio economic indicators for Muslim community and Urdu SSA suitable strategies were formulated to ensure the enrolment, attendance, retention and successful implementation a basic education by all Muslim children by 2010 including Muslim girls. Report of DISE 2011-12 as given in “Flash Statics “ indicated that in 2011-12 the total enrolment of Muslim children was 13.61 percent S.C The marginally short (-0.12 %) of their total section to the total population, while girls enrolment was 49.17% almost equivalent to their share in total population. However the retention rate of 75.94 indicate that nearby 24% children either drop out or are repeaters and in order to put their back to school special reservation are required as suggested in this article in order to achieve universities of basic education. It is well known that education is critical for economic and social development. It is essential for creating human capabilities and for opening water opportunities and that is why education is now considered as a basic human right and globally are sort of war has been declared on illiteracy. Illiteracy by 2015 is one of the goals of millennium including India development goals and the member countries are committed to it. It may be mentioned that providing basic education for all would ensure social justice and equality in society and would create conducive conidian for of marginalized and unprivileged seeking the society.
Title of Course: Foundations of Education
Credit Hours 3 Course Code: EDU361
Course Description
This course will focus on the ideological, philosophical, psychological, socio-economic, and historical foundations of education. The major focus will be on developing an understanding of the participants how different philosophical theories affect education. The course will also include historical development of education of Pakistan. Emphasize will be given on analyzing various sociological, political, economic, and ideological forces that influence the process of education in our culture context. This course will also be used to develop the ability in prospective teachers to interpret knowledge within its historical, philosophical, ideological, and social contexts, which will lead to produce critical perspectives on education both within, and outside of, schools.
Learning outcome
The students will be able to:
• Explain the important features of foundation of education
• Specify the role of educational thinkers in education
• Discuss the modes of education
• Discuss historical development of Pakistan
• Evaluate the issues and problems of education.
Course Outline
Week 1 to 2
Unit 1 Ideological Foundation of Education
1.1. Islamic Foundations
1.2. Islamic Concept of Peace
1.3. Other Religions and Islam
1.4. Ideology and Teachers
Week 3 to 4
Unit 2 Philosophical Foundations of Education
2.1. Philosophy and Education
2.2. Main Philosophical Thoughts
2.3. Idealism
2.4. Realism
2.5. `Pragmatism
2.6. Re-constructionism
Week 5 to 6
Unit 3 Psychological Foundations of Education
3.1. Learning and Maturation
3.2. Individual Differences
3.3. Self Concept
3.4. Academic Aptitude
3.5. Instructional Strategies and Psychology
Week 7 to 8
Unit 4 Socio-Economic Foundations of Education
4.1. Concept of Society and Culture
4.2. Social Conditions and Education
4.3. Economic Conditions and Education
4.4. Politics and Education
After 8 Weeks (Mid Term Exam)
Week 9 to 11
Unit 5 Historical Foundations of Education in Pakistan
5.1. Pre-Pakistan Period (712 A.D. to onward)
5.2. Period from 1947-1958
5.3. Period From 1959-1971
5.4. Period from 1972-1979
5.5. Period from 1980 -1991
5.6. Period from 1992 – to date
Week 12 to 14
Unit 6 Aims of Education
6.1. Aims, Goals and Objectives
6.2. Taxonomies of Objectives
6.3. Aims and Objectives of Education in Pakistan
Week 15 to 16
Unit 7 Problems and Issues in Education in Pakistan
7.1. Universalization of Primary Education
7.2. Literacy
7.3. Medium of Instruction
7.4. Diversification of Education
7.5. Environmental Education
7.6. Gender and Education
7.7. Islamiazation of Education
7.8. Special Education
7.9. Health Education / Drug Education
7.10. HIV / Aids, STIs, Hepatitis
Recommended Book
curriculum is from the Latin root “Chariot” or “Currere” which originally means a course, usually a racecourse. Hence curriculum implies a runway, a course, on which a person runs to reach or achieve a goal.
In the past the curriculum was to be considered the courses of studies. It was considered to be a programme related to various subjects only. In those days the main aim of education was to help the individual to get a fixed knowledge, factual information, facts, theories, laws and principles, content, subject method and the emphasizes on the rote memory or cramming. In fact it was a static view of curriculum.
As the mind grows and the scope of understanding widen, a dynamic view was developed after the 19th century. Now it is considered that all those learning opportunities which are planned and guided by the institution, whether these are carried out inside or outside an institution, in group or individually, which are necessary for the all round development of an individual. It includes both curricular and co-curricular activities. It extends the curriculum than the text books and subject matter. All the learning which the individual is exposed during study is called curriculum. Curriculum is the way which brought the learner in a desirable ways of thinking of a particular society. It is a path through which we can reach a specified destination.
OLD CONCEPT OF CURRICULUM:
Curriculum consists of subjects taught in institution. Or
Only curricular or classroom activities were considered.
NEW CONCEPT OF CURRICULUM:
The main purpose of the education “All round development” cannot be achieved only by curricular activities. So for achieving this purpose the old concept of curriculum was criticized and other social activities or co-curricular activities to be included in curriculum. New concept of curriculum includes:
Complete institutional environment.
All the courses
Totality of experiences and activities go on in the institution, classroom, library, laboratory, workshop, playgrounds and in numerous informal contacts between teachers and students.
The whole life of the educational institution becomes the curriculum and causes the development of a balanced personality.
Now curriculum is equal or equated as;
Curriculum = Curricular activities + Co-curricular activities.
Curriculum means all the activities which are provided inside or outside the institution for achieving the predetermined goals.
The concept of curriculum may be concluded in following broad components;
Programme of studies
Programme of activities
Programme of guidance and counselling.
DEFINING CURRICULUM
Many educators define curriculum in different ways, in part because they bring to that task different perceptions of what curriculum should be. Some educators see the curriculum as a list of subjects to be studied, while other see it as entire course content. Still others perceive curriculum as a set of planned learning experiences offered by teachers.
Another
Topic : Effect of students attitude towards biology on their academic performance
Abstract: The main aim of this study was to investigate students’ attitude towards learning biology and its effect on their academic performance in the subject of biology. Quantitative research approach was used for the study. The population of study consisted of all government girls secondary school students (4299) of class 9th and 10th in district Kohat in the academic session 2022-23. The sample of the study consisted of 353 girls students of class 9th and 10th. The researcher collected data through a questionnaire. The researcher collected data from sampled students personally. For data analysis both descriptive and inferential statistics were used to analyze the data. Frequencies, percentage, mean score, standard deviation and Pearson co-efficient correlation was used to analyze the data. The results of the study showed that female students had positive attitude towards learning biology. A positive weak non-significant relationship was found between attitude towards learning biology and students’ academic performance.
Keywords: students ‘attitude, students ‘biology performance.
1.Introduction:
It is acknowledged that biology, which is a concept, a way of life, and even a worldwide language, is a field essential to today's rapidly evolving world for people, society, scientific inquiry, and technological growth. Today, biologyal techniques are used in practically every sphere of human effort and are crucial to a nation's economic growth. We require excellent biology performance at all academic levels in our pursuit of scientific and technical growth.
The goal of biology education in schools is to enable students to develop problem-solving abilities, reasoning, generalization, and communication abilities, as well as some other biologyal abilities, such as sensory and psychomotor abilities, and to use these abilities to solve problems that occur in everyday life. ( Olkun & Tolukuker, 2007; Guref & Kahn, 2013).
The students' attitude toward biology subject is the most significant aspect that affects students success level of biology. It has been well acknowledged that students' attitudes toward biology and their degrees of biologyal success are strongly correlated. It has been revealed in the studies done so far that students with more favorable attitudes toward biology also achieve better success. (Peker & Mirasyedioğlu, 2003; Çanakçı & Özdemir, 2011).
The most common explanation of gender inequality in biologyal success is focused Students' attitudes to biology. Several studies results showed that gender differences matter in students’ attitude towards biology, girls’ show more negative attitude than boy. In general, most studies showed that girls lacked confidence compared to boys, with weak causes the attribution pattern; biology understood the male domain and was nervous about biology (Vermeer 2000). Other study result shows gender difference doesn’
Education and comparative education as concepts can be given
different interpretation. The reason is that different people from
different angles will see them from different perspectives. In other
words, there can be as many definitions to the concepts of Education
and Comparative Education.
2.0 Objective
At the end of this unit, students should be able to provide an
acceptable definition to Education.
3.0 The Content
3.1.1 Education
Education is very difficult to pin to a particular definition, because
the concept may be perceived from different angles. The concept has
been traced to two Latin words. The Latin words are (a) educere and (b)
educare. While educere can be interpreted as "to draw out" or "to lead out",
Educare on the other hand means "to nourish" "to bring up or "to raise".
The interpretations of two Latin words no doubt, are more than what
can be offered by the school alone.
Adesina (1985) noted that education is always related to variable
such as purpose of the learner, the aim of the teacher as well as the
technological problems of the society. He, therefore, defines education
as:
The tool for the integration of the individual
effectively into a society so that the individual
can achieve self-realization, develop national
consciousness,promote unity and strive for
social, economic, political, scientific cultural and
technological process.
While relating education to culture, Nduka (1982) sees the concept
as the process of cultural transmission of the people at least part of such
8
culture from one generation to the next.
Education, according to Lester Smith cited by Osokoya (1987), is
the culture which each generation purposely gives to those who are to
be its successors in order to qualify them for at least keeping, and if
possible for raising the level of improvement which has been attained.
Horton, cited by Akinpelu (1984) sees education as an enabling
agency by which the Africans could restore their self confidence, and
make those who doubted the humanity of Africans begin to revise their
views and learn to respect Africans.
Education according to Nyerere (1982) is the transmission of
accumulated wisdom and knowledge of the society from one generation
to the next and also to prepare the young people for their future
membership of the society in which they find themselves.
At this juncture, we can define education as a process through
which an individual becomes integrated into his society, becomes a
promoter of his societal culture, contributor to the development of his
society and becomes an adult who will be able to stand on his own.
3.1.2 The Meaning of Comparative Education
Naturally, human beings are in the habit of making comparison of
the things that are around them particularly when such things exist in
different places. This may be done as a result of man's desire to know
the relationship existing between, or among the things being compared.
Man may also involve himself in this kind of a business when he wants
to cho
History is the study of past societies and their developments over time. It examines what happened in the past, when, and how through analyzing evidence. Studying history helps understand the present by tracing the causes and effects between past and present. It also helps interpret current problems more accurately by showing how societies evolved over time. Examining "innumerable biographies" within their proper social and human contexts demonstrates how people have developed and advanced societies through history.
Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
Periodisations
The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri
Introduction
The National Education Policy (NEP) 2009 is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for development of the Policy document. Though four years have elapsed between beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.
Two main reasons prompted the Ministry of Education (MOE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Also the challenges triggered by globalization and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.
Specific Objectives of the Policy
The policy stated a clear vision as:
“Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.”
The major objectives of the policy arc as under:
• To revitalize the existing education system with a view to cater to social, political and spiritual needs of individuals and society.
• To play a fundamental role in the preservation of the ideals, which led to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution of Islamic Republic of Pakistan.
• To create a sense of unity and nationhood and promote the desire to create a welfare State for the people of Pakistan
• To promote national cohesion by respecting all faiths and religions and recognize cultural and ethnic diversity.
• To promote social and cultural harmony through the conscious use of the educational process.
• To provide and ensure equal educational opportunities to all citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort.
• To develop a self reliant individual, capable of analytical and original think
The term resource mobilization refers to all activities undertaken by an organization to secure new and additional financial, human and material resources to advance its mission. Inherent in efforts to mobilize resources is the drive for organizational sustainability.
Resource mobilization refers to all activities involved in securing new and additional resources for your organization. It also involves making better use of, and maximizing, existing resources. Resource mobilization is often referred to as ‘New Business Development’. The figure below shows how New Business Opportunities – which are intended to mobilize resources – form part of an organization’s overall functioning.
Why is resource mobilization so important?
Resource mobilization is critical to any organization for the following reasons:
1. Ensures the continuation of your organization’s service provision to clients
2. Supports organizational sustainability
3. Allows for improvement and scale-up of products and services the organization currently provides
4. Organizations, both in the public and private sector, must be in the business of generating new business to stay in business
What is meant by sustainability?
Although sustainability is often identified with having sufficient funds to cover an organization’s activities, it is actually a broader concept. There are three fundamental streams of sustainability: institutional, financial and programmatic. Each is vital to the survival of an organization. Below are the definitions of these three areas of sustainability:
Programmatic sustainability. The organization delivers products and services that respond to clients’ needs and anticipates new areas of need. Its success enables expansion of its client base.
Institutional sustainability. The organization has a strong, yet flexible structure and accountable, transparent governance practices. Its structure and good governance allows it to respond to the shifting priorities of its supporters and to new responsibilities toward its clients, while creating a positive work climate for its staff.
Financial sustainability. The organization draws on various sources of revenue, allowing it to support its ongoing efforts and to undertake new initiatives.
Figure 2 below shows how all of these streams of sustainability are exercised in an organization. The strategic plan is the anchor, in which an organization’s programs, structure and systems, as well as financials are reviewed and new business opportunities are identified. These new directions or new business opportunities are then pursued using a distinct resource mobilization strategy, such as writing proposals, submitting grant applications, or drafting business cases or business plans. All of these instruments are designed to showcase an organization’s programs, institutional structure, and financial health.
What are the 5 basic resources?
What are the five key resources you need for your business?
• Financial Resources.
• Physical re
Centers of Excellence (CoE) are groups that are known for doing a particular activity very well or are involved in new developments and ways of working. CoEs provide leadership, share best practices, support research, and provide training in a focused area through collaboration between institutions. Important CoEs in Pakistan include the National Institute of Psychology in Islamabad, the National Centre of Excellence in Geology in Peshawar, and the Centre for Applied Molecular Biology in Lahore.
HOW TO TEACH EFFECTIVELY- Dr Rahim Khan.pptMNisar4
This document discusses effective teaching methods and strategies. It defines teaching as "a conscious stream of decisions" aimed at increasing the probability of student learning. Effective teaching ensures learning takes place and knowledge is retained. To change from a teaching to a learning environment requires changing culture and teacher thinking/attitude. Components of the teaching-learning process include curriculum, instruction, and assessment. The document also discusses learning styles, teaching approaches like deductive vs inductive, and strategies to engage students like checking their understanding. Overall it provides an overview of concepts and best practices for maximizing student learning.
Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
Periodisations
The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri
Classroom Management and Disaffection
Barbara Zamorski and Terry Haydn, School of Education and Professional Development,
University of East Anglia
Abstract
This paper reports on aspects of the Norwich Area Schools Consortium (NASC) cross-school
Classroom Management and Disaffection research project undertaken as part of the NASC
programme. It documents the dual interwoven ‘stories’ of teacher engagement in research as a
learning experience and the substantive research undertaken. The project took place in two
stages, the focus of the second stage emerging out of the analysis of the first stage. Research
into both pupil and teacher perceptions concerning disaffection and classroom management
were investigated in the first stage. The second stage attempted to unravel the complex
relationships between disaffection, curriculum, pedagogy and context from pupil perspectives,
with insights on the relationship between a good lesson and a good teacher being of particular
interest.
Introduction
This project had its roots in the NASC Workshop held at the University in the summer of 1999.
The aim of the Workshop was to produce research designs and action plans for the four crossschool
research projects which were to become the second phase of the three-year NASC
programme on pupil disaffection. The starting point for this particular project was to research
‘effective in-school strategies to deal with disaffection and reduce exclusion'.
As a result of this event, the Classroom Management and Disaffection Research Group came into
being. The eight members of the group comprised six teachers from five NASC schools and two
members of the University staff (a UEA research co-ordinator and mentor). The group met at
the University on a regular basis to work on the planning and conduct of the research. The
research was carried in two stages, the focus of the second stage emerging out of the analysis of
the first stage. This paper describes the work of this group during these stages, and reports on
some of the research undertaken.
Stage One
Stage One of this project, which took place in the autumn term of 1999, began with an interest in
the following questions, which arose from a consensus amongst the group that there were
generally differences in the extent to which pupils were engaged in learning not only between
schools, but within schools.
• What factors enable some teachers to develop greater effectiveness in terms of class
management and the engagement of pupils in learning than others?
• Is it possible to draw on the experience of teachers and pupils to elucidate which are the
characteristic and most influential skills and attributes that make teachers good classroom
managers?
2
• In addition to teacher characteristics, is it possible to discern departmental, subject, or school
‘effects’ which influence pupil engagement in learning?
The group began by reviewing and reflecting on what had already been learned about classroom
management and disaffection from NASC
Quality education is crucial in the socio-economic development of a country. Different measurements are being taken to boost the standard of academic programs at higher education level. Quality assurance agencies have been established worldwide for this purpose. At the institution level, Quality enhancement cells (QEC) have been functional, Quality assurance agency (QAA) conducts external quality assurance practices at the institutional level like Institutional performance evaluation (IPE) while QEC ensures program level quality. Besides, there are accreditation councils to ensure program quality.
The QEC also takes action to improve academic quality in HEIs through the use of a quality evaluation tool for academic programs called the Self-Assessment Report. The Self-Assessment Report (SAR) is the outcome of this process. The core of the entire system of quality assurance is self-assessment reports. The major goals of a self-assessment report are to improve academic programs and make sure of high academic standards by giving faculty and administrative input to make an improvement action plan.
The self-assessment approach was introduced in Pakistan by the Quality Assurance Agency (QAA) of HEC, who also recommended a self-assessment model based on eight criteria. QECs' main goal was to carry out a program evaluation. This was accomplished using a self-assessment approach. At the end of each academic year, each institute prepares a self-assessment Report based on the standards set by the QAA and for this purpose, QEC makes a program Team (PT). The PT members in each department write a Self-Assessment Report (SAR) and submit it to the QEC, who sends it for an external audit, after receiving the necessary training and materials. The Implementation Plan is created in response to the audit report and submitted to higher-ups at the institution and the QAA together with the executive summary of the SAR. So, a correct set method is used to carry out the program assessment.
Program self-assessment yields several benefits such as a better and increased understanding of the effectiveness of learning resources used to carry out educational activities, identification of the strengths of the program as well as the areas for improvement (Andrade & Valtcheva, 2009). This involves an objective judgment to identify strengths and weaknesses and bring improvements to them. (Paris & Ayres, 1994; Wiggins, 1998). Oakland (1999) maintains in
his study that self-assessment helps in finding out areas for improvement. It aims to formulate a sustainable evaluation mechanism to check both academic processes as well as outcomes of any academic service or program to strengthen the quality and the performance of the organization (Stahl, 1998). Roseanna and Mandia (2011) assert that Self-Assessment can work as an important 'lens' through which one can see how to enhance learning to improve the program (Bourke & Mentis, 2011). SAR is conducted worldwide, and different studies
Unit 01: Importance of Teaching of Pakistan Studies
Unit 02: Aims and Objectives of Teaching Pakistan Studies
Unit 03: Rationale for Teaching of Pakistan Studies
3.1 Educating Children for a Pakistani Society
3.2. Changing our Vision Developing a National and a Global Sense of Citizenship
3.3 Global Connections
Unit 04: Planning for Teaching of Pakistan Studies
4.1 Appropriate Planning for Teaching of Pakistan Studies
4.2 Planning Experiences for Pakistan studies
4.3 Lesson Planning in Pakistan Studies
Unit 05: Teaching History
5.1 Developing a Sense of History
5.2 Exploring key Elements of History
5.3 The many Worlds of History
Unit 06: Teaching Geography
6.1 Fostering Geographic Knowledge
6.2 Building Global Connection Through Geography
6.3 Themes and Skills in Geography
6.4 Creating an Appropriate Geography Curriculum
6.5 Helping Children Build Knowledge about the Physical Environment
Unit 07: Teaching Civics
7.1 Building a Community
7.2 Fostering Positive Values and Social Skills
7.3 Developing Civic and Social Responsibilities
7.4 Nurturing Civic Responsibility
Unit 08: Teaching Methods
8.1 Problem Solving
8.2 Project Method
8.3 Discussion Method
8.4 Story Telling
8.5 Role Playing
8.6 Demonstration Method
8.7 Team Teaching
8.8 Cooperative Learning
Unit 09: Use of A.V. Aids in Teaching of Pakistan Studies
9.1 Technology in the Classroom
9.2 Role of IT in Teaching
9.3 Co-curricular Activities
Unit 10: Curriculum of Pakistan Studies
10.1 Curriculum Development
10.2 Curriculum Evaluation
Unit 11: Evaluation
11.1 Objectives, Type and Importance of Evaluation
11.2 Preparation of Model Paper of Pakistan Studies
11.3 Review of Papers of Pakistan Studies
Unit 12: Teaching about Special Social Issues
Recommended Books:
1. Aslam, .M. D. (2001). Teaching of Pakistan Studie, Lahore, Ilmi Kutab Khana Press
2. Larolimek, J. (2006), Social Studies in Elementary Education, London: Macmillan
3. Rai, B. C., (2004), Techniques and Methods of Teaching, Lukhnow: Prakashankendra
4. Savage, T. V. & Armstrong, D. G. (2007), Effective Teaching in Elementary Social Studies,
New York: Macmillan
5. Robles de Melendez, W., Vesn, B. & Melba, F. (2000), Teaching Social Studies in Early
Education, United Kingdom: Delmar PAKISTAN Studies is a subject that aims at enhancing students' knowledge about history, culture and geography of Pakistan and to inculcate patriotism in the hearts of students so that they may become a good citizen.
Although Pakistan Studies is a compulsory subject from Class IX up to the university level, it is an astonishing fact that many of the students are unaware of important historical figures and events.
Even if they know some, it's just the names of some of the famous personalities and not the details about their achievements, life and causes of success or downfall.
The books on Pakistan Studies of different levels cover the topics which are repeated in all of them.
There is no need to teach about those selected topics at each level. Instead the ne
Pakistan seriously is in need of teachers with respectful characteristics, proficient handle, the sound authority of the substance, which goes under the domain of teacher education and teacher preparing establishments. In this point of view, these organizations are required to embrace careful occupation to outfit the imminent teachers with the showing aptitudes and ingrain in them the empowering and capable state of mind.
Secondary education is an imperative piece of training due to being the terminal stage, and a phase from where individuals join the step of callings; this stage needs precise choices to limit the camouflaging variables to delude the customer base [1]. Whatever the teachers do as their obligation or commitment might be advised and abridged under any of the six classes given as under. The teachers are guessed create and weave the string of contemplations around such composed classifications and frameworks of teaching. Given here are the six responsibilities of teachers may do utilizing the devices and strategies recognized which might be of assistance to develop and persistently advance our everyday educating background.
Teaching starts well ahead of the actual presentation of the lesson. It needs to compose the substance as indicated by the level, skill, experience, intrigue and the prompt need of the understudies. It takes the state of arranging, creating, and sorting out guidance as for the significant duties of teachers. On the off chance that a teacher is very much experienced in arranging his/her exercises, s/he takes his/her standard showing assignments less demanding, agreeable and getting a charge out of. Unfortunately, the majority of our teachers don't end up slanted to and save time for genuinely imaginative successful, interesting and perfect showing gets ready for their classes, others may appreciate. This is particularly expected of them when they are showing a few prepare. It is asked expected and an ethical obligation of every last teaching or to continue overhauling the exercises for every semester to come. This will help keep them and their material new [2].
Most of the teachers take sick of it that they need to invest energy in participation out of the designated time for teaching. They are additionally under commitment to keep the record of evaluations, and take after these procedures close by essential house and record keeping and saving time to assess the guardians and their own seniors alongside different partners about the movement of teaching.
The manner in which that a teachers releases these duties uncovered numerous things about his/her utilization of and viability of classroom association aptitudes. In the event that the frameworks and their procedures and systems are less demanding, agreeable, and substantial and set up, at that point the teachers can save more opportunity to center around training and communicating and settling the understudies’ issues at the full length. Of apparatuses, The pres
PHILOSOPHICAL SCHOOLS OF THOUGHT AND THEIR IMPLICATIONS
In Plato’s Republics and in his other writings we see a development of idealism. According to him, every object of our experience is nothing but shadow. That is saying that it is not in a pure state of reality. Whatever we perceive is merely a poor copy of the reality that exists in another world which he designates as the world of Forms or Ideas. Thus Plato’s Idealism talks of two worlds: the world of shadows and the world of Ideas. The latter is replete with absolute perfection, real, unchangeable, universal and eternal realities whereas the former is the world of imperfect copies of things residing in the real world of ideas. The implication is that every material thing must have its true copy in the world of ideas. Idealist would say that even the pen you are having now is only an imperfect copy or a shadow of the ideal pen in the world Ideas. Though there may ne various strands of idealism, the basic tenet is the emphasis that existence is explained in terms of the mind and its function.
Other Views on Idealism
Since Plato, there have been many understanding of idealism. Descartes is one such Idealist. He holds that the most important element in the nature of knowledge is mind or spirit. This idea is beautifully expressed in his popular philosophical dictum. Corgito ergo sum (I think, therefore I exist). This idealistic statement has so much implication for Descartes who doubted the reality of anything having material nature and would only accept as reality the thought that he is thinking. Bishop George Berkeley also advanced the school of idealism in modern times by his easiest percipi (to be is to be perceived) . What is real is that which can be perceived, what cannot be perceived is unreal.
To put it more correctly again, the central thesis of idealism is that true knowledge can be derived from reason alone since it is only the faculty of reason that can grasp or extract from material things their spiritual forms or essences. The faculty of the senses provides the mind with imperfect, unstable and changing knowledge of physical objects.
Educational Implication of Idealism
1. For Plato, Education simply means stimulation of the mind to recall that which it already knows before its being in the world. He taught that the soul I born with innate knowledge which it lost with contact with the material world (human body). Thus the concept of school and education is to create an enabling environment where students are encouraged to recall and embrace the concept of the Good and the universal truth that already exist in their soul which has been forgotten. An idealistic educational system would concern itself with ideas of things. The goal of education should be connected with the lifetime work of searching for true ideas. It should be to cultivate the human mind.
2. Idealism prefers the world of the spiritual to the world of material things. Thus, in education, e
Education“CLASSROOM MANAGEMENT PRACTICES”
LESSON ASSESSMENT PROFORMA
Teacher’s Name Class Subject
Topic
Date Assessed
Assessed By
Aspect 5 4 3 2 1 Score Remarks
LESSON PLAN
An excellent plan covering all aspects well A good plan covering most aspects An adequately workable plan A sketchy plan lacking details A plan lacking certain essential aspects
PREPARATION
Excellent Good Adequate Scanty Inadequate
INTRODUCTION
Relevant and imaginative Apt, to the point and interesting Appropriate Introduction Insufficiently purposeful Uninteresting and unimaginative
STATEMENT OF
AIM Clear and precise Correct and to the point Appropriate Imprecise and unclear Incomplete and vague
EXPLANATIONS
Lucid and logical Clear and well reasoned Most of the points explained adequately Insufficient explanations Certain points not explained properly
QESTIONING
TECHNIUE Skilful and very effective Effective and purposeful Appropriate and sufficient questioning Insufficient questioning Very little and ineffective questioning
PACE
Well-measured and precisely adjusted Well-adjusted Appropriate Needs to be a bit Faster/slower Too fast/too slow
FLOW AND
CONTINUITY Articulate and effortlessly fluent Fluent Sufficiently fluent Somewhat lacking fluency Lacked fluency/hesitant/faltering/awkward pauses
EMPHASIS ON
MAIN POINTS Very well emphasized Properly emphasized Adequately highlighted Insufficient emphasis on main points Lack of emphasis on main points
CLASS
PARTICIPATION Excellent Good Adequate Insufficient Lack of interest for class participation
CONFIDENTIAL
Aspect 5 4 3 2 1 Score Remarks
TIME MANAGEMNET
Excellent time budgeting Good time management Appropriate utilization of time Finished lesson a bit early/could not finish in time Finished lesson too early/failed to cover a good part of the lesson
BOARD WORK Meticulous and skillful Neat and accurate Adequately neat and correct Lacking sufficient accuracy and neatness Wayward, illegible and muddled
USE OF TEACHING AIDS Imaginative and purposeful Effective and proper Appropriate Inadequate use of teaching aids Lacked proper and effective use
SPEECH AND LANGUAGE Eloquent, correct and
Impressive Effective, clear and accurate Adequately clear an effective Somewhat lacking in accuracy and clarity Needs to improve clarity/accuracy
CONFIDENCE
Composed, confident and self-assured Confident Sufficiently confident Somewhat unsure and faltering Lacking sufficient confidence
CLASS MANAGEMENT Skillful control of class Good class control Proper class control Needs improvement Lacking proper class control
RECAPITULATION
Skillful review and summing up Effective recap and summarization Appropriate review and summarization Lengthy/Hurried review and summing up Too long/too short
CONSOLIDATION
Comprehensive Effective Adequately purposeful Inadequate effective Short and ineffective
CONCLUSION Logical and relevant Approximately and relevant Proper Needs to be more coher
Methods of Teaching of Pak Studies
Every teacher is different in terms of their ways, styles, and methods in teaching. The best teaching methods are those designed considering the interests of students and the subjects taught. Methods in teaching can be teacher-centered, learner-centered, content-focused, and interactive or participative. Each teaching technique has its pros and pitfalls. To make the whole process effective, teachers usually combine two or more of these teaching methods. Here, let us have a look at some of the most widely accepted and followed methods in teaching throughout the nation.
1. Lecture This is the most commonly followed methods in teaching in various educational institutions throughout the country. It is considered as the most ideal method for a teacher to address large classrooms. Lecture refers to an oral presentation of lessons to a group of students. 2. Class discussion This is one of the best interactive methods in teaching in which both teachers and students in the classroom exchange ideas on the topic of discussion. When used effectively, this strategy can help students to develop their thinking, learning, understanding and problem-solving skills. A good teacher can create a positive class environment where students can freely discuss their ideas.
3. Oral Questions One of the most commonly used methods in teaching. In this, instead of just a passive way of lecturing, teachers can encourage the students to ask questions in return. This in fact helps teachers to understand the areas that the students find it difficult to comprehend and to explain things better. This helps the classes to be more engaging and interesting.
4. Repeating points Instead of just giving an oral presentation of the lesson once, the teacher repeats the important points once they cover a subject unit before passing on to the next. This helps the students to recollect what was taught in the previous unit before going to the next. Repeating points would register the content easily on students’ minds. Some teachers also ask the students to repeat the points he/she just covered.
5. Buzz groups In these methods in teaching, teachers split the whole class into small groups and give them a topic of discussion so that the students can come up with ideas on the subject or solutions to a problem within a short period of time. This method helps to stimulate discussion and to get student feedback
. 6. Demonstration Instead of just giving an oral explanation of a subject, in these methods in teaching. the teacher produces enough materials or proofs to make things clear. For example, if a teacher wants to explain the functioning of a handy device, he/she can bring it to the classroom to explain it better and easily. In another context, it can be a demo of a step-by-step process that helps students to easily connect it to theory.
7. Presentation In this method, the teacher gives a power point presentation in the classroom. The slides include diagrams
This document provides an introduction and overview for the PhD pre-defense of Muhammad Nisar. It discusses his research topic of analyzing classroom management practices used by secondary school teachers in Khyber Pakhtunkhwa. The document outlines the introduction, objectives, research questions, methodology, and areas of focus for the classroom management practices research. It indicates the research will investigate perceptions of teachers and students regarding existing classroom practices through surveys distributed to secondary schools across six districts in Khyber Pakhtunkhwa.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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1. Journal of Indian Studies 7
Journal of Indian Studies
Vol. 2, No. 1, January – June 2016, pp. 7 – 24
Education Systems of South Asia: A Study of Indian
Education System
Zubaida Zafar
University of the Punjab, Lahore, Pakistan.
ABSTRACT
Current study is related to the education system of South Asian countries. South
Asia is the most populous region of the world but the education system of South
Asian countries is not encouraging. A majority of the children is out of the
schools. The basic objective of the study is to explore the Indian educational
system. The researcher conducted online interview of 40 respondents to have an
in-depth understandings. The sample of present study was selected though
purposive and multistage sampling procedures. The findings of the research show
that the education system of India is satisfactory but still there are many drawbacks
in this educational system. The socio-economic, ethnic, religious, and regional
disparities are influencing the Indian education system at large.
Key words: South Asia, India, Indian education system, challenges
Introduction
Education is the most important and powerful instrument to develop human
personality in a desirable manner. An individual develops all the behavioral
changes based on interaction with environment as a result of learning. The world
history witnesses that any change taking place in human life through any aspect
including social, cultural, spiritual, political and economic, education has been root
cause for that change. Education becomes one of the basic necessities of human
life, like food, shelter and clothing. In fact, education is part and parcel of human
life. Generally, human life consists of biological, sociological, spiritual and
cultural aspects. The biological aspect of life can be satiated by food, shelter and
fulfilling other biological needs. All other aspects of human life can be achieved
and developed only through the medium of education (Ornstein, 1984). Education
is considered as a powerful tool for personal and societal development.
Development of a country is always dependent on honest and positive role of its
citizens. It is important for equal and proper division of resources among all
citizens to play their respective role positively and actively. These individuals can
behave in a responsible way if guided through formal education. Education offers
a quick route for poor to stand on their feet and to develop genuine democracy,
empowerment of poor and alleviation of poverty (Rao, 2010).
2. Zubaida Zafar
8 Journal of Indian Studies
Education plays an important role in reducing economic differences in the society.
This can be achieved through provision of equal educational opportunities to
different strata of life. In South Asia, there are multiple stratifications in the
domain of education. The dominant group always tries to deprive the marginalized
groups of education. Education as a right denied on basis of caste, religion, race,
gender and class.(Siddiqui, 2012). From the inception of Islam, emphasis is laid on
education even it is centrality of Islamic teachings. The Prophet ﷺ had great
devotion to knowledge and science than His predecessor prophets which bring
Islam close to modern world of thoughts. One important example is establishment
of nine mosque-schools in Madinah that leads to formation of an education system
(Mubashar, 2013).
Educational Challenges in South Asia
South Asia as whole faces educational challenges, such as 42 million „out of
school children‟ resides in South Asia. (Shah, 2003). According to annual
Education for All (EFA) report (2010) Sri Lanka and Bangladesh joined United
Nations Millennium development goal of achieving universal primary education.
However 2010 EFA report projects that Nepal and India will achieve the universal
primary education goal by 2015. Pakistan has huge number of „out of school
children‟. But it is still unclear that when these South Asian countries will achieve
universal education goal.(Shafiq-ur-Rehman, 2011). Problem of illiteracy in South
Asia is leading to many other social problems like factionalism, conservatism,
poor health and sanitation, high birth and death rate, lack of social mobility, crime,
and poor living standards. Pakistan, a country with state religion Islam, ranks
among lowest literacy rate countries, despite the fact that Islam lays great
emphasis on getting education (Niazi, 2002).
Conceptual Definition of Education
Education is considered as a mean of creating new opportunities for freedom of
action and securing a livelihood, on the contrary it led to the prevailing structural
inequalities based on wealth and power based stratification in society.
Operational Definition of Education
Education in this research is restricted to formal education at all levels,
consciously and deliberately excluding systems of informal knowledge and
indigenous skills development. For the purpose of present study the basic
(traditional) institutions of the South Asian society are selected for analysis of
education system.
3. Education Systems of South Asia: A Study of Indian Education System
Journal of Indian Studies 9
Institution of Education
Generally, education embraces all instructional activities: the random knowledge-
imparting activity; informal instructions carried on in the home, knowledge
disseminated through literature, magazines, newspapers, the radio and the cinema
as well as formal schooling (Panunzio, 1939).
It is fact that education plays an important role in physical, mental, spiritual
and social development of people as wells as is the backbone of national
development. Countries with an effective education system happen to be the socio-
economic leaders of the world. Every nation prepares their generations according
to their ideology and culture. Through education they impart their national legacy
to next generations. Education is a tool of converting population from burden to
human resource. The structure of education system varies across countries on the
basis of age criteria, duration and levels of education (Siddiqui, 2007). In South
Asia there is multiple stratification in the domain of education; realizing the potent
linkage between education and prospects in life. The dominant group in society
has always deprived the marginalized groups of education; this points that the
important objective of education is considered to reduce the economic differences.
Educational marginalization is not just confined to caste and color. There exists a
clear educational discrimination on gender basis (Siddiqui, 2012).
Education Systems of South Asian Countries
Structure of Education System of Bhutan
Formal education system in Bhutan started in beginning of 20th
century but grew
slowly. Even in late 1950‟s it had 11 schools with 17 teachers and about 440
students. However subsequent decades led towards expansion (Ugyen & Cokl,
2010).
Formal education system of Bhutan consists of one year of pre-primary, six
years of primary, two years of junior high and two years of senior high schooling.
There are community schools evolved from an experiment with Extended Class
rooms (ECRs) started in 1986 taught up to class III. Primary schools taught up to
class VI and junior high up to class VIII. All the junior high schools have primary
classes (Bray, 1996).
Structure of Education System of Sri Lanka
The formal education system of Sri Lanka is highly influenced by the colonial
past. British had a major influence on the development of Sri Lankan education.
School examinations and curricula content remain modeled on British
Examinations (GCE O-levels &A-levels).(National report, 2004)
The right to free education was enriched in 1978 Sri Lankan Constitution and
compulsory schooling was between ages of five and fourteen. Since 1985 till
4. Zubaida Zafar
10 Journal of Indian Studies
present, schooling is of thirteen years and based on five years of primary, four
years of junior secondary, two years of senior secondary and two years of
collegiate/ pre-university. The higher education is of 5-7 years. There are two main
languages of instructions Sinhala and Tamil. Education is compulsory subject
throughout 13 years of schooling. International private schools offer instructions in
English. The academic year runs from January to December ((MoE), 2013).
Structure of Education System of Nepal
The structure of formal education system in Nepal consists of five years of primary
(1-5 grades), three years of lower secondary (6-8 grades), two years of secondary
(9-10 grades) and 2 years of higher secondary (certificate level). It has total 12
years of schooling. Higher Education comprises bachelors (13-14 grades) and
masters (15-16 grades)(UNESCO, 2008).
In 2009 the government of Nepal implemented a School Sector Reform
Program (SSRP 2009-15) which aims to restructure school education by
integrating into basic education (1-8 grades) and secondary education (9-12
grades) in boosting school enrollment rates. In new structure vocational stream is
introduced at secondary level to enable students vocationally to enter tertiary
education. The SSR program results in improvements in primary education as well
as high rates of participation at secondary and higher secondary levels. (MoE,
2013)
Structure of Education System in Maldives
The formal education system of islands known Maldives is different from other
South Asian countries. There are two education systems that co-exist in parallel.
The older traditional Islamic schools are with Dhivehi medium of instruction. Over
the years government introduced English level programs. Primary school duration
is five years and there are different standards for middle school on different far-
flung smaller islands and Male. Secondary school takes 5 years more and
completes school program. Secondary education is completed at high school and
hurdle is to complete high school grades 11-12. The brightest student after this
goes abroad for tertiary education and other successful students go to local tertiary
education institute (UNESCO, 2011). There is a condense education program by
Maldivian government for youth and adults unable to complete formal schooling
known as second chance (UNESCO, 2003).
Structure of Education System in Bangladesh
The formal education system of Bangladesh is divided into three stages, primary,
secondary and tertiary. There are five years of formal primary schooling. After that
three years of junior secondary, two years of secondary and two years of higher
5. Education Systems of South Asia: A Study of Indian Education System
Journal of Indian Studies 11
secondary schooling. In secondary education, three streams Humanities, Business
and Science education is offered at class IX (Report, 2004).
For higher education Higher Secondary certificate (H.S.C) is minimum
requirement. HSC holders are qualified to enroll Four years degree bachelor‟s
degree or three year degree pass courses Honors programs. After successful
completion of bachelor‟s degree (1 or 2 years) master and then 2 years MPhil and
3-4 years PhD(UNICEF, 2009).
Structure of Education System of Pakistan
In Pakistan the education system is divided into three categories; elementary
schooling till grade (1-8), secondary from grade (9-12) and after completion of
grade 12 tertiary/higher education starts. Elementary education is further divided
into primary grades (1-5) and middle grades (6-8). There are primary and
elementary school for this purpose. Secondary education (9-12 grades) catered in
secondary and higher secondary school (college).In higher education first degree is
(2-4 years) bachelor program. After that two years program, master is of two
years. After 16 years of education two years MPhil program and at least three
years PhD program is offered. There are 5 years medicine program and 4 years
engineering program after grade 12 offered by public and private sector
universities (Saeed, 2007).
Structure of Education System of India
After independence a great venture of material construction was launched with the
aim of raising public standards based on freedom, equality, justice, and dignity of
the individual. The Indians with the help of their government aimed at accelerating
the growth through rapid industrialization and development of agriculture and
fostering national integration and cultural renaissance based on the spread of
education. India has a federal structure with the constitution delineating the powers
and functions of the central government and of the federating units, the state
government. Education finds pride place in constitution (Karpal, 1971).
Education in India is mainly responsibility of the state governments. In 1976,
42nd
amendment in constitution of India placed education in the center and states
concurrent list with the aim to facilitate evolution of National policies in the field
of education. A broad uniform educational pattern has emerged all over the
country, comprising ten years of school secondary education, two years of higher
secondary education and three years of tertiary education for obtaining the first
degree. The first national policy on education in India was announced in 1968. Its
notable achievements were a considerable educational facilities expansion in all
states and by most states common structure of education is adopted (NRIC, 2006).
6. Zubaida Zafar
12 Journal of Indian Studies
Administrative Responsibilities of Education System in South Asian
Countries
The administrative responsibilities structure of education system of Bhutan is
shared by several departments. The ministry of Education (MoE), Ministry of
Labor and Human Resources (MoLHR), the Royal University of Bhutan, Districts
(Dzongkhangs) and cluster of villages (Gewogs) constitute administration blocks.
Ministry of Home and Cultural Affairs is also linked up with Ministry of
Education (MoE) regarding instructing the Driglam Namzha (Bhutanese etiquette)
along with organizing other cultural activities in schools, to the Ministry of
Agriculture for Agricultural programs, and to the Central Monastic Body for
religious education in the middle and higher secondary schools(Ugyen & Cokl,
2010).
In Sri Lanka in terms of the 1987 constitutional amendment the responsibility
for provision of education is shared by central and provincial government. There is
a general education minister responsible on all matters and answerable to president
and cabinet of ministers. The chief executive is secretary of education ministry
accountable to education minister of Education and president for all policy
implementations. Responsibilities are further divided into additional secretaries, in
charge of divisions and directors education in charge of specific subjects (National
report, 2004).
These responsibilities are further divided on provincial level too. Provincial
ministry of education has provincial minister of education and provincial secretary
of education. There are educational zones in provinces to facilitate ministry.
School administration, management and supervision are carried out by zonal
education office. Zones are further divided in divisions headed by Deputy
Director‟s in charge. ((MoE), 2013)
In Nepal, educational responsibilities are divided in three levels, the central,
regional and district level. These responsibilities are carried out by the Ministry of
Education and Sports (MoES), Regional Education Directorates (REDs) and
District Education Offices (DEOs). The school education responsibilities are
divided on basis of different levels of education (UNESCO, 2008).
Furthermore these responsibilities are also shared by administrative bodies,
school management committees (SMC) and resource centers. Resource centers
constitute cluster of districts (5-30 Districts). SMC include parents, administrative
representatives and community members (National report, 2004).
The administrative structure of Maldives education system is vast and
specialized. Maldives education ministry consists of seven districts, two units,
Higher education department, Department of public examination and educational
development Centre. Ministry of Education works directly under president of
Republic. Ministry of education includes a minister, two deputy ministers, one
state minister and the permanent secretary. Traditionally most island schools have
been managed by local islands communities with the island chief head (UNESCO,
2011).
7. Education Systems of South Asia: A Study of Indian Education System
Journal of Indian Studies 13
The administrative educational responsibilities in Bangladesh are shared by
Ministry of Primary and Mass Education (MoPME) and Ministry of Education
(MOE). Furthermore responsibilities are categorized on basis of different streams
and levels of education. The Board of Intermediate and Secondary education
(BISE) conducts SSC exams (National report, 2007).
In India, educational responsibilities are shared by central and states
governments. Central Ministry of Human Resource Development constitutes
Department of elementary education and literacy, Department of secondary and
Higher Education, Central Advisory Board of Education (CABE), National
Council of Education Research and Training (NCERT), State Council of
Educational Research and Training (SCERT), the Central Board of Secondary
Education (CBSE) and Council of Indian School Certificate Examination
(CISCE)(NRIC, 2006).
In Pakistan, administrative responsibilities of education are carried out at both
federal and provincial level. Ministry of Education at Islamabad is involved in
national level educational planning. Provinces plan their policies in the light of that
national policy presented by federal ministry. Since 2002 most affairs of school
education are responsibility of Executive District officer (EDO) with the support
of District Education Officers (DEOs), Deputy District Education Officers (Dy.
DEOs) and other staff (Saeed, 2007). Provincial level educational administration
head is Secretary. In some cases there are two secretaries one for schools and one
for higher education (Shah, 2003).
Streams of Education in South Asian Countries
In South Asian countries there are various types of schools. Each category is
summarized below.
In Sri Lanka, National and private schools were established even before
independence from British Rule. National schools are responsibility of MOE
directly. In addition Sri Lanka also hosts network of international schools
autonomous from ministry for children‟s of expatriate community especially. Most
schools follow British Edexcel curriculum and examination system or the
international Baccalaureate curriculum. Monastic Schools (Piriven) are also set up
in Sri Lanka under the control of Ministry of Education,((MoE), 2004).
In Nepal there are two different streams of imparting formal education. These
are public and private schools. Ministry categorized public schools in two types
Aided and unaided community schools. Aided community schools receive regular
government grant while unaided schools are financed by community through
donations and other sources ((SAFED), 2011).
In Maldives, there are three streams, Quranic, Dhivehi-language and English-
language schools. English language schools are equipped with standard
curriculum. In 1960 imported London General Certificate of education was
adopted and English as medium of instruction instead of Dhivehi. But Dhivehi
8. Zubaida Zafar
14 Journal of Indian Studies
medium exists in Male. Maktab education is still provided but community, private
and government schools also exist (UNESCO, 2006).
In India there are three educational streams, government, aided and private.
Government schools are responsibility of central, state or local government but
aided schools receive grant as an aid by government. Private sector is divided into
recognized and unrecognized schools (Ganguly, 2013).
In Bangladesh primary education has two streams while secondary education
has three streams of education. Primary educational streams are general and
madrassa education. Secondary education has general, madrassa and technical-
vocational education streams but have additional emphasize on religious studies.
There are three main types of primary level institutions in the country. These are
government schools (owned, funded and managed by the government), partially
publicly funded nongovernment schools and wholly privately funded primary
schools. Privately funded school encompasses many types. Firstly, Non-
government non-registered with MoPME but under process of registration;
Secondly, ebtadayee Madrassah (Non-government primary institute imparting
religious education; Thirdly, ebtadayee Madrassah attached with Dakhli
Madrassah; Fourthly NGO school, Fifthly Satellite schools (Non-government
containing grade 1 and 2 in villages where there is no primary school, after grade 2
join nearest village primary school), Sixthly Community schools (one-teacher
School run and funded by the community) and Experimental schools (attached to
primary teacher training institutes for trainee teachers teaching practice)(National
report, 2004).
In Bhutan, there are two basic main streams of education. Firstly, Monastic
Schools, the education of monastic schools is very much different than secular
education; students spent their time in learning prayers and scripture, arts and
crafts that are need of practical performance of rituals. Students of these schools
are known as monks and held great respect. It is still in demand by public
especially by poor family because of free facilities and because they are paid for
performing rituals for community and this income is contribution of monks
towards the family. Secondly, the secular education schools with the largest
enrolment of student‟s are found. Thirdly there are local schools or community
learning centers (CLCs) for self-study opportunities to advance learning
(UNESCO, 2009).
In Pakistan, there are three streams of education: State sector, Private sector
and Madrassah. State schools are the responsibility of government. There are many
sub-categories of this stream, such as government schools (owned, funded and
managed by the government), partially publicly funded nongovernment schools
(semi-Government schools) etc. Private schools are privately funded and
encompass many types such as non-elite schools and Elite schools. Elite schools
involved Cambridge base education. Madrassah system of education in Pakistan is
controlled by independent Madrassah boards that have been developed by various
religious schools of thought in the country (UNESCO, 2009).
9. Education Systems of South Asia: A Study of Indian Education System
Journal of Indian Studies 15
Problem Statement
There is no uniformity in present educational system to develop national unity
among citizen, divers educational system are developing different types of
individuals different in morality, ideology, thinking and approach. The poor
performance of education in India is due to Indian Caste system which makes it
incumbent that the children of lower classes should learn to work with their hands
and not with their heads and the education should therefore reinforce rather than
break down the caste distinction. Indians believe that one group of people is meant
to be educated and the rest remains illiterate in order to serve them (Weiner &
Noman, 1996).
Research question
What are the dominated institutional functions of education system prevailed in
India?
Objectives
1. To find out the impact of family‟s socio-economic status on educational
choices in India.
2. To examine the perception of students about the institutional functions of
education system prevailed in India.
3. To find out the impacts of privatization on education sector of
India.
4. To find out the perception of students about the available educational
facilities in India.
Literature Review
Education plays an important and critical role in the holistic development that
leads to empowerment of individual and country. Besides the knowledge and skills
acquisitions, education also enhances one‟s critical thinking skills by which one
can analyze and evaluate his/her surroundings in a better way.
Rao, D.T. (2000) in his book “Education and Morality in India” states that
fundamental aim of education is to help individual developed into real human
being. Character formation is the true end of education. Education therefore
develops the person‟s relationships between the whole human society and
environment. Human society in any culture cannot undermine the significance of
the teaching or inculcation of moral and spiritual values and practices to its
younger generation. Ignorance of values in education by political states in
educational policies reaped consequences by facing troubled youth of the
educational institutions. Morality is the code of living in the society and education
10. Zubaida Zafar
16 Journal of Indian Studies
is a social instrument to that end. Education strengthens the existing moral values
in the society.
Lodge, G. (1910) in “The Function of Education” states that the prime
function of education is training of young in their minds of and in their tastes as
continuous source of satisfaction and enjoyment. Training restricted to the material
man demands is faulty. Possibly students are not getting appreciation at the time of
doing. But training is not for time being; it has long lasting effects. Human
development as it relates to economics and standards of living, has to face
different challenges in South Asian region such as income inequality and poverty
etc. There is a broad relationship between growth, poverty, and human
development.
Altbach P. G. (2009) in “The Giants Awake: Higher Education Systems in
China and India” states that India and China both started giving priority to higher
education to build more sophisticated economies. Both countries are trying to
make considerable progress in research and technology by developing top
institutes. But both countries made no significant reforms to improve overall
quality of higher education. Quality assurance system for allover supervision is not
yet introduced in China and India. Higher education of these countries
significantly impacts both key economies as well as other global world.
Mubashar, A. (2013) in study “Education system in Muslim India (1206-1707
A.D.)” states that there were four institutions as source of education in this period.
These institutions were madrassas, mosques, Khanqahs and homes of scholars.
There was an excellent triad between teacher, student and rulers that led to
development of a flourished education system. Education is provided to all even
females. In these institutions (Madrassas, mosques, Khanqahs and homes of
scholars) ijazah system was used as examination and students were preparing to go
abroad for higher studies. System received constant attention and budget by the
rulers. The literary work produced was of equal standards of Ottoman period work.
Ganguly, A. (2013) in paper” Status of Indian Education - Present trends and Past
Systems: Some Reflections” discusses findings from the Annual Status of Indian
Education Report (ASER) 2012. Study states that learning in government schools
is declining but on other side private schools enrollment ratio is increasing yearly.
Statistics highlights the increase in private schools enrollment which is
approximately 41%. It is expected that in India private school sector will be the
major formal education provider. However the gap is widening between
government school children and private school children. Private education is
hitting family budget and it is estimated that by 2020 50% of school children will
have to pay for education. But challenges of teachers training and motivation in
rural mass education remain. Inability of government in primary education will
remain a challenge in years ahead.
Sharma R., (2000) in her paper “Decentralization, Professionalism and the
school system in India” identifies the institutional gaps and constrains that keeps
the Indian school system away from acquiring a professional orientation. This in
turn affects the quality of the whole school process. It is stated that the democratic
11. Education Systems of South Asia: A Study of Indian Education System
Journal of Indian Studies 17
decentralization that has impacted the school system needs to be accompanied by a
parallel professional development. Indian school system needs to professionalize
itself in two major ways: It needs to root itself in the child‟s needs, by developing
an expertise in the learning process and understanding Indian children, and it needs
to promote professionalism in management of schools so that school system foster
growth.
Chudgar A. and Shafiq M.N, (2010) in study “Family, Community and
educational outcomes in South Asia” states that there are several characteristics
which influence educational outcomes. Parents with higher education, higher
income and owing business highly and positively impact child educational
outcomes. At community level industrialization has a conflicting impact. It may
adversely affect educational outcomes of the working children for wages. But
availability and quantity of schools in a community positively impact educational
outcomes. However it is yet to be studied in South Asia that how educated and
uneducated parents behaviors are different.in industrialized countries where
educated parents spent more time in helping children in their studies.
Issues and Challenges to Education in India
India‟s higher education system is the world‟s third largest in terms of students,
next to China and the United States. Unlike China, however, India has the
advantage of English being the primary language of education and research. China
educates approximately 20 per cent of its youth in higher education as compared to
11 per cent in India. The main governing body of tertiary education level is
University Grants Commission (India), Universities and its constituent colleges are
the main source of higher education. According to the Department of higher
Education government of India 2011, 227 government-recognized universities,
16,885 colleges, including 1800 exclusive women's colleges in India are working
under these universities with 4.57 lakh teachers and 99.54 lakh students in various
institutions. Distance learning is also a feature of the Indian higher education
system. According to the London Times Higher Education (2009) Quacquarelli
Symonds (QS) World University rankings, no Indian university features among the
first 200, the Indian Institute of Technology, Kanpur is 237; IIT Madras is 284 and
the University of Delhi is 291 (Ragunath, 2012).
Ex-President Pratibha Patil said that “India
aspires to increase enrolment in higher
education. She added that the country intends
to raise gross enrolment ratio in higher
education to 30 percent by the year 2020,
which means almost tripling the enrolment
from the present 14 million to about 40
million.”
Critical analysis by the academicians and governmental committees has
highlighted the crisis confronting the system; increasing number of educated
unemployed leading to weak student motivation, increasing unrest among
12. Zubaida Zafar
18 Journal of Indian Studies
campuses; collapse of administration, declining standards and demoralizing efforts
by the politicians and policy makers for radical construction because they are just
depending on moderate reformism. An IT giant (Infosys) sorted 1.3 million
applicants among which only 2% qualified for jobs, an evidence that quality of
education delivered in most of institution is poor. There are many issues related to
infrastructure and facilities but there are evidently widespread geographic,
economic, gender and ethnic imbalance in education system of India is evident.
There is exploitation of student by private sector; it is creating impediments to
ensure equitable access and a challenge for poor students. Further, it is creating
problems for poor and backward area students to crack a highly competitive
entrance examination that reflects bias towards rich urban elite background
students. Students with subjects which are not market friendly suffered. (Kaul,
2006)
Methodology
The current study is qualitative in nature. Online and mail interviews were
conducted to collect qualitative data. The sample of 40 respondents was selected
through multi-stage and purposive sampling techniques. The target population was
graduated female students, professors and the female members of Non-
governmental Organizations (NGO‟s) of rural and urban India.
Data analysis
In data analysis researcher identified the domains, drew sub-types and explained
them in context of study with semantic relationship. (Neuman, 2015). The
researcher used domain analysis in this study for qualitative analysis.
Themes
Following themes were taken into consideration while analyzing data:
Socio-economic status
Education system in India
Impacts of Privatization on Education Sector
Availability of Modern educational facilities to university students
System of education and culture
Different Education systems
Curriculum
Examination (Assessment) System
Single education system
Regional disparity
13. Education Systems of South Asia: A Study of Indian Education System
Journal of Indian Studies 19
Findings
Socio-Economic Status
Researcher analysed the socio-economic status of respondent because it was
considered as impact factor on educational choices and outcomes. Study
determined the socio-economic status of respondents by combining both public
and private sector universities respondents to get overall socio-economic status
needed to afford higher education. So the study explored that families sending
their children to universities belonged to average socio-economic status. It also
suggested that university education was affordable to the families with average
socioeconomic status especially of public sector.
The study reveals that socio-economic status affects the educational choices.
It leads to class disparity and also increases rate of dropouts. Parents in rural areas
because of lack of access and low income cannot manage to send their children for
getting education. Study also finds that large joint families, their cultural patterns
and religious ideologies affect the education of children.
Education System in India
Study analyzed the perception of respondents about the present education system
in India. Findings indicate that education system in India is as an average
education system and education system is not up to mark.
In analysis of education system in India, role of government, government
school system, madrassa system of education, examination system, its role in
students‟ economic security and role of religious scholar are rated low by the
respondents. Syllabi, libraries, local text, teaching methods, higher education,
research work and distance learning rated as an average by the respondents.
Private school system and Cambridge based schooling lie in high category. It also
suggests that private sector is working more efficiently in field of education than
public sector.
Impacts of Privatization on Education Sector
Private education sector has developed at large scale at all levels of education i.e.
primary, secondary, and tertiary. The impacts of privatization of education on
system are analyzed. It suggests that privatization of education has some extent
positive impacts on education sector. Each category indicates average role. The
findings suggest to some extent more positive impacts of privatization on
education sector. There is need of more practical steps by both public and
government sector for development of education sector.
On positive side study reveals that it is fulfilling the educational needs of one-
third population of the country; it gives chance to large number of stream not able
14. Zubaida Zafar
20 Journal of Indian Studies
to achieve merit for higher education. Study also reveals its negative impacts that
self-finance is creating a bad attitude among students that they can buy it by
money and thus education became expensive. It is giving no moral training to the
students. It is creating educational disparity and increasing the quantity of
educated unemployed.
Availability of Modern Educational Facilities to University Students
The researcher analysed the perception of respondents about availability of
modern educational facilities to university students in India. Study indicates that
students are satisfied with the facilities available to them in universities. It also
suggests that facilities are provided but the faulty system of examination and
syllabus etc. should be focused by authorities to improve education system of
India.
System of Education and Culture
Present study states that India is in dire need of indigenous education system. All
the policies, planning‟s and especially professional education should be home-
grown. It is important for the development of country. Study also reveals that
education based on culture provides purposeful education. In every society
educational foundation lies in the cultural values so the education should be
culturally sensitive education. Study also finds that education provided in India is
adequate to sustain cultural values but it is not fulfilling the developmental needs,
because low level of technical education, commercialization of education system
and institution of media are creating gap between education, development and
culture.
Different Education Systems
Present study has found that there is huge difference between the students of
different education systems, such as difference of way of thinking, life style,
exposure and practical life skills. And the students from elite Cambridge based
schools are having all these abilities better than the students of other education
system. The most obvious differences are in personality but all systems of
education are producing passive students with lecture based learning.
Curriculum
Present study reveals that the curriculum offered is overburdened because it is
irrelevant. Curriculum offers very low engagement of students and it is
inconsistent with interest and career of students. It should be more open and
flexible at primary level and interesting to attract and trap students. At school level
it is important to learn and understand everything in initial stage to build an
15. Education Systems of South Asia: A Study of Indian Education System
Journal of Indian Studies 21
educational foundation of child. Study states that the curriculum offered according
to needs of students and modern time (functional, interesting, skillful, student
friendly and very well planned. There is need of proper counseling of policy
makers and curriculum development committee.
Examination (Assessment) System
Present study reveals that present examination system in India is unsatisfactory. It
assesses how much a student remembers from a book; to pass examination a
student needs a good memory. Examination system is not challenging for student
to enhance their thinking and analyzing ability. There is no criterion of
accountability of teachers. Study also finds that corruption is the major issue in
examination system Moreover all students of different capacities are assessed by
the same mean because of time constraint standard tool is adopted. But there
should be some flexibility in this system. Problem cases should be identified by
the teachers and treated according to their needs. Study finds examinations as an
important motivation for students, if there will be no grade move will bother to
attend the examination. This is one way of filtering successful students.
Single Education System
Study finds that there India as a country is in need of one unified education system
to promote national unity. Classified educational system in India is leading to
inequality. To abolish this inequality there is need of unified system. Study
suggested that with serious management, dedication of authorities‟ and by
eliminating affordability issues class disparity in education could be eliminated.
Regional Disparity
Present study explored that regional disparity phenomenon also exists in Indian
education system. There is huge gap between the availability of infrastructure.
Students of rural areas travel long distance to reach educational institutes but there
is huge number of educational institutes in a city. The study finds that medium of
instruction is also widening this gap, in some areas regional languages is used
instead of national (Hindi) and official (English) languages. Some areas are
ignored by government in provision of education facilities and infrastructure is not
well developed. It is not matter of equality; it‟s about equity.
Major Reasons of Low Literacy Rate
Present study reveals some major reason of low literacy rate, such as inefficient
government and the policy makers, parents mistrust on education because of the
bulk of educated unemployed population, poverty, multiple socio-economic and
16. Zubaida Zafar
22 Journal of Indian Studies
cultural reasons such non-affordability, gender issues and division of education in
different systems.
Study also finds major problems of education systems in South Asian
countries such as insufficient allocation of educational funds/budget, law and
order situation, apathy (no care for country), dishonesty, corruption, lack of
political will and commitment, inconsistent policies, low quality of teachers
training, negation of merit .
Study reveals that vulnerable geostrategic location of South Asian Region is
also a factor; it is very sensitive and vulnerable to external threats because of the
interest of big world powers.
Limitations
There are many limitations involved in this study. Some of these limitations are
following.
The sample size is very small with religious and gender composition.
The demographic characteristics of sample also limit the scope of study.
Family members, political leaders and policy makers are not included.
The current study cannot be generalized due to poor representation of
different states.
Conclusion
Education is taken very seriously in every region because it is directly related to
the development. The educated nations are heading the others in every field
because it secures the future generations. But unfortunately in South Asian
countries, the picture is totally different. There are a plenty of students out of the
schools out of those a majority of the children is involved in child labor. India is
considered most stable economy as well as democracy of South Asia. Although the
literacy rate of India is 74% that is not bad but still there are so many problems
attached to education. The students who belong to high socio-economic families
get education from the elite education and the poor students have a few
opportunities in the regard of education. The privatization has also many negative
and positive effects. The caste discrimination is also found in the educational
institution of India. The religious and regional disparities are also prevailing their
feathers in educational institution. So still there are many drawbacks found in
Indian educational system that must be tackled.
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Biographical Note
Zubaida Zafar is PhD Scholar at Centre for South Asian Studies, University of
the Punjab, Lahore, Pakistan.
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