This document discusses the role of education in nation-building in India compared to other countries. It addresses how education has helped empower individuals and drive India's progress by providing skilled human capital. It also discusses how education systems in other nations like the UK, France, and Russia contributed to their nation-building efforts amid religious and political tensions, with varying approaches to issues like integration, citizenship, and colonial expansion. The role of formal and non-formal education in smaller nations like Fiji is also examined.
Marginalization refers to the weakening of social ties between an individual and society, which can lead to social exclusion. It is a multidimensional concept relating to lack of integration and resources in areas of production, reproduction, and power. The basic dimensions of marginalization - lack of participation in work, family, consumerism, civic engagement, and influence - interact and reinforce one another, creating a vicious cycle. Marginalization diminishes an individual's life chances due to changes in social connections and opportunities.
Education plays a key role in social development by facilitating socialization and the transmission of social norms. It is considered both a basic human need and human right. While initiatives like Education for All have aimed to bring education to all, many challenges remain globally. Access to quality education remains unequal, especially for girls and those in poverty. Despite decades of efforts, millions of children remain out of school due to social, economic and physical barriers. Weak governance has been a root cause of the failure to fully achieve education goals. Education must empower individuals and societies to enact positive social change.
Collins argues that functionalist approaches fail to recognize conflicts of interest between social groups. His "Weberian" approach, based on Weber's conflict theory, sees social stratification as the result of ongoing conflicts between economic, political, and cultural groups. Collins identifies three models of education - practical, status-group, and bureaucratic. Status-group education conveys cultural membership through rituals and determines legitimate knowledge. Bureaucratic education is rule-based, hierarchical, and uses credentials to determine status.
Social Reproduction Theory and Cultural & Social CapitalWarren Blumenfeld
This presentation outlines Social Reproduction Theory, which asserts that schools reproduce the social inequities, especially in terms of socioeconomic class and race, that exist in the larger society. In addition, it addresses the concepts of social and cultural capital arguing that culture and education are central in the affirmation of differences between social classes and in the reproduction of those differences.
The document discusses social exclusion in India. Social exclusion refers to individuals or groups being denied access to opportunities that others enjoy due to discrimination based on caste, religion, gender or other attributes. The major causes of social exclusion in India are the racial and caste discrimination that have existed since pre-independence. The main consequence of social exclusion is poverty. Scheduled castes and scheduled tribes experience high levels of social exclusion and are disproportionately represented among the poor in India.
Plato had a two-part scheme of education consisting of elementary and higher education. He believed the highest goal is knowledge of good and nurturing better humans. Plato wanted education to be engaging rather than forced, and for learning to take hold willingly. He saw nursery education as vital for building character. Plato's method involved dialectic teaching with the teacher holding knowledge. He advocated gymnastics and music for developing the body and mind. Plato's educational aims were to develop leaders, workers, warriors, and civil servants for the state. His philosophy remains relevant for emphasizing justice, morality, and developing individuals' abilities. However, critics note it is too theoretical, expensive, focused on elites, and
Talcott Parsons, Robert K. Merton, Ralf Dahrendorf, and C. Wright Mills are compared regarding their contemporary sociological theories. Parsons proposed the action frame of reference to understand social structure and action. Merton advocated for middle-range theories to guide empirical inquiry between minor and grand theories. Dahrendorf analyzed Marx's class model and emphasized both integrative and coercive forces in society. Mills examined the power elite in society. Their concepts, methodologies, and theoretical orientations are divergent in some ways but also show convergence regarding sociological analysis.
Gramsci's theory of cultural hegemony posits that the ruling class maintains power through both coercion and consent. The ruling class promotes the values and norms of its ideology through cultural institutions like media and education, so that its worldview becomes the "common sense" perspective accepted by all classes. However, consent must be continuously earned, as the subordinate classes' lived experiences may cause them to reject the dominant ideology. The mass media plays a key role in this ideological struggle.
Marginalization refers to the weakening of social ties between an individual and society, which can lead to social exclusion. It is a multidimensional concept relating to lack of integration and resources in areas of production, reproduction, and power. The basic dimensions of marginalization - lack of participation in work, family, consumerism, civic engagement, and influence - interact and reinforce one another, creating a vicious cycle. Marginalization diminishes an individual's life chances due to changes in social connections and opportunities.
Education plays a key role in social development by facilitating socialization and the transmission of social norms. It is considered both a basic human need and human right. While initiatives like Education for All have aimed to bring education to all, many challenges remain globally. Access to quality education remains unequal, especially for girls and those in poverty. Despite decades of efforts, millions of children remain out of school due to social, economic and physical barriers. Weak governance has been a root cause of the failure to fully achieve education goals. Education must empower individuals and societies to enact positive social change.
Collins argues that functionalist approaches fail to recognize conflicts of interest between social groups. His "Weberian" approach, based on Weber's conflict theory, sees social stratification as the result of ongoing conflicts between economic, political, and cultural groups. Collins identifies three models of education - practical, status-group, and bureaucratic. Status-group education conveys cultural membership through rituals and determines legitimate knowledge. Bureaucratic education is rule-based, hierarchical, and uses credentials to determine status.
Social Reproduction Theory and Cultural & Social CapitalWarren Blumenfeld
This presentation outlines Social Reproduction Theory, which asserts that schools reproduce the social inequities, especially in terms of socioeconomic class and race, that exist in the larger society. In addition, it addresses the concepts of social and cultural capital arguing that culture and education are central in the affirmation of differences between social classes and in the reproduction of those differences.
The document discusses social exclusion in India. Social exclusion refers to individuals or groups being denied access to opportunities that others enjoy due to discrimination based on caste, religion, gender or other attributes. The major causes of social exclusion in India are the racial and caste discrimination that have existed since pre-independence. The main consequence of social exclusion is poverty. Scheduled castes and scheduled tribes experience high levels of social exclusion and are disproportionately represented among the poor in India.
Plato had a two-part scheme of education consisting of elementary and higher education. He believed the highest goal is knowledge of good and nurturing better humans. Plato wanted education to be engaging rather than forced, and for learning to take hold willingly. He saw nursery education as vital for building character. Plato's method involved dialectic teaching with the teacher holding knowledge. He advocated gymnastics and music for developing the body and mind. Plato's educational aims were to develop leaders, workers, warriors, and civil servants for the state. His philosophy remains relevant for emphasizing justice, morality, and developing individuals' abilities. However, critics note it is too theoretical, expensive, focused on elites, and
Talcott Parsons, Robert K. Merton, Ralf Dahrendorf, and C. Wright Mills are compared regarding their contemporary sociological theories. Parsons proposed the action frame of reference to understand social structure and action. Merton advocated for middle-range theories to guide empirical inquiry between minor and grand theories. Dahrendorf analyzed Marx's class model and emphasized both integrative and coercive forces in society. Mills examined the power elite in society. Their concepts, methodologies, and theoretical orientations are divergent in some ways but also show convergence regarding sociological analysis.
Gramsci's theory of cultural hegemony posits that the ruling class maintains power through both coercion and consent. The ruling class promotes the values and norms of its ideology through cultural institutions like media and education, so that its worldview becomes the "common sense" perspective accepted by all classes. However, consent must be continuously earned, as the subordinate classes' lived experiences may cause them to reject the dominant ideology. The mass media plays a key role in this ideological struggle.
This document discusses the role of education in social change. It defines a system and society, noting that a society is a large group of people living together in an organized way. It states that education is the most powerful tool for social change, as it can transform society by providing new opportunities and experiences. Finally, it discusses how education helps social change by increasing awareness, promoting skills and values, and acting as a guide for societies.
This document summarizes key concepts about social change and modernization from a sociology course. It defines social change as community responses that address social problems by transforming culture and institutions over time. It discusses Max Weber's view that social change stems from new ideas. Important causes of change include inventions, discoveries, and the diffusion of ideas between societies. Social movements are classified based on who and how much change they seek. Modernization describes the transformation of traditional societies through economic development and changes to social, political, and cultural structures, characterized by declining communities, expanded personal choice, a future orientation, and replacing tradition with rational thinking.
different factors such as education, motivation, ocupational prestige etc affecting social mobility explained through examples and 2 main articles related to it
This document discusses social stratification and mobility in Indian society. It defines social stratification as the hierarchical division of society based on factors such as caste, class, race and gender. The document notes that in India, caste largely determines one's occupation, marriage partners, social contacts and cultural beliefs. It also describes the Indian class system as based on both birth and individual achievement. The document categorizes social stratification into upper, middle and lower classes and defines vertical and horizontal social mobility as well as open and closed mobility systems.
Ralf Dahrendorf was a German-British sociologist known for his theories on class conflict and social inequality. He believed society could be divided into two classes - the command class that ruled over the obey class. This rejected Marx's view of only two classes defined by wealth. Dahrendorf's most influential work, 1959's Class and Class Conflict in Industrial Society, presented his account of inequality in modern societies and argued that neither Marxism nor structural functionalism alone provide an adequate perspective.
Karl Marx (1818-1883) developed influential theories of history, capitalism, and economics. His theory of history, called dialectical materialism, argued that technological and economic developments lead to changes in societal class structures and revolutionary changes in government and ideology. Marx analyzed capitalism and argued it relies on the exploitation of workers, causing economic crises and a falling rate of profit that will ultimately lead to its demise and replacement by communism. Marx's early economic model featured two sectors, one producing capital goods and one consumer goods, with investment driving economic growth.
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
Economic determinism in heart of darknessukfan2008
Marxism holds that economic factors underlie society's decisions and that class struggle drives historical change. The document discusses Marxism and economic determinism, analyzing how characters in Heart of Darkness pursue economic success through different strategies but are ultimately unsuccessful due to being driven solely by acquiring wealth.
Functionalists view each institution in society as serving functions that contribute to social stability and solidarity. Emile Durkheim argued that education serves two main functions: 1) creating social solidarity by teaching shared norms, values, and heritage and 2) teaching specialist skills needed for different roles in the social division of labor. Talcott Parsons saw education as bridging the family and workplace by socializing children to a meritocratic system where status is achieved through effort and ability rather than ascription by birth as in the family.
Macaulay was appointed as the first Law Member of the Governor-General's Council in India in 1834. He convinced the Governor-General to adopt English as the medium of instruction in higher education starting in the sixth year of schooling, rather than Sanskrit or Persian which were previously used. Macaulay wanted to educate Indians through their mother tongue by incorporating English to enrich Indian languages so they could express European scientific, historical, and literary concepts. He viewed local languages as poor and their body of writing as not comparable to English scholarship, stating historical information in all Sanskrit books was less valuable than basic textbooks in England.
The document discusses several challenges facing secondary education in India, including lack of universal access and completion of secondary schooling. The government has launched initiatives like RMSA to achieve universal enrollment in grades 9-10 by 2017 and grade 10 completion by 2020. Some key classroom problems discussed are disrespect, disobedience, harassment, aggression, students coming late, behaving rudely, and cheating. Underachievement, lack of motivation, slow learners, and delinquency are also identified as education problems. Causes of lack of motivation discussed include low self-esteem, lack of home and classroom support, and confidence issues.
Cultural Reproduction and Social Reproduction-elma22
Pierre Bourdieu argues that the education system plays a key role in reproducing social hierarchies and the distribution of cultural capital among social classes. The education system transmits the dominant culture of the ruling class from one generation to the next. An individual's cultural capital, acquired primarily from their family upbringing, determines their success in the education system. This ensures the education system sanctions and reproduces the existing distribution of cultural capital among classes. In this way, the education system fulfills its function of maintaining social order and the power relationships between classes.
Social background of the emergence of sociology in indiasajeena81
1. The document discusses the social background and emergence of sociology in India, noting that India has a rich heritage of social thought dating back to the 3rd century BC.
2. It describes how early Indian texts like the Dharmashastra discussed concepts related to social categories, place, and time. Other classical texts also related to mundane and social realities.
3. Western scholars in the 18th-19th centuries like Magasthenes, Fa-Hien, and Al-Biruni provided accounts of Indian society that described social conditions and daily life. The establishment of universities and academic associations in India promoted the growth of social inquiry.
Welcome to my presentation on dependency theoryOjhor Shrabon
1. Andre Gunder Frank's dependency theory argues that underdeveloped countries are kept in a state of underdevelopment due to their economic dependence on developed "metropolis" countries, which extract economic surplus from satellite underdeveloped countries through trade.
2. The theory posits that underdeveloped countries experience the most development when their ties to the metropolis are weakest, such as during wars or economic crises, or due to geographic isolation.
3. Regions with the closest past ties to metropolis countries, through the export of primary commodities, are now the most underdeveloped, while regions that were able to industrialize saw a decline in dependence on the metropolis.
This presentation discusses the relationship between education and social stratification. It begins with introducing the topics of education, social stratification, and how education affects child development. It then examines how education can enable social mobility but also potentially create inequalities. The major sociological perspectives on how education relates to stratification are also summarized, including functionalism, conflict theory, and symbolic interactionism. In conclusion, while education can reduce inequalities, it also sometimes contributes to social stratification depending on the context.
Talcott Parsons was an American sociologist who developed structural functionalism, which views society as a system of interconnected parts that work together to maintain stability and social order. Parsons was influenced by theorists like Durkheim, Weber, Spencer, and Comte. He developed theories of social action, the social system, AGIL functions, and pattern variables. Parsons viewed society as made up of interdependent institutions that help society adapt, attain goals, integrate, and maintain social order. He believed rapid social change could disrupt this equilibrium.
Ralf Dahrendorf was a German sociologist known for his work explaining class divisions in modern society. His most influential work, Class and Class Conflict in Industrial Society (1959), argued that classes form based on authority rather than wealth. He believed capitalism had changed since Marx, and that the struggle for authority creates social conflict. However, his theory did not significantly address culture, citizenship, and identity.
1. Modernization theory proposed that societies progress through evolutionary stages from traditional to modern.
2. Theorists like Rostow described these stages as traditional society, preconditions for takeoff, takeoff, drive to maturity, and high mass consumption.
3. Modernization theory has been criticized for being overly simplistic, ethnocentric, and promoting Western capitalist values over traditional ones.
Redefining Education in America Cultivating Ethical & Moral LeadershipAnne Hamilton
This document discusses the need to redefine American public education by integrating moral and ethical teachings from Eastern philosophies like Buddhism and Confucianism. It argues that the current education system focuses too much on training students for jobs and the economy, rather than cultivating qualities like compassion and wisdom. Incorporating mindfulness practices and principles from great historical teachers could help address issues facing today's students and society. The document provides numerous examples and studies supporting the benefits of teaching mindfulness and moral philosophy in schools. It asserts that reorienting education in this way would better prepare students for the complex problems of the modern world.
This document discusses the role of education in social change. It defines a system and society, noting that a society is a large group of people living together in an organized way. It states that education is the most powerful tool for social change, as it can transform society by providing new opportunities and experiences. Finally, it discusses how education helps social change by increasing awareness, promoting skills and values, and acting as a guide for societies.
This document summarizes key concepts about social change and modernization from a sociology course. It defines social change as community responses that address social problems by transforming culture and institutions over time. It discusses Max Weber's view that social change stems from new ideas. Important causes of change include inventions, discoveries, and the diffusion of ideas between societies. Social movements are classified based on who and how much change they seek. Modernization describes the transformation of traditional societies through economic development and changes to social, political, and cultural structures, characterized by declining communities, expanded personal choice, a future orientation, and replacing tradition with rational thinking.
different factors such as education, motivation, ocupational prestige etc affecting social mobility explained through examples and 2 main articles related to it
This document discusses social stratification and mobility in Indian society. It defines social stratification as the hierarchical division of society based on factors such as caste, class, race and gender. The document notes that in India, caste largely determines one's occupation, marriage partners, social contacts and cultural beliefs. It also describes the Indian class system as based on both birth and individual achievement. The document categorizes social stratification into upper, middle and lower classes and defines vertical and horizontal social mobility as well as open and closed mobility systems.
Ralf Dahrendorf was a German-British sociologist known for his theories on class conflict and social inequality. He believed society could be divided into two classes - the command class that ruled over the obey class. This rejected Marx's view of only two classes defined by wealth. Dahrendorf's most influential work, 1959's Class and Class Conflict in Industrial Society, presented his account of inequality in modern societies and argued that neither Marxism nor structural functionalism alone provide an adequate perspective.
Karl Marx (1818-1883) developed influential theories of history, capitalism, and economics. His theory of history, called dialectical materialism, argued that technological and economic developments lead to changes in societal class structures and revolutionary changes in government and ideology. Marx analyzed capitalism and argued it relies on the exploitation of workers, causing economic crises and a falling rate of profit that will ultimately lead to its demise and replacement by communism. Marx's early economic model featured two sectors, one producing capital goods and one consumer goods, with investment driving economic growth.
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
Economic determinism in heart of darknessukfan2008
Marxism holds that economic factors underlie society's decisions and that class struggle drives historical change. The document discusses Marxism and economic determinism, analyzing how characters in Heart of Darkness pursue economic success through different strategies but are ultimately unsuccessful due to being driven solely by acquiring wealth.
Functionalists view each institution in society as serving functions that contribute to social stability and solidarity. Emile Durkheim argued that education serves two main functions: 1) creating social solidarity by teaching shared norms, values, and heritage and 2) teaching specialist skills needed for different roles in the social division of labor. Talcott Parsons saw education as bridging the family and workplace by socializing children to a meritocratic system where status is achieved through effort and ability rather than ascription by birth as in the family.
Macaulay was appointed as the first Law Member of the Governor-General's Council in India in 1834. He convinced the Governor-General to adopt English as the medium of instruction in higher education starting in the sixth year of schooling, rather than Sanskrit or Persian which were previously used. Macaulay wanted to educate Indians through their mother tongue by incorporating English to enrich Indian languages so they could express European scientific, historical, and literary concepts. He viewed local languages as poor and their body of writing as not comparable to English scholarship, stating historical information in all Sanskrit books was less valuable than basic textbooks in England.
The document discusses several challenges facing secondary education in India, including lack of universal access and completion of secondary schooling. The government has launched initiatives like RMSA to achieve universal enrollment in grades 9-10 by 2017 and grade 10 completion by 2020. Some key classroom problems discussed are disrespect, disobedience, harassment, aggression, students coming late, behaving rudely, and cheating. Underachievement, lack of motivation, slow learners, and delinquency are also identified as education problems. Causes of lack of motivation discussed include low self-esteem, lack of home and classroom support, and confidence issues.
Cultural Reproduction and Social Reproduction-elma22
Pierre Bourdieu argues that the education system plays a key role in reproducing social hierarchies and the distribution of cultural capital among social classes. The education system transmits the dominant culture of the ruling class from one generation to the next. An individual's cultural capital, acquired primarily from their family upbringing, determines their success in the education system. This ensures the education system sanctions and reproduces the existing distribution of cultural capital among classes. In this way, the education system fulfills its function of maintaining social order and the power relationships between classes.
Social background of the emergence of sociology in indiasajeena81
1. The document discusses the social background and emergence of sociology in India, noting that India has a rich heritage of social thought dating back to the 3rd century BC.
2. It describes how early Indian texts like the Dharmashastra discussed concepts related to social categories, place, and time. Other classical texts also related to mundane and social realities.
3. Western scholars in the 18th-19th centuries like Magasthenes, Fa-Hien, and Al-Biruni provided accounts of Indian society that described social conditions and daily life. The establishment of universities and academic associations in India promoted the growth of social inquiry.
Welcome to my presentation on dependency theoryOjhor Shrabon
1. Andre Gunder Frank's dependency theory argues that underdeveloped countries are kept in a state of underdevelopment due to their economic dependence on developed "metropolis" countries, which extract economic surplus from satellite underdeveloped countries through trade.
2. The theory posits that underdeveloped countries experience the most development when their ties to the metropolis are weakest, such as during wars or economic crises, or due to geographic isolation.
3. Regions with the closest past ties to metropolis countries, through the export of primary commodities, are now the most underdeveloped, while regions that were able to industrialize saw a decline in dependence on the metropolis.
This presentation discusses the relationship between education and social stratification. It begins with introducing the topics of education, social stratification, and how education affects child development. It then examines how education can enable social mobility but also potentially create inequalities. The major sociological perspectives on how education relates to stratification are also summarized, including functionalism, conflict theory, and symbolic interactionism. In conclusion, while education can reduce inequalities, it also sometimes contributes to social stratification depending on the context.
Talcott Parsons was an American sociologist who developed structural functionalism, which views society as a system of interconnected parts that work together to maintain stability and social order. Parsons was influenced by theorists like Durkheim, Weber, Spencer, and Comte. He developed theories of social action, the social system, AGIL functions, and pattern variables. Parsons viewed society as made up of interdependent institutions that help society adapt, attain goals, integrate, and maintain social order. He believed rapid social change could disrupt this equilibrium.
Ralf Dahrendorf was a German sociologist known for his work explaining class divisions in modern society. His most influential work, Class and Class Conflict in Industrial Society (1959), argued that classes form based on authority rather than wealth. He believed capitalism had changed since Marx, and that the struggle for authority creates social conflict. However, his theory did not significantly address culture, citizenship, and identity.
1. Modernization theory proposed that societies progress through evolutionary stages from traditional to modern.
2. Theorists like Rostow described these stages as traditional society, preconditions for takeoff, takeoff, drive to maturity, and high mass consumption.
3. Modernization theory has been criticized for being overly simplistic, ethnocentric, and promoting Western capitalist values over traditional ones.
Redefining Education in America Cultivating Ethical & Moral LeadershipAnne Hamilton
This document discusses the need to redefine American public education by integrating moral and ethical teachings from Eastern philosophies like Buddhism and Confucianism. It argues that the current education system focuses too much on training students for jobs and the economy, rather than cultivating qualities like compassion and wisdom. Incorporating mindfulness practices and principles from great historical teachers could help address issues facing today's students and society. The document provides numerous examples and studies supporting the benefits of teaching mindfulness and moral philosophy in schools. It asserts that reorienting education in this way would better prepare students for the complex problems of the modern world.
This document discusses how school leadership may be constrained by neo-liberalism and focused on measurable outcomes like test scores, rather than issues like environmental sustainability. It argues that the neo-liberal emphasis on privatization, free markets, and minimal government intervention has dominated education policy and leadership. As a result, important issues like climate change and environmental protection are largely absent from school curricula and leadership priorities. The author believes school leaders should challenge this neo-liberal paradigm and create an education system focused more on long-term environmental sustainability.
This document discusses designing and implementing social studies instruction in elementary education. It covers the importance of teaching social studies despite it not being covered by standardized tests. Teachers can integrate social studies into other subjects using multiple perspectives and trade books. The course objectives are to understand the benefits and challenges of standards-based education and to learn the ten major themes of the National Social Studies Standards. Specific topics covered include evaluating standards-based education and identifying the ten major themes.
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This document discusses the functions of education according to functional theory. It identifies four main functions: socialization, which teaches social norms and values; social integration, which promotes a common set of beliefs; social placement, which identifies students' abilities and prepares them for their roles; and social and cultural innovation, which educates innovators. It also discusses latent functions of education like childcare and developing social relationships.
The document discusses whether nurses should study sociology. It argues that sociology should be studied in nursing and many other careers. A study found that nursing students who learned sociology recognized its importance for understanding patients' social contexts and its relevance to other aspects of life. Sociology is present in everyday life and helps understand oneself and one's circumstances.
This document discusses the educational system and equality of educational opportunities in Pakistan. It defines education and describes it as a social process that transmits culture and social norms. Education serves social functions like socialization and cultural transmission. It also facilitates social change and mobility between social classes. However, inequality exists in educational opportunities due to factors like poverty, rural-urban disparities, and social stratification. The government aims to provide equal opportunities for all through measures like improving rural education infrastructure and boosting access for disadvantaged groups.
1. The document discusses various frameworks and approaches used in comparative education, including comparative education frameworks that have developed over three stages and eight approaches to comparative education studies.
2. The key approaches discussed are thematic/problem approach, case study approach, area study approach, historical approach, and descriptive approach. Each approach involves analyzing and comparing educational systems, structures, issues, or development between countries.
3. The goal of comparative education is to understand similarities and differences between education systems by examining relationships between education and societies.
The document discusses the purposes and uses of comparative education. Some key purposes include: describing educational systems, assisting in educational development, highlighting the relationship between education and society, and establishing generalized statements about education that are valid in multiple countries. Comparative education can be used for understanding other systems better, evaluating one's own and other systems, planning educational reforms and improvements, and addressing common problems from a global perspective.
Foundation of education education role in pakistanNazish Jamali
This document provides an analysis of the role of education in society. It discusses what education and society are, and the relationship between the two. The key role of education is to make better citizens by teaching skills, etiquette, and rules to help social organization. An educated populace helps a country progress through awareness, confidence, ensuring a bright future, and contributing skills. Overall, education plays a major role in developing individuals and society by transferring cultural knowledge between generations and establishing social hierarchies.
“Failing Public Schools”: The Consequences of the Misleading Framing of American Education Policy ................. 1
Karl F. Wheatley
Building Integrated Situations in the Teaching of Probability and Statistics Oriented to Professional Skills for
Economic Majored Students – Case Study at Lachong University Viet Nam .............................................................. 16
Hoan Van Tran and Hang Thuy Nguyen
A Framework for the Creation of Leap Motion Gestural Interfaces for Handwriting Education to Children with
Development Coordination Disorder ................................................................................................................................ 31
Leonardo Ramon Nunes de Sousa and Ismar Frango Silveira
Teachers in Multi-Cultural Societies: Excellence and Leadership.................................................................................. 54
Tamar Ketko
The Impact of Demographic Influences on Academic Performance and Student Satisfaction with Learning as
Related to Self-Esteem, SelfEfficacy and Cultural Adaptability within the Context of the Military ......................... 67
Deborah Schreiber, Jean-Claude Agomate and Brian Oddi
Effects of Warm-Up Testing on Student Learning .......................................................................................................... 91
Kimberly M. Levere and Matthew Demers
Foundations of Education 831 - Unit 4 Socio-Economic Foundations of Education...HafeezKhan218430
A.I.O.U M.Ed. Semester 1 by Dr. Zaheda Jaweed who is the coordinator of this course.... I does not own this course..... for educational purpose only...
This document contains a pedagogic creed written by Kylie Bass that outlines their beliefs about education in 5 articles. The key points made are that education develops knowledge and skills to benefit society, the purpose is to enlighten citizens and strengthen government, and the school socializes children into roles to serve the social system. The subject matter should prepare students for the future and develop strengths and weaknesses. Teachers should utilize the hidden curriculum to help the transition to work and citizenship, and the method of teaching should engage the student and develop their powers. Finally, education is the means for social progress and reform by providing knowledge to impact social conditions.
Wk 8 using information going beyond the point worksheetRhianWynWilliams
This document presents summaries of four different writers' views on the purpose of higher education:
1. Arthur Camins argues that higher education should prepare students for life, work and citizenship by developing critical thinking, creativity, interpersonal skills and social responsibility. These skills are important for both personal and professional success.
2. Paulo Friere viewed the purpose as societal transformation through helping students apply knowledge to recreate society and liberate themselves.
3. Bell hooks saw the heart of education as promoting spiritual and mental growth, which enabled her to become an intellectual despite her working-class upbringing.
4. Mike Rustin notes that while some argue for pure learning, surveys show students primarily want higher
The document examines the concept of social stratification from a sociological perspective. It discusses how society is divided into different social classes or statuses, such as intellectual, administrative, mercantile, and labor classes. These classes are compared to the different parts of the human body that work interdependently. The document also notes that while some view social stratification as competitive, others see society functioning as a cohesive whole for mutual benefit.
understanding culture, society and politics Teachers GuideChelie Trangia
The document outlines a lesson plan for a senior high school core subject on understanding culture, society, and politics. The lesson aims to explain the two main functions of education in society: 1) to form a productive citizenry through enabling individuals to earn higher incomes, and 2) to allow for self-actualization through cultivating ethical reasoning and preventing an overemphasis on conformity. Students will discuss theories of human motivation, viewpoints on the value of education in the Philippines, and risks of homogenization. They will conclude the lesson by writing a reflective essay analyzing the balancing of education's two functions.
This document discusses several philosophers and their relevance to education. John Locke believed that the mind is a blank slate and knowledge comes from experience, which teachers could apply by understanding students' behaviors and teaching in a way that helps easy learning. Aristotle emphasized psychology and logic in considering students' abilities and personalities. Rene Descartes stated the importance of visual aids for young students. Confucius stressed character and respect for parents. Chanakya's quote about learning from others' mistakes could benefit modifying education. The document also discusses the Philippine education system, including the K-12 program and goal of a globally competitive workforce.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
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This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.
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Answer five questions worth 100 marks from Section 1 and 2. Attempt at least two questions from each
section.
SECTION–A
Answer at least two questions in about 500 words each from this section.
Q. 1. ‘Schools perpetuate structural inequalities of power and access to resources’. Discuss.
Ans. Education is always offers a great and prosperous future. It widens the horizons and moreover ensures the
mobility. Furthermore, many countries have implemented policies that are explicitly targeted at affecting the
distribution of education among social and ethnic groups. This raises the issue of how to evaluate these policies, not
only in the technical sense of how to assess outcomes, but also in the political-philosophical sense of what is considered
the desirable outcome.
The core of Apple’s thesis in Educating the “Right” way is that the educational policies promoted by a coalition
of rightist groups–the forces of “conservative modernization,” as he calls them–bring with them myriad and dire
unintended consequences, which, if left unchecked, threaten to all but destroy public education in this country. More
broadly, Apple argues that the political right has successfully convinced Americans that, for varied and sometimes
contradictory reasons, we can improve our schools by opening them to the healthy competition of the free market.
Rigorous standards, measured primarily by standardized testing, combined with “school choice,” will allow parents
to see which schools are the best and to send their kids there. Meanwhile, if public institutions can’t measure up,
voucher plans will help parents send their kids to private or charter schools, or teach them at home. If these ideas
sound familiar, that’s because they form the basis of the Bush administration’s “No Child Left Behind Act” (NCLB)
of 2001, a “reform” that the Department of Education (DOE) correctly claims “contains the most sweeping changes
to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965” (“Introduction”). As Apple
argues, the right has succeeded in selling its educational agenda to the public because it first succeeded in redefining
the “keywords” used in the debate over education, including the concepts that form the title of his book-markets,
standards, God, and inequality.
Apple exposes the flaws in the right’s agenda by first mapping the ideological makeup of the various “interests”
on the right which have managed to shift the terrain of public debate–about education and almost everything else–
squarely into their own backyards. Those interests include four main groups: neoliberals, neoconservatives,
authoritarian populists, and “the managerial and professional new middle class”. Apple’s goal is to interrogate the
questions raised by this coalition’s remapping of everything from the meaning of “freedom” to the definition of
“common sense.”
Apple argues that educational reforms must begin with “the act of repositioning,” which “in essence says that
the best way to understand what any set of institutions, policies, and practices does is to see it from the standpoint of
ASSIGNMENT SOLUTIONS GUIDE (2016-2017)
M.S.O.E.-001
Sociology of Education
Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the Questions given in the
Assignments. These SampleAnswers/Solutions are prepared by Private Teachers/Tutors/Authors for the help and guidance
of the student to get an idea of how he/she can answer the Questions given in the Assignments. We do not claim 100%
accuracy of these sample answers as these are based on the knowledge and capability of Private Teacher/Tutor. Sample
answers may be seen as the Guide/Help for the reference to prepare the answers of the Questions given in the assignments.
As these solutions and answers are prepared by the private teacher/tutor so the chances of error or mistake cannot be
denied.Any Omission or Error is highly regretted though every care has been taken while preparing these SampleAnswers/
Solutions. Please consult your own Teacher/Tutor before you prepare a Particular Answer and for up-to-date and exact
information, data and solution. Student should must read and refer the official study material provided by the university.
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those who have the least power”. Viewed from this perspective, reforms that promote charter schools and voucher
plans take on a whole new meaning. Instead of improving education for those with the fewest resources, these plans
tend to encourage “capital flight” from poor and “under-performing” schools, leaving the most disadvantaged children
even further behind.
Q. 2. Compare the role of education in nation-building in India with that in other countries.
Ans. Nation-Building In India: Education is the key for awakening in India and any country. Education is the
root for tomorrow’s tree. Education has the power to transcend all barriers of country, religion, language, caste,
creed, rich and poor. In Sanskrit there is a saying that can summarize the role of education in India’s progress in
education.
Education provides direction to the individual, society and the country as a whole. Education is a never ending
process. Formal education may complete after 15-16 years of school or college education, but education as a whole
continues forever. At every step of life, there is an education, not just a lesson.
Today, India provides services of innumerable kind to all countries in the world. This is evident from the fact
that Indians work in every country on this planet. The demand for Indian brains is increasing. This might result in
brain-drain, but this brings a increased flow of foreign exchange to the economy. When we chart of this progression
backwards, we reach to a point where a sound education structure is the cause. Education is a vital lifeline for India’s
surge in the world.
Education empowers the individual. It makes the person think beyond the known realms. It instigates people to
think beyond. If there is a man-made satellite hurtling towards the edge of solar system to see what lies beyond, its
down to the seamless thinking of one person who dreamt one such thought, based on his understanding and education.
The substitute, an education system based on the ethic of consumption, concentrates on immediate gratification with
benefits that are short-term–an imperative that has become only too familiar among students, institution and
government. Education can be defined as an investment, not a fiscal liability. Education professionals are valued as
the core source of intellectual capital for the knowledge society, not as self-serving vested interests. Long-term
capacity for pure and applied research and rewards for innovation are seen as prerequisites for economic success;
but so is a well-educated population with the capacity to contribute to their society as workers and citizens. It is
multidisciplinary and multidimensional, according parity of esteem to those who teach and study in differentiated
parts of the education system that meet the society’s diverse needs. And it seeks to close the gaps in equity which
have widened over recent years, denying the right of all people to participate in the society to which they belong.
Nation-building in Other Countries
Nation-building is a normative concept that means different things to different people.The latest conceptualization
is essentially that nation-building programmes are those in which dysfunctional or unstable or “failed states” or
economies are given assistance in the development of governmental infrastructure, civil society, dispute resolution
mechanism, as well as economic assistance, in order to increase stability. Nation-building generally assumes that
someone or something is doing the building intentionally.
In order to understand the idea of nation-building and its history in European States, it is necessary to clarify the
meaning of a nation. Some scholars define a state as a community with the monopoly of legitimate use of force in a
specific territory. In view of this definition, nation-building may be defined as the process of integrating the efforts
of citizens within the State. Additionally, it can be viewed as the process of expanding citizenry and giving them a
right to participate in the political decisions of the day. There are other modern definitions of nation-building;
however, this particular essay will focus on the former mentioned definition as this is particularly relevant to the
European revolutions. The similarities and differences of three European nations–UK, France and Russia, will be
analyzed and a conclusion made.
After the 1707 Union, Britain had to deal with several uprisings. In the mid-18th century, the American colonists
refused to pay taxes to the British. They take support from the French and began the American Revolution in 1775.
This led to the independence of the Americans and marked Britain’s interests in Africa and Asia. The French were
also interested in colonialism; however, their reasons behind these interests were quite different. The Britain was
mostly interested in the colonies for trade while the French wanted to expand their cultural supremacy. This latter
issue was the reason why the French wanted to convert the ways of life of their respective citizens.
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Britain began dominating most territories of the world and France tried to the same, but was not able to reach
Britain’s level. France became a force to reckon with under Napoleon’s rule. The French empire had threatened to
take over British colonies and also to attack the British Empire directly.
Similarly, Russian was also under threat from foreign intervention. However, their case was different because
the UK was able to overcome French forces yet Russia could not overcome the Bolsheviks. The Russians formed a
coalition of two different factions; these were the moderate socialists and the liberals. Due to the differences in
ideologies between these two groups, their policies failed to work. This left Russia susceptible to foreign attack thus
facilitating the seizure of power by a communist group known as the Bolsheviks in the year 1917.
Besides this challenge, Britain was also undergoing a lot of religious and political tensions within its borders.
Great Britain was in the process of integrating Ireland as part of its citizenry. However, this merger was based on
religious standings. The British monarch and his Parliament were largely Protestants and they did not want the Irish
to send Catholic representatives to Parliament. This was quite unfair because almost 90% of the population in
Ireland was Roman Catholic. These religious tensions affected the Union of Great Britain and Ireland after 1800.
Similarly, Russia was facing its own internal problems. Many peasants in the mid-18th century were opposed to
abolition of serfdom that had occurred during the year 1861. Consequently, many citizens felt the need for a revolution
in order to show their increasing discontent with the policies of the Russian Government.
The French were also undergoing their own share of religious conflicts. Perhaps their depiction of religious
tensions was the worst among these three European countries. In the 16th century, the French wars of Religion were
some of the worst in the continent. These tensions were mostly between the Roman Catholics and the Protestants
with the latter managing to garner support from other countries such as the German and the Spanish.
In the beginning of the 19th century, the French under Napoleon Bonaparte grew to become the most influential
army in Europe. However, the UK still dominated the economic sector. Consequently, France wanted to introduce
the continental system in order to exclude the UK from this union and also in order to achieve dominance in Europe.
However, this arrangement did not work. This battle for supremacy was an issue that determined the latter two
country’s expansion strategies.
But it is important to look at the evolution of theories of nation-building and at the other concepts which it has
both supplanted and included. Many people believe that nation-building is evolutionary rather than revolutionary,
that it takes a long time and is a social process that cannot be jump–started from outside. The evolution of the Italian
city-states into a nation, the German city-states into the Zollverein customs union and later a nation, the multiple
languages and cultural groups in France into the nation of France, the development of China from the warring
kingdoms, took a very long time, and were the result, not only of political leadership, but of changes in technology
and economic processes (the agricultural and then industrial revolutions), as well as communication, culture and
civil society, and many other factors.
Some African countries are enduring especially severe conditions as a result of famine or oppression. People in
this situation are often more concerned with preserving their lives than thinking about the need for education.
Starving children or citizens who are brutally oppressed have more immediate concerns. The serious problems they
experience have many causes and remedies, but education should still be considered an issue that will have some
impact on building the nation.
Every country needs stability with a legal and economic system that works for the benefit of the people. The
power of a good educational system cannot be over-emphasized, as it is the foundation on which stable nations are
formed. Illiteracy is a major problem in some African countries and has a detrimental effect on their infrastructure,
giving the impression that they are not developed. When citizens are well educated, they have a sense of purpose and
the confidence to pursue careers that add stability to their nation. Every successful nation educates its people and
this serves for the good of the entire country.
Let us also take the example of the country named Fiji. Non-formal education was practiced in Fiji before the
advent of schooling. Young people learned the knowledge and skills for economic and social survival in a highly
organized fashion with recognized and experienced adult members of the community as teachers. Learning was
community-based and was through observation, imitation and on-the-job-experience. Adults also continued to learn
through participation and sharing in community activities and ceremonies.Although the content, method and direction
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of what was learned was limited and confined, it was relevant to their way of life, the resources available and their
ability to meet extended family and community needs. Learning was community-based and it was an important
process, as it ensured continuity and sustainability of community life.
In the early days of Christianity, there was also much non-formal education in literacy, agriculture, and home
economics and hygiene. When such classes were replaced by formal education, these traditional forms of organized
and structured learning were no longer emphasized and valued although they continue to influence cultural and
social life in the rural communities. Formal education was valued more and seen as prestigious as it paved the way
to ‘white-collar jobs’ mainly in the modern sectors of society.
We have to acknowledge that formal education has contributed and will continue to play an important role in the
preparation of literate and educated human resources for the modern economy. However, we also have to accept the
reality that there is a mismatch between the output of the formal education system, the aspirations of school leavers
and paid employment opportunities. A significant number of young people are excluded from formal education or
the formal sector of employment.
Q. 3. Critically examine issues of access, retention, and performance of students who avail the policy of
positive discrimination.
Ans. Due to historical reasons, India is characterized by the persistence of regional and social disparities in
general and that of educational development in particular. It is a country of contrasts as there are areas/groups of
population that attained universal literacy long ago, the others are still striving to cross even the single digit threshold.
The World Conference on Education for all reiterated the need for providing basic education to all children. The
Conference appropriately highlighted the need for improving the quality of learning outcomes. Thus, the goal of
universalization was not only related to universal access and retention, but also included achievement of the identified
competencies by all children. India is also committed to reduction of disparities and achieving universal literacy and
primary education. To fulfil these objectives, a decentralized and participatory approach to planning and management
of education has been identified as an essential pre-requisite. Although the emphasis of educational planning during
the last fifty years was on removing the supply side constraints, little could be accomplished in terms of quality
improvement. It is in this context that the DPEP was initiated in seven states covering 42 districts, mostly educationally
backward. The programme has expanded over the years and now covers 16 states and nearly 200 districts. The DPEP
strategy was drawn in tune with the national objectives of universal access, retention and achievement of minimum
levels of educational attainment with a focus on girls and children belonging to socially deprived and economically
backward sections of the society.
Besides the achievement of the quantitative and qualitative targets within the stipulated period, the major thrust
of the DPEP is to promote the decentralized management with active involvement of stakeholders that will have a
considerable impact on the sustainability of the project beyond its life-cycle. The cascading effect of many processes
like, community participation and revision of curriculum, improvements in classroom teaching-learning practices
and in-service training package for primary school teachers, in the long-term, will have a positive effect on retention
and quality improvement of the system of primary education. An educational management information system was
also established in DPEP districts to provide feedback on a number of key performance indicators relating to school
systems, fund flows and their utilization; and monitoring of project achievements in terms of physical and financial
targets.
Universal access to schooling facilities either within the habitation or at a reasonable walking distance is one of
the important prerequisite for achieving the goal of universal primary education. However, this may not be a sufficient
condition, as the existence or the availability of educational facility does not imply that it will be used or is usable
with optimal efficiency. The questions regarding the capacity, deployment of teaching and provision of other inputs
commensurate with the demand are equally important concerns for achieving the desired results. With increasing
emphasis on quality of education, it is also necessary that school conditions be such that all children acquire access
to education of a comparable quality irrespective of their location, caste and gender considerations. While, it may be
true that 98.5% of the population is served by a school within the walking distance of one km., the same is not true
of the quality of school infrastructure, availability of teachers, teaching-learning conditions and achievement levels
of the learners. The educationally backward districts/areas suffer more on account of the latter than the former.
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A variety of innovative and cost-effective strategies will have to be evolved to reach the unreached in isolated
and smaller habitations, habitations with large concentration of ST children and the areas having large concentration
of working and disabled children.
The girls’ participation and retention has improved considerably in the DPEP districts and significant progress
has been made to reduce inequities in access and retention between boys and girls. The IGE is more than 95 for 21
of the 42 districts. In other districts, except five districts in Madhya Pradesh, the index shows near absence of
inequities and is close to 95. The achievement in girls’ enrolment as reflected in IGE is a positive step forward and
need to be sustained.
The inequities in participation rates of SC, ST and others in primary education have tended to narrow down over
the years. There are some geographical areas where the ST enrolment is below the desired level. The situation is
improving as a result of the new innovative strategies likeAS/EGS. The geographical pockets with specific problems
of enrolment and retention for the ST children should be identified for possible interventions.
SECTION–B
Answer at least two questions in about 500 words each from this section.
Q. 6. What is multicultural education?
Ans. Cultural Diversities in Multicultural Education: Multicultural education views the aforesaid cultural
diversities:
● Multicultural education is an emerging discipline that aims to provide educational opportunities to learners
from diverse ethnic, cultural groups and social class. It seeks to help students acquire skills and positive
attitude to negotiate, communicate and interact with individuals from diverse cultures to create a moral and
civic community.
● The greatest advantage of a multicultural curriculum is that it encourages understanding and tolerance
between groups. Students can relate to one another in class, thereby creating harmony and cooperation.
● Reduction of personal detachment and ignorance are possible advantages to a multicultural system of
education.
● If we learn to embrace diversity in our society, the unconscious and conscious expressions of sexism (racism)
must be done away with completely. Multicultural education can help bring all cultures together in harmony.
● Multicultural education simply relates to instructions and education designed for several different races,
and is based upon consensus building, and fostering cultural diversity within racial societies. It incorporates
positive racial eccentricities into classroom atmosphere.
Dimensions of Multicultural Education
There are five broad dimensions of multicultural education, which are essential to successful multicultural
education programmes (Banks, 1997).
Content Integration involves using examples and content from a variety of cultures in education programmes.
Playing ethnic music during a programme could be one way to include contributions from different cultural groups.
Knowledge Construction can be explored by helping students understand, investigate and determine how the
implicit cultural assumptions, frames of reference, perspectives and biases within a discipline influence the ways in
which knowledge is constructed within it. For example, youth could examine the media to determine its impact on
gender stereotypes.
Prejudice Reduction is accomplished when programme curriculum develops positive attitudes toward different
racial, ethnic, and cultural groups. Educational programmes that involve youth and adults from diverse backgrounds
and provide opportunities to build relationships between one another can assist with prejudice reduction. Even
activities which allow participants to explore their biases can lead to prejudice reduction through awareness.
An Empowering Organizational Culture reduces barriers of programme participation for youth and adults from
diverse racial, ethnic and gender groups. Intricacies of organization, such as rules and procedures, funding to non-
traditional programmes, and privileged treatment are examined.
Equity Pedagogy speaks to programme delivery that reflects multicultural issues and concerns, which in turn
facilitates the achievement and development of students from diverse racial, gender, social class and other cultural
groups. Educators can examine the issues of their constituency to create programme address their needs.
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Why Is Multicultural Education Essential?
The term multicultural education is used to describe a variety of practices within curriculum and classroom
instructions. In some districts, it means a distinction in the ethnicity or gender of a particular class of students. In
other cases, the term is used to discuss a curriculum which encompasses education on a wide variety of cultures in an
effort to enhance the students’ knowledge and awareness of the world in which they live.
There are number of reasons why multicultural education is essential in the present global scenario. We have
discussed some of them below:
Bringing Culture to Life in the Classroom
Keeping this in mind, teachers should be prepared to teach units that fully address the cultures of other nations
throughout the year and across the curriculum and not just around the holidays. These units should discuss the food,
music, history, stories, clothing and belief systems of these cultures using appropriate curriculum.
Whenever possible, bringing actual souvenirs or artifacts from the country being studied can be a wonderful
teaching tool for all ages. Examples of such items might include a costume which demonstrates traditional clothing,
a piece of jewelry, a woven basket, a small figurine or statue, or foreign currency. To accomplish this part of the
lesson, it might be necessary to ask around among the faculty, friends or parents to see who has travelled and what
souvenirs are available.
Allowing students of differing backgrounds to share about the foods they eat at home or the first language of
their parents or grandparents offers a rich foundation for multicultural learning. Incorporating the ethnic diversity in
the classroom into the curriculum should not single students out as different, but contribute to the whole classroom’s
understanding of the diversity present in our world. Teachers should consider having parents involved in these
lessons, too, if this would add to the students’ experience and understanding of multi-culturalism and diversity.
Reaching Pre-Readers with Multiculturalism
For younger students, multicultural literature offers a means to bring the importance of multicultural education
into the classroom. Reading a picture book, such as “Jambo Means Hello” a Swahili counting book by Muriel
Feelings, is a great way to introduce a foreign culture. The story can then be augmented with photos from magazines
or the internet to remind the children that the places are real and not just imaginary. Classroom instruction might
include listening to folk music from the country being studied, eating a simple food from that nation, or doing a craft
that replicates a piece of traditional jewelry.
Reaching Older Students with Multicultural Lessons
Older elementary students and middle school students also benefit from multicultural education.At this age, it is
important to help the students understand that there is an entire world of customs beyond their own. While young
children accept this easily, they also have very little understanding of the size of the world in which they live. Older
students grasp the map and their place in it, but do not know much about life beyond their own existence. This is
where multicultural education makes the biggest impact.
One way to illustrate the world and the people in it is to bring in a fabric world map. These are available at most
retail fabric stores. To prepare for this exercise, clip out 20 or 30 magazine images of people from foreign countries.
Number the pictures 1 through 20 and make a list of each photograph and the country you think the people in the
photo belong to. Then have the children try to match each photograph with a spot on the map. It is important that it
be a fabric map as the children will likely step on it and pull it slightly and the fabric is much more durable than a
paper map. When the game is done the map should be covered with faces from all around the world. Teachers can
then point out simi-larities and differences, such as racial similarities among regions of the world.
Older elementary and middle school students might also appreciate reading short stories or books about fictional
or historical characters from around the world. Assignments can relate to the books being read and go beyond the
story to further discuss the national setting.
When it comes to high school students, teaching about world cultures can be easily accomplished through
assigning individuals reports. The students should be required to learn about the location, politics, history, climate,
geography and culture of the nation assigned. Oral presentations can help the entire class learn from each students
research. Teachers can choose whether oral reports should cover basic information or whether the students should
chose a particular element about the nation’s culture to share with the class. These reports can be as structured or fun
as the teacher permits. Students might be encouraged to dress in a traditional costume from their country, or perhaps
even cook a simple dish for the class to sample.
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Q. 9. Discuss the challenges to higher education.
Ans. The alternatives for facing the major issues related to higher education are listed below:
Globalization
Worldwide, universities continue to play a very vital and critical role in the development and evolution of
societies. Universities educate young minds and create aware and dynamic citizens. But much more than this,
universities generate new ideas and encourage innovation. A vibrant democracy like ours, wedded to the ideas of
pluralism, secularism and inclusion must have universities, which not only cherish these values but also actively
promote and nurture them.
Currently, higher education is drawing tremendous attention in both developing and developed countries. In the
developed countries the emphasis is on maintaining their edge in innovation and generation of knowledge. To maintain
their competitive superiority, the developed countries are investing heavily in R&D both in the private as well as the
public sector. It is worth noting that even a country like the USA, which remains the leader in science and technology,
is investing substantially in science education at all levels to encourage its younger generation to take to science as
a career so that it can maintain its leading position. These countries with their wealth of resources will also continue
to attract the best talent from all over the world to their universities and industry to maintain their competitive edge.
This one-way flow of the developing to the developed countries will only increase in the future due to the ageing
demography of western societies.
Privatization
At this point it is desirable to explicate the reasons why we believe that substantial public investments of the
kind outlined below are urgently necessary. At our present stage of growth, where there is increasing international
pressure for knowledge based, value-added development of major areas like pharmaceuticals, drugs, biotechnology,
nanoscience/technology, healthcare, genetics, information/computer technology etc., it is clear that both in terms of
numbers and quality, a vast expansion and intensification of higher level education embedded in research is essential.
This situation is different from the felt need for expansion in professional education and training, which has indeed
been met in many ways during the past decade or two. The first non-professional degree (viz. B.Sc.) by itself is,
unlike professional degrees, of not much value or societal attractiveness unless it is of educationally good quality,
obtained in a lively research environment, and is supplemented by a professional edge (e.g. additional skill building
that adds to employability) or research experience. We make several suggestions about how to achieve these. Of the
large number of such people with a first degree, a small fraction (typically a sixth) goes on to higher degree or
research; the remainder, if well trained, add to the knowledge economy in a wide variety of ways. Given the large
numbers, their less defined employability and the long gestation period, it is universal practice to have massive
public investments for ensuring their quality so that they effectively contribute to a knowledge economy. Our country
has, however, invested much less by international standards. Following the first wave of nation-building, the more
recent investments have been largely concentrated on relatively small, specialized and primarily research- oriented
institutions. At this stage, we need a second wave of nation-building. If we embark on this fully, not only will there
be a large number of skilled, well-trained, capable, flexible scientific knowledge workers needed both by our economy
and by the world, but there will also be a remarkable flowering of research (and development). We must seize this
opportunity since otherwise, in the intensely competitive, globalized environment of today; we will at best be spectators,
perhaps victims, but not participants.
Emergence of Open and Distance Education
The history of distance learning or education through distance mode in India, goes way back when the universities
started offering education through distance mode in the name of Correspondence Courses through their Directorate/
School of Correspondence Education. In those days, the courses in humanities and/or in commerce were offered
through correspondence and taken by those, who, owing to various reasons, including limited number of seats in
regular courses, employability, problems of access to the institutions of higher learning etc., could not get themselves
enrolled in the conventional ‘face-to-face’ mode ‘in-class’ programmes.
In the recent past, the demand for higher education has increased enormously throughout the country because of
awareness about the significance of higher education, whereas the system of higher education could not accommodate
this ever increasing demand.
Under the circumstances, a number of institutions including deemed universities, private universities, public
(government) universities and even other institutions, which are not empowered to award degrees, have started
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cashing on the situation by offering distance education programmes in a large number of disciplines, ranging from
humanities to engineering and management etc., and at different levels (certificate to under-graduate and post-
graduate degrees). There is always a danger that some of these institutions may become ‘degree mills’ offering sub-
standard/poor quality education, consequently eroding the credibility of degrees and other qualifications awarded
through the distance mode.This calls for a far higher degree of coordination among the concerned statutory authorities,
primarily, UGC, AICTE and IGNOU and its authority– the Distance Education Council (DEC).
Distance mode of education has an important role for:
(i) Providing opportunity of learning to those, who do not have direct access to face to face teaching, working
persons, housewives etc.
(ii) Providing opportunity to working professionals to update their knowledge, enabling them to switchover to
new disciplines and professions and enhancing their qualifications for career advancement.
(iii) Exploiting the potential of Information and Communication Technology (ICT) in the teaching and learning
process; and
(iv) Achieving the target of 15% of GER by the end of 11th Plan and 20% by the end of 12th Five Year Plan.
In order to discharge the constitutional responsibility of determination and maintenance of the standards in
Higher Education, by ensuring coordination among various statutory regulatory authorities as also to ensure the
promotion of open and distance education system in the country to meet the aspirations of all cross-sections of
people for higher education, the following policy in respect of distance learning is laid down:
In order to ensure proper coordination in regulation of standards of higher education in different disciplines
through various modes (i.e. face to face and distance) as also to ensure credibility of degrees/diploma and certificates
awarded by Indian Universities and other Education Institutes, an apex body, namely, National Commission for
Higher Education and Research shall be established in line with the recommendations of Prof. Yash Pal Committee/
National Knowledge Commission.AStanding Committee on Open and Distance Education of the said Commission,
shall undertake the job of coordination, determination and maintenance of standards of education through the distance
mode. Pending establishment of this body:
(i) Only those programmes, which do not involve extensive practical course work, shall be permissible through
the distance mode.
(ii) Universities/institutions shall frame ordinances/regulations/rules, as the case may be, spelling out the outline
of the programmes to be offered through the distance mode indicating the number of required credits, list of
courses with assigned credits, reading references in addition to self-learning material, hours of study, contact
classes at study centres, assignments, examination and evaluation process, grading etc.
(iii) DEC of IGNOU shall only assess the competence of university/institute in respect of conducting distance
education programmes by a team of experts, whose report shall be placed before the Council of DEC for
consideration.
(iv) The approval shall be given only after consideration by Council of DEC and not by Chairperson, DEC. For
the purpose, minimum number of mandatory meetings of DEC may be prescribed.
(v) AICTE would be directed under section 20 (1) ofAICTEAct 1987 to ensure accreditation of the programmes
in Computer Sciences, Information Technology and Management purposed to be offered by an institute/
university through the distance mode, by National Board of Accreditation (NBA).
(vi) UGC andAICTE would be directed under section 20(1) of their respectiveActs to frame detailed regulations
prescribing standards for various programmes/courses, offered through the distance mode under their
mandate,
(vii) No university/institute, except the universities established by or under anAct of Parliament/State Legislature
before 1985, shall offer any programme through the distance mode, henceforth, without approval from
DEC and accreditation by NBA. However, the universities/institutions already offering programmes in
Humanities, Commerce/Business/Social Sciences/Computer Sciences and Information Technology and
Manage-ment, may be allowed to continue, subject to the condition to obtain fresh approval from DEC and
accreditation from NBA within one year.
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