PA- 401, Ethical Knowledge development and Moral Practices at Secondary.pdf
1. Ethical Knowledge development and
Moral Practices at Secondary
education system of Bangladesh
Members-
Md. Monirul Islam – 683
Upama Paul – 665
Md. Sajib Hossain Bhuiyan – 688
Al Helal – 699
Salman Bin Zakir - 693
Group – 03
3. Defining the Problem
Secondary Education
System
Secondary and Higher
Secondary level institutions are
the basic functional organization
of the secondary education
system in the country. Depending
on the level such as junior
secondary/ secondary/higher
secondary
Ethical knowledge
Ethical knowledge-
• sets of rules;
• statements of duties,
• rights, or obligations;
• theory or laws.
Ethical knowledge is concerned
with knowledge of conduct
based on a weighing of
values—what conduct is to be
valued, and why; and what isn’t,
and why.
Moral Practices
Moral education refers to
teachings of how to lead life
ethically.
Moral education can be defined
as helping children and
adolescents gain a set of beliefs
and values about right and
wrong. This set of beliefs refers
to their motives, attitudes, and
behavior towards others and
their environment.
4. Reasons for accepting this
as a problem
• Raping students by teachers
• Teen Gang Crimes
• Sexual perversion
• Drinks and drugs
• Ignoring the consequences
• produces sophisticated criminals
• Failure to Respect Teachers and
Classmates
Ethical Knowledge Development and Moral
Practices At secondary Education
The assessment of students' intellectual capacity is a top
priority for schools. There is a lack of ethical information and
moral behavior that could improve students' daily lives and
future prospects in the secondary education system.
Depressingly, the distance between teachers and students is
growing. They occasionally put on nonexistent performances.
The administration of schools places a strong emphasis on
evaluating pupils' academic prowess but neglects to properly
practice ethical knowledge. Therefore, there is still a disconnect
between theoretical knowledge and real-world circumstances
that people must address on their own.
Defining the Problem
5. Review
Assembling The Evidences
• Utpal Kumar Sarkar, a political science
teacher at Hazi Yunus Ali School and
College in Ashulia of Dhaka, died at
Savar Enam Medical College and
Hospital early Monday, two days after he
was beaten by a 10th-grader of the
institution.
• On June 18, teacher Swapan Kumar
Biswas was assaulted and humiliated in
Narail over allegations of communal
provocation. The teacher was paraded
with a garland of shoes in the presence of
police and administration.
• In recent months Munshiganj
schoolteacher Hridoy Mondal and
Naogaon school teacher Amodini Paul
were harassed by their respective students
and local people, sparking protests across
the country.
Literature Review
According to Frankena (1973) and Armon (1984, 1993), Most
educational institutions have structures in place that explicitly
address issues that involve the moral right, at least in terms of the
obligations and rights of students, faculty, and staff. Teleological
values relate to issues of moral good, or concern over the welfare of
others.
Lawrence Kohlberg (1975) built on Piaget‘s early work regarding
children‘s construction of morality. Kohlberg suggested a theory of
moral reasoning based on three levels and six stages.
Tiagy, H.Z. quoted in Smetana (2004) on the other hand in addition
to the roles of schools and parents in the moral development of the
child has also emphasized the role of religious institutions.
Moral education is not about teaching academic, but nonacademic
in particular on how the attitudes and good behaviors are practised
every day. Unfortunately, at this time, Bangladesh has been minimal
or almost no teachers who teach it. This is, of course, leading to the
destruction of the students’ morale at this time. In the long run, the
lack of moral education encourages students to engage in different
unethical and criminal activities. Schools are busy in measuring the
intellectual ability of their students, and pride if students succeed
with high intellectual value and have a lot of knowledge.
6.
7. Developing
Alternatives
Create and maintain ethical
knowledge development and
moral practices observation cell
at every secondary institution.
Set up mechanism to develop
young students as a good soul
Need a single subject on
religion and ethics .
The ruling party need to sever
ties with its student wing to save
secondary educational institutions
from mindless politicization
Focus on improving
the assessment system
in schools. .
Teaching style needs to be
participatory, where students will
actively contribute to teaching and
learning, rather than passively
receiving information from
teachers.
9. Selecting The Criteria
Alternatives
Efficiency
Equality,
equity,
fairness,
justice
Process
Value
Technically
feasible
Effectiveness
Cost-
Benefit
Socially
acceptable
Create and maintain ethical knowledge development and
moral practices observation cell at every secondary
institution
×
Set up mechanism to develop young students as a good soul. x x x
Need a single subject on religion and ethics × × × × × ×
Teaching style needs to be participatory × × x
Focus on improving the assessment system in schools × ×
The ruling party need to sever ties with its student wing × ×
Alternative ‘Set up mechanism to develop young students as a good soul’ at every secondary institution will very probably
lead to Outcome Ethical Knowledge Development and Moral Practices Assurance At secondary Education.
10. Alternatives
Viability
(Operatio
nal,
Economic
,
Political)
Create and maintain ethical knowledge development and moral practices observation cell at
every secondary institution
O=Medium
E= Medium
P= High
Set up mechanisms to develop young students as good souls
O= High
E= High
P=High
Need a single subject on religion and ethics
O= Low
E=High
P= High
Teaching style needs to be participatory
O= Low
E=Medium
P= High
Focus on improving the assessment system in schools
O= Low
E= Medium
P= High
The ruling party need to sever ties with its student wing
O= Low
E= Medium
P= Low
Projecting The Outcomes
11. Confronting Trade-offs
Lack of
ethical
knowledge
and moral
practices to
improve
students'
daily lives
and future
prospects in
the
secondary
education
system
- Create and maintain ethical knowledge
development and moral practices observation
cell at every secondary institution
- Set up mechanisms to develop young
students as good souls.
- Need a single subject on religion and ethics
- Teaching style needs to be participatory
- Focus on improving the assessment system in
schools
- The ruling party need to sever ties with its
student wing
Confronting
trade-offs
on the basis
of
Efficiency,
Effectiveness
, Cost-
Benefit
Analysis,
value Metrix
analysis, etc.
Alternatives 1,3,4,5,6
have some of positive
impact but lot of
negativity also. These
are respectively good
but loopholes will
affect value. Trade off
results indicate to that
these are costly,
bookish, time
consuming, creating
cheat and
mismanagement
opportunity etc.
Alternative ‘2’ consists proper value to be a policy comparatively. So trade off of alternatives pushes to accept
“Set up mechanisms to develop young students as good souls” as final alternative or proposed policy.
12. Decision!
• Our background story
- We are working on the problem ‘Lack of
ethical knowledge and moral practices to
improve students' daily lives and future
prospects in the secondary education system’
which includes Bad practices of high school
students at Bangladesh
- We are Working on the supervision of
Arjuman Naziz Mam, Associate professor of
Department of Public Adminisration at
Jahangirnagar University.
- We have Analyzed the problem together on
the basis of secondary data sources. We have
focused on only qualitative method for
collecting data. All of our observations,
analysis, and suggestions are done
hypothetically.
We have chosen “Set up mechanisms to develop
young students as good souls” as our proposed
policy which is analyzed on the basis of some
criteria like Efficiency, Effectiveness, Cost-Benefit
Analysis and Feasibility. This alternative confronts
trade-off on the basis of value matrix which is
defined hypothetically.
If we have opportunities to do work on ‘Ethical
Knowledge Development and Moral practices’ at
the institutions practically, data and alternatives
will be impactful and better to analyze which will
have positive impact.
