The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government scheme launched in 2009 to improve secondary education access and quality in India. It aims to increase secondary school attendance, improve gender equity, and boost school infrastructure by 2017. RMSA provides funding to state governments to hire more teachers, establish science labs, incorporate technology, and build new classrooms, libraries, and other facilities to enhance education across India. Key achievements so far include over 11,000 new secondary schools, over 300,000 school infrastructure developments, and the construction of classrooms, labs, libraries and other facilities.
This document outlines the Islamic perspective on education. It discusses that in Islam, education aims to develop the whole person - body, soul, and spirit. The ultimate goal is to help students acquire the attributes of Allah such as knowledge, justice, and goodness. Education also aims to teach students about Islam and the teachings of the Prophet Muhammad. It discusses the philosophy of education in Islam, which is based on concepts like Allah as the ultimate reality, the importance of knowledge, and universal values. The document also outlines the curriculum and teaching methods recommended in Islamic education.
Instructional Communication Technology (BEd secondary)HennaAnsari
Concept of Instructional Communication Technology
Instructional technology
The Nomenclature of instructional technology
Difference between educational technology and instructional technology
ADDIE
Role of Instructional Communication Technology in learning
Instructional technology and audio-visual aids
Projected Audio-Visual Aids
NON-Projected Audio-Visual Aids
The document discusses definitions and philosophies of curriculum. It defines curriculum as the experiences learners have under teacher guidance, including a set of objectives and content knowledge to acquire. Four educational philosophies are described: idealism focuses on ideas and intellectual development; realism emphasizes the physical world and basic skills; pragmatism sees learning as problem-solving; and existentialism prioritizes self-direction. The document also outlines philosophies that influence curriculum models like perennialism, essentialism, progressivism, and reconstructionism. Overall, the document examines how history and philosophy shape understandings of curriculum.
This document describes two strategies for developing global educators: 1) long-term school/university collaboration and 2) using cultural consultants. For the first strategy, a PDS Network creates collaboration between a university and schools to improve teacher training, provide professional development, and conduct research in social studies and global education. For the second strategy, educators from other countries are brought in as cultural consultants to share their perspectives and counter stereotypes. They provide insights to enhance intercultural understanding and global content within teacher education courses.
Allama Iqbal Open University is a federal institution in Islamabad that offers distance education programs. It was established in 1974 as the second open university in the world and first in Asia and Africa. The university has an annual enrollment of over 1 million students and offers a wide range of programs from matriculation to Ph.D. levels. It is administered by a Chancellor, Pro-Chancellor and Vice-Chancellor and aims to provide education to all through an open learning system.
Human Resource Development in Educationakademisuria
This presentation was part of my assignment for my Masters in Education (Management & Administration) at Universiti Teknologi Malaysia. Hope this information helpful for anyone seeking it.
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government scheme launched in 2009 to improve secondary education access and quality in India. It aims to increase secondary school attendance, improve gender equity, and boost school infrastructure by 2017. RMSA provides funding to state governments to hire more teachers, establish science labs, incorporate technology, and build new classrooms, libraries, and other facilities to enhance education across India. Key achievements so far include over 11,000 new secondary schools, over 300,000 school infrastructure developments, and the construction of classrooms, labs, libraries and other facilities.
This document outlines the Islamic perspective on education. It discusses that in Islam, education aims to develop the whole person - body, soul, and spirit. The ultimate goal is to help students acquire the attributes of Allah such as knowledge, justice, and goodness. Education also aims to teach students about Islam and the teachings of the Prophet Muhammad. It discusses the philosophy of education in Islam, which is based on concepts like Allah as the ultimate reality, the importance of knowledge, and universal values. The document also outlines the curriculum and teaching methods recommended in Islamic education.
Instructional Communication Technology (BEd secondary)HennaAnsari
Concept of Instructional Communication Technology
Instructional technology
The Nomenclature of instructional technology
Difference between educational technology and instructional technology
ADDIE
Role of Instructional Communication Technology in learning
Instructional technology and audio-visual aids
Projected Audio-Visual Aids
NON-Projected Audio-Visual Aids
The document discusses definitions and philosophies of curriculum. It defines curriculum as the experiences learners have under teacher guidance, including a set of objectives and content knowledge to acquire. Four educational philosophies are described: idealism focuses on ideas and intellectual development; realism emphasizes the physical world and basic skills; pragmatism sees learning as problem-solving; and existentialism prioritizes self-direction. The document also outlines philosophies that influence curriculum models like perennialism, essentialism, progressivism, and reconstructionism. Overall, the document examines how history and philosophy shape understandings of curriculum.
This document describes two strategies for developing global educators: 1) long-term school/university collaboration and 2) using cultural consultants. For the first strategy, a PDS Network creates collaboration between a university and schools to improve teacher training, provide professional development, and conduct research in social studies and global education. For the second strategy, educators from other countries are brought in as cultural consultants to share their perspectives and counter stereotypes. They provide insights to enhance intercultural understanding and global content within teacher education courses.
Allama Iqbal Open University is a federal institution in Islamabad that offers distance education programs. It was established in 1974 as the second open university in the world and first in Asia and Africa. The university has an annual enrollment of over 1 million students and offers a wide range of programs from matriculation to Ph.D. levels. It is administered by a Chancellor, Pro-Chancellor and Vice-Chancellor and aims to provide education to all through an open learning system.
Human Resource Development in Educationakademisuria
This presentation was part of my assignment for my Masters in Education (Management & Administration) at Universiti Teknologi Malaysia. Hope this information helpful for anyone seeking it.
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
This document provides an overview of education and training concepts in Islam. It discusses:
1) The meaning and definitions of education and training in both general and Islamic contexts. Education aims to nurture souls and distinguish right from wrong.
2) The nature of education in Islam is to confirm faith, integrate faith and knowledge, and prepare Muslims for useful roles in society.
3) The importance of education is for character formation, developing skills, and preparing children for adult life according to Islamic teachings. Knowledge-seeking is encouraged in Islam.
4) Sources of knowledge in Islam include the senses, intellect, intuition, and revelation from God. Learning theories emphasized include conditioning, trial and error, reasoning, and initiation.
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Priyanka Nain
This document discusses competency-based teacher education. It defines teaching competency as an overall assessment of a teacher's classroom performance based on their subject matter knowledge, teaching methods, questioning skills, use of aids, student participation, personality, classroom management, and objective clarity. Competent teachers are pupil-oriented and able to develop instructional materials, use varied teaching methods, and evaluate student progress. Teaching competencies improve education quality, help students and teachers achieve objectives, improve teacher status, and aid personal and professional development. Competencies are categorized as cognitive, performance, consequence, and affective-based. Methods for assessing teacher competence include telling, lecture, discussion, demonstration, and problem-solving approaches.
The document provides an overview of the Ministry of Education in Pakistan including its constitution, functions, organizations, departments, and wings. Key points include:
- The Ministry is responsible for developing education policies, plans, curricula, and overseeing federal educational institutions.
- It has several wings that handle functions like policy and planning, projects, training, curriculum development, administration, and monitoring and evaluation.
- Attached departments include the Federal Directorate of Education and Department of Libraries. Autonomous bodies include examination boards and educational foundations.
This document outlines the key functions and operations of teachers. It discusses three main functions of teachers: diagnostic, prescriptive, and evaluative. The diagnostic function involves assessing students' entering behaviors and needs. The prescriptive function includes selecting appropriate content and teaching methods. The evaluative function is assessing student progress and outcomes. The teaching process involves three main stages: pre-active (planning), interactive (instruction), and post-active (evaluation). Key operations of teaching include planning lessons, organizing resources, implementing strategies, and controlling the system through evaluation and modification. Overall, the document provides an overview of the roles and processes involved in effective teaching.
This document provides information about early childhood education and care (ECEC) in Japan. It discusses the two main types of ECEC arrangements in Japan - day nurseries (hoikuen) which provide care for children from birth to age 6, and kindergartens (youchien) which provide education for children ages 3 to 6. It outlines the target ages, purposes, operating hours, governing bodies, admission criteria, curriculum standards, teacher-student ratios, funding sources, and parental costs for both day nurseries and kindergartens in Japan. It also discusses key features of the Japanese ECEC system including collaboration between teachers and universities, relationships between classrooms and teacher training, philosophical approaches, and diversity of EC
The document discusses the role and challenges of teachers. It defines education as the holistic development of body, mind, and spirit according to Mahatma Gandhi. A teacher is not just a communicator of subject matter but a nation builder who recognizes and reshapes their role. In the 21st century, teachers must be creative, innovative, and use technology while acting as agents of social change. Above all, teachers must be intellectually, emotionally, and spiritually developed to effectively guide students.
The document discusses Education for All, an international initiative launched in 1990 by UNESCO to provide education access to all people. It aims to achieve six specific goals by 2015, including providing free primary education, expanding early childhood education, increasing adult literacy rates, and achieving gender equality in education. UNESCO leads this global movement and coordinates international efforts to reach Education for All. However, achieving these goals faces challenges such as a lack of funding, teachers, resources, and infrastructure as well as issues like poverty, hunger, child labor, and early marriage.
The document discusses key topics related to educational administration including definitions, nature, objectives, scope, activities and programs, and differences between administration and management. Some main points:
1) Educational administration refers to integrating human and material resources to achieve educational goals through effective planning, organizing, directing, and use of resources.
2) It aims to utilize available resources and foster teaching and learning goals through management of both things and human relationships.
3) Objectives include providing proper education, utilizing resources, ensuring professional development and ethics, and preparing students for life.
4) It covers all levels and forms of education through various management strategies and aspects like planning, organizing and controlling.
5) Activities include
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
This document outlines the Islamic philosophical and sociological foundations of education. It discusses the Islamic concepts of God, man, knowledge, values/disvalues, the universe, and society. The key points are:
- God in Islam is the one, omnipotent Allah, who is the creator, sustainer, and evolver of everything.
- Man is the best of Allah's creations, born with capabilities for knowledge but also responsibilities to serve Allah and establish truth/justice.
- Knowledge is supremely valued in Islam and is obtained through both revelation and acquisition of information. The pursuit of knowledge is an individual and social obligation.
- Values in Islam are aligned with human nature and morality, including obedience to
This document outlines educational reforms needed in Pakistan's education system. It discusses the importance of education, current issues with Pakistan's education including flaws in the system, literacy rates, and barriers to education. Recommended reforms are provided such as decentralizing the education system, improving the curriculum, increasing the education budget, promoting primary and female education, expanding technical education opportunities, and improving examination systems. The conclusion states that reforms require public-private participation and a mix of formal and informal education to improve literacy rates and vocational training opportunities for youth.
Pedagogy of Mathematics-Mathematics CurriculumRaj Kumar
This document discusses the principles of curriculum development in mathematics. It defines curriculum as a plan directing content and delivery of a mathematics learning program, including goals, content domains, learning philosophies, and standards. It discusses two key stages in curriculum construction: selection of content based on principles like aims of education, utility, flexibility; and organization of content through logical and topical arrangements from easy to difficult. The document emphasizes that curriculum frameworks should provide structure to content domains and cognitive processes, and establish a pedagogical approach that reflects how students learn for deep understanding.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The document discusses principles and models of curriculum development. It describes the need for curriculum development due to changing educational goals and societal needs. Two prominent models are explained - Tyler's 4-step model involving determining objectives, experiences, organization, and evaluation, and Taba's 7-step model starting with identifying needs and ending with evaluation. The document also outlines principles of curriculum development, types of curricula including subject-centered and student-centered, and the stages of the curriculum development process.
The document discusses the roles of public and private sectors in elementary education in Pakistan. It provides a historical overview of Pakistan's public education policies since independence in 1947. All policies aimed to promote Islamic values and universal education but faced challenges in implementation like lack of resources and political instability. Today, private schools are increasingly popular due to perceived better quality and standards compared to public schools. However, both sectors face issues and need support to improve education standards overall in Pakistan. The document emphasizes the importance of early childhood education and proposes reforms focused on making elementary education more practical and involving local communities.
This presentation covers phases of colonization, definitions of decolonization and indigenization, and steps to take in classrooms. Decolonization is a long-term process of dismantling colonial structures and restoring Indigenous cultures, knowledge, and worldviews. Indigenization incorporates Indigenous ways of knowing into education. In New Zealand, Māori-focused schools have helped revitalize language and culture but gaps remain; Ontario schools often lack Indigenous content due to discomfort. Culturally-responsive teaching empowers students through respecting diversity.
Learning resources are devices and procedures that make teaching and learning more engaging. There are several principles for selecting and utilizing learning resources effectively. Resources should be appropriate for students' ages, interests, and educational objectives. They must be simple, accurate, and available within the school's budget. While resources can enhance learning when used properly, there are also limitations like teacher apathy, financial constraints, and dependency on stable electricity. Proper training is needed to ensure teachers optimize learning resources.
PROBLEMS, ISSUES and TRENDS IN SECONDARY EDUCATION OF PAKISTANR.A Duhdra
The secondary education is the most defectives stage in our entire educational organization and it needs urgently a thorough examination and complete reorientation . Defect cannot be overlooked that during the period of secondary education the young boys and girls of the country are exploited by individuals and groups and their energies, instead of being utilized into worthy social purposes, are harnessed to destructive activities.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
This document provides an overview of education and training concepts in Islam. It discusses:
1) The meaning and definitions of education and training in both general and Islamic contexts. Education aims to nurture souls and distinguish right from wrong.
2) The nature of education in Islam is to confirm faith, integrate faith and knowledge, and prepare Muslims for useful roles in society.
3) The importance of education is for character formation, developing skills, and preparing children for adult life according to Islamic teachings. Knowledge-seeking is encouraged in Islam.
4) Sources of knowledge in Islam include the senses, intellect, intuition, and revelation from God. Learning theories emphasized include conditioning, trial and error, reasoning, and initiation.
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Priyanka Nain
This document discusses competency-based teacher education. It defines teaching competency as an overall assessment of a teacher's classroom performance based on their subject matter knowledge, teaching methods, questioning skills, use of aids, student participation, personality, classroom management, and objective clarity. Competent teachers are pupil-oriented and able to develop instructional materials, use varied teaching methods, and evaluate student progress. Teaching competencies improve education quality, help students and teachers achieve objectives, improve teacher status, and aid personal and professional development. Competencies are categorized as cognitive, performance, consequence, and affective-based. Methods for assessing teacher competence include telling, lecture, discussion, demonstration, and problem-solving approaches.
The document provides an overview of the Ministry of Education in Pakistan including its constitution, functions, organizations, departments, and wings. Key points include:
- The Ministry is responsible for developing education policies, plans, curricula, and overseeing federal educational institutions.
- It has several wings that handle functions like policy and planning, projects, training, curriculum development, administration, and monitoring and evaluation.
- Attached departments include the Federal Directorate of Education and Department of Libraries. Autonomous bodies include examination boards and educational foundations.
This document outlines the key functions and operations of teachers. It discusses three main functions of teachers: diagnostic, prescriptive, and evaluative. The diagnostic function involves assessing students' entering behaviors and needs. The prescriptive function includes selecting appropriate content and teaching methods. The evaluative function is assessing student progress and outcomes. The teaching process involves three main stages: pre-active (planning), interactive (instruction), and post-active (evaluation). Key operations of teaching include planning lessons, organizing resources, implementing strategies, and controlling the system through evaluation and modification. Overall, the document provides an overview of the roles and processes involved in effective teaching.
This document provides information about early childhood education and care (ECEC) in Japan. It discusses the two main types of ECEC arrangements in Japan - day nurseries (hoikuen) which provide care for children from birth to age 6, and kindergartens (youchien) which provide education for children ages 3 to 6. It outlines the target ages, purposes, operating hours, governing bodies, admission criteria, curriculum standards, teacher-student ratios, funding sources, and parental costs for both day nurseries and kindergartens in Japan. It also discusses key features of the Japanese ECEC system including collaboration between teachers and universities, relationships between classrooms and teacher training, philosophical approaches, and diversity of EC
The document discusses the role and challenges of teachers. It defines education as the holistic development of body, mind, and spirit according to Mahatma Gandhi. A teacher is not just a communicator of subject matter but a nation builder who recognizes and reshapes their role. In the 21st century, teachers must be creative, innovative, and use technology while acting as agents of social change. Above all, teachers must be intellectually, emotionally, and spiritually developed to effectively guide students.
The document discusses Education for All, an international initiative launched in 1990 by UNESCO to provide education access to all people. It aims to achieve six specific goals by 2015, including providing free primary education, expanding early childhood education, increasing adult literacy rates, and achieving gender equality in education. UNESCO leads this global movement and coordinates international efforts to reach Education for All. However, achieving these goals faces challenges such as a lack of funding, teachers, resources, and infrastructure as well as issues like poverty, hunger, child labor, and early marriage.
The document discusses key topics related to educational administration including definitions, nature, objectives, scope, activities and programs, and differences between administration and management. Some main points:
1) Educational administration refers to integrating human and material resources to achieve educational goals through effective planning, organizing, directing, and use of resources.
2) It aims to utilize available resources and foster teaching and learning goals through management of both things and human relationships.
3) Objectives include providing proper education, utilizing resources, ensuring professional development and ethics, and preparing students for life.
4) It covers all levels and forms of education through various management strategies and aspects like planning, organizing and controlling.
5) Activities include
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
This document outlines the Islamic philosophical and sociological foundations of education. It discusses the Islamic concepts of God, man, knowledge, values/disvalues, the universe, and society. The key points are:
- God in Islam is the one, omnipotent Allah, who is the creator, sustainer, and evolver of everything.
- Man is the best of Allah's creations, born with capabilities for knowledge but also responsibilities to serve Allah and establish truth/justice.
- Knowledge is supremely valued in Islam and is obtained through both revelation and acquisition of information. The pursuit of knowledge is an individual and social obligation.
- Values in Islam are aligned with human nature and morality, including obedience to
This document outlines educational reforms needed in Pakistan's education system. It discusses the importance of education, current issues with Pakistan's education including flaws in the system, literacy rates, and barriers to education. Recommended reforms are provided such as decentralizing the education system, improving the curriculum, increasing the education budget, promoting primary and female education, expanding technical education opportunities, and improving examination systems. The conclusion states that reforms require public-private participation and a mix of formal and informal education to improve literacy rates and vocational training opportunities for youth.
Pedagogy of Mathematics-Mathematics CurriculumRaj Kumar
This document discusses the principles of curriculum development in mathematics. It defines curriculum as a plan directing content and delivery of a mathematics learning program, including goals, content domains, learning philosophies, and standards. It discusses two key stages in curriculum construction: selection of content based on principles like aims of education, utility, flexibility; and organization of content through logical and topical arrangements from easy to difficult. The document emphasizes that curriculum frameworks should provide structure to content domains and cognitive processes, and establish a pedagogical approach that reflects how students learn for deep understanding.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The document discusses principles and models of curriculum development. It describes the need for curriculum development due to changing educational goals and societal needs. Two prominent models are explained - Tyler's 4-step model involving determining objectives, experiences, organization, and evaluation, and Taba's 7-step model starting with identifying needs and ending with evaluation. The document also outlines principles of curriculum development, types of curricula including subject-centered and student-centered, and the stages of the curriculum development process.
The document discusses the roles of public and private sectors in elementary education in Pakistan. It provides a historical overview of Pakistan's public education policies since independence in 1947. All policies aimed to promote Islamic values and universal education but faced challenges in implementation like lack of resources and political instability. Today, private schools are increasingly popular due to perceived better quality and standards compared to public schools. However, both sectors face issues and need support to improve education standards overall in Pakistan. The document emphasizes the importance of early childhood education and proposes reforms focused on making elementary education more practical and involving local communities.
This presentation covers phases of colonization, definitions of decolonization and indigenization, and steps to take in classrooms. Decolonization is a long-term process of dismantling colonial structures and restoring Indigenous cultures, knowledge, and worldviews. Indigenization incorporates Indigenous ways of knowing into education. In New Zealand, Māori-focused schools have helped revitalize language and culture but gaps remain; Ontario schools often lack Indigenous content due to discomfort. Culturally-responsive teaching empowers students through respecting diversity.
Learning resources are devices and procedures that make teaching and learning more engaging. There are several principles for selecting and utilizing learning resources effectively. Resources should be appropriate for students' ages, interests, and educational objectives. They must be simple, accurate, and available within the school's budget. While resources can enhance learning when used properly, there are also limitations like teacher apathy, financial constraints, and dependency on stable electricity. Proper training is needed to ensure teachers optimize learning resources.
PROBLEMS, ISSUES and TRENDS IN SECONDARY EDUCATION OF PAKISTANR.A Duhdra
The secondary education is the most defectives stage in our entire educational organization and it needs urgently a thorough examination and complete reorientation . Defect cannot be overlooked that during the period of secondary education the young boys and girls of the country are exploited by individuals and groups and their energies, instead of being utilized into worthy social purposes, are harnessed to destructive activities.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
Analysis of an economic order quantity and reorder point inventorDivyesh Solanki
This document analyzes an economic order quantity and reorder point inventory control model for Company XYZ. It begins with an abstract that summarizes the project. The introduction then discusses the topic of recommending this model for the company to address ineffective forecasting that has led to stock outs. A literature review covers the history of economic order quantity and reorder points. The document outlines the project's design, methodology, results, and conclusions. It recommends implementing the inventory control model to reduce costs and stock outs for Company XYZ.
Articulation Points of The Letter - Tajweed Makharij al Huruf pdf Islamic Inc
Download Makharij al huruf in English pdf format. You can learn the exact articulation points of the arabic letters. Learn Quran online with rules of tajweed.
Human Resource Management involves hiring, motivating, and maintaining employees in an organization. It focuses on managing people to accomplish individual, organizational, and social goals. HRM aims to make integrated decisions regarding recruiting, developing, compensating, and separating employees in a way that is consistent with the organization's effectiveness and ability to serve customers with high quality products and services.
The document discusses marketing definitions from various organizations and the importance and concepts of marketing. It provides 3 definitions of marketing: 1) activities involved in creating time, place and possession utilities (American Marketing Association); 2) planning and executing the conception, pricing, promotion and distribution of ideas, goods and services to create exchanges (American Marketing Association); 3) identifying, anticipating and satisfying customer requirements profitably (Chartered Institute of Marketing). It also discusses the marketing concept and different marketing management tasks including conversional, stimulational, developmental, remarketing, synchro, maintenance, demarketing, and counter marketing.
Professional development of teachers, action planning and utilizing 21st cent...Alexander Decker
This document discusses the importance of continuous professional development for teachers in Nigeria. It defines professional development as ongoing learning opportunities that help teachers improve their skills and knowledge to advance their careers and better serve students. The document notes that initial teacher training is not sufficient and teachers must continue developing through activities like workshops, seminars, and collaborating with more experienced professionals. It explains that professional development is needed for teachers to stay current in a changing world and plan lessons that utilize 21st century skills. The document emphasizes that both professional skills and personal growth are important for teachers to effectively support students' education.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
This document discusses teacher education and teaching practice in Nigeria. It begins by outlining the importance of education and the establishment of colleges of education to provide professional training for teachers. Teaching practice is described as an integral part of teacher education programs aimed at preparing new teachers. The document then discusses challenges with teaching practice in Nigeria and quality issues in public and private secondary schools. It concludes by recommending improvements to teaching practice, including longer durations and exposure to micro-teaching beforehand, to better prepare student teachers.
RELEVANCE OF NTI/NCE PROGRAM TO SELF DEVELOPMENT BY OLUSHEUN EKUOYEEkuoye Seun
This document discusses the relevance of the National Teachers Institute (NTI) and National Certificate of Education (NCE) program for self-development. It notes that NTI was established to train and upgrade teachers, improve backgrounds, and produce more teachers for universal basic education. Tables show that there is a large shortage of teachers in Nigeria, with millions more pupils enrolled than teachers available. The NTI/NCE program provides an opportunity for uncertified teachers and others to become qualified, certified teachers through distance education to help address this shortage. Students who complete the program can then inspire students and help develop their communities.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
Teacher Luis is a guidance counselor who teaches Values Education to a diverse Grade 10 class. During one class, two students sparked a heated debate about religious beliefs after insisting the class start with student-led prayer. To resolve the argument, Teacher Luis must teach students the value of respecting different religions to avoid discrimination.
Teacher Molina teaches Grade 2 and wants to inspire students to exemplify the qualities of national heroes through the DepEd core values of love for God, others, nature and country. She can create group activities integrated into her lessons where students apply the core values by role playing as national heroes.
Challenges for quality teachers in present scenarioYashaswineeSahoo
Teaching faces many challenges as a profession, including a lack of uniform teacher education, traditional curriculums and teaching methods, and inadequate teacher training programs. This makes inclusive education, responsibility for school modernization, and workforce development difficult for teachers. Teachers must also work in partnership with various stakeholders like students, staff, governments, and communities. These challenges can be overcome by improving teacher training, attracting high-quality candidates to teaching, and creating supportive learning environments through innovative practices. Overall, enhancing the teaching profession requires cooperation between teachers and all parties invested in education.
Teacher education aims to develop the skills and capacities of prospective teachers to prepare them for their roles and responsibilities. It empowers teachers to face challenges and meet the demands of the profession. Effective teachers require skills like critical thinking, communication, organization, creativity, leadership, teamwork, computer skills and time management. Teacher education programs in India are conducted within multidisciplinary institutions and aim to ground teachers in Indian values and knowledge while keeping them informed on advances in education. Accreditation processes help ensure teachers are competent and qualified.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
Educational Philosophy - A Student's PerspectiveSyed Ali Roshan
This presentation was created as an assignment for the subject "Educational Philosophy". It is meant to reflect a consensus of our own Educational Philosophy based on our learning during the year. It outlines key aspects in an Educational environment such as administration, role of teachers and students, assessment criteria, inclusive education and more.
Let me know in the comments if you want me to upload a video of myself presenting this presentation.
The document discusses the importance of instructional planning for teachers. It notes that instructional planning helps teachers identify essential principles and skills to focus on, recognize individual student needs and differences, and use ongoing assessment to adjust instruction as needed. Differentiated instruction through content, process, product, or environment allows teachers to tailor instruction to meet student needs.
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Professionalising teaching in nigeria through quality teacher education
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
Professionalising Teaching in Nigeria Through Quality Teacher
Education
Grace Oluremilekun Akanbi
School of Education, Emmanuel Alayande College of Education, P.M.B. 1010, Oyo, Nigeria.
Email: olremiakanbi@ymail.com
Abstract
The concern of this paper is how sound and quality teacher education can serve as a catalyst to professionalising
teaching and boosting educational achievement in Nigeria. The paper discusses teacher education curriculum as
the bedrock of the profession and therefore needs proper planning and execution by competent hands, and
professionalising teaching starts from here. The imperativeness of making teacher training process a specialised
one is stressed and, the situation of employing “cheaters” as teachers and admitting the ‘dregs’ into training
institutions must be stopped. The Teachers’ Registration Council is therefore challenged to be up and doing in
her task of registering qualified teachers through qualifying examinations like other professions.
Keywords: Teacher education, professionalise, teaching, curriculum
1. Introduction
Expectations and roles in different forms from various people in the society, from the teacher, make teaching an
important profession. In the conceptual frameworks of no nation can rise above the quality of its teacher and, the
better the teacher quality the less the incidence of low achievement, therefore, effective training through robust
and specialised curriculum content must be given to the teachers, or better still, the best education available in
the society. In other words, a good teacher education programme is the key to the accomplishment of such roles.
Whatever the profession, according to Awoniyi (1979), there is always a need for training to create an awareness
of the problems which arise in a particular profession, and to improve the level of competence for dealing with
such problems. This makes the supply and education of teachers lie at the very heart of the educational process
in Nigeria. In the opinion of Ajibade (2005: xi) “in whatever capacity or angle he’s viewed, the teacher seems
the most important human character in the life of a child, apart from the mother”, taken that the statement is
correct therefore, quality education for teachers cannot be overemphasised to make him a professional. The
purpose of his education should seek to help him to grow and develop as a person, provide him with the skills
and professional abilities to motivate children to learn and help him in acquiring the right types of understanding,
concept, values and attitudes necessary not only to survive in the school room, but also in the society in which he
lives. Unfortunately, several attempts at professionalising have failed because of public perception of teaching
and the insinuation that anybody can teach without differentiating ‘teachers’ from ‘cheaters’ as it was also
observed by Obanya (1982: 8) and Ajibade (2005: 53) This public opinion was succinctly put in this box below
by Obanya (2009: 185) and Obanya (2011: 62)
Box 1: Get Out of Teaching and Look for a Job
Suitor’s family spokesman: A-salam-leikum, my people. May I introduce my young man, Ahmadu
107
Tijani. Stand and be seen,Tijani.
Tijani (Standing): A-salama-leikun, my elders.
Spokesman: As you are well aware, we have come to ask for the hands of your daughter, Amina, in
marriage.
Amina,s Father: La-kuli-lai! Tijani has grown so big! Looks every inch like his grandfather. What
does he do for a living?
Tijani (timidly): I teach at Government Secondary School, Azare.
Amina’s Father: Huuum! Well, you are from a good family. I’ll give you my daughter,
but….LISTEN CAREFULLY. Promise me that you’ll look for a job!
The debate on how to professionalise teaching is not peculiar to Nigeria alone; it seems to be a global
issue that has been on for a while even in developing countries. Ajibade (2005: 54), quoting Stigler and Hiebert
(2002), stated that in the United States of America, for instance, it had long been suggested that ‘increase pay’,
increased certification requirement, more accountability, career ladders, peer review, training teachers as
researchers, and encouraging teachers themselves to set standard for entrance into the profession, would turn
teachers into high professionals.
But in her view, the Nigerian teachers would need all of these because the goal of the nation is to make
the education system an effective tool for meeting national needs. The above demands however, are nothing
extra-ordinary but they are mere characteristics common to other professions and professionals. An arbitrary
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
exercise of mere assigning title without actual authority and functions to go along with it would never be
effective. This paper, will therefore:
• Define profession.
• Examine what teaching entails
• Look into the purposes of teacher education
• Teacher education - Curriculum and training issues.
• Discuss how to ensure best practices in teacher education and teaching towards making it an acceptable
108
profession.
2. What is a Profession?
A profession is that occupation or career in which one has specialised expertise after a continuous training and
acquisition of skills for a specified period. It also entails passing prescribed examinations by the recognised body
for such a profession. Becoming a professional however, does not stop at that; training and retraining is a feature
of any profession so as to be able to keep pace with current developments in such fields. It involves monopoly of
knowledge at times, especially for people who are not part of the profession.
3. What is teaching all about?
The question of what teaching is all about may not be fully addressed in this little presentation as there are
divergent opinions on what teaching entails, most especially with the issue of different kinds of people who may
be referred to as ‘cheaters” finding their ways into the profession. All the same, we shall see teaching through a
professional eye of Obanya (1982: 1) who sees teaching as a continuous, cyclic process involving three main
phases viz:
i. pre-teaching, during which the teacher plans what to teach and prepares (and/or collects) the materials
to be used for teaching:
ii. classroom interaction, during which there should be purposeful interaction between the materials, the
subject-matter, the learner and the teacher; and
iii. post-teaching, during which the teacher reflects on the task just completed and feeds back his
observations into the planning of the next lesson.
Anyone with a proper understanding of what teaching is, will therefore agree that teaching is not only the
business of going to the class to impart knowledge alone but it involves, adequate preparation, presentation and
evaluation of the whole process.
Another very simple but loaded definition of teaching by a mobile dictionary is “teaching is work that a teacher
does in helping students to learn”. It is a work of helping in so many dimensions of life and, whosoever will help
must be capable in all ramifications himself, well equipped for the help and enjoying helping. From these two
definitions we can then proceed to examine why the teacher has to get properly educated.
4. Purposes of Teacher Education
At the 1969 curriculum conference, purposes of teacher education were identified and discussed extensively and
were later included in the National Policy on Education (1977) as follows:
• Production of a highly motivated, conscientious and successful classroom teacher for all levels of our
educational system.
• Encouraging further the spirit of inquiry, creativity, nationalism and sense of belonging.
• Helping the prospective teachers to fit into the social life of his home, his immediate and non-immediate
communities.
• Providing the teacher with intellectual and professional background adequate for his assignment and
adaptable to any changing situation in the life of his country.
• Production of knowledgeable, progressive and effective teachers who can inspire children to learn.
In addition there must be a kind of monopoly of knowledge which is the crux. These purposes must have been
born out of the fact that the teacher is the key man in the entire educational programme. The quality of his
education makes or mars the end-result of his job as a teacher. But unfortunately, the opposite of these purposes
is what is happening to teacher education at present in Nigeria. Level of conscientiousness and motivation is low;
spirit of enquiry, creativity and nationalism is almost dead, teachers, because of low esteem, are not properly
fitted into the social life of the community, they have no special intellectual and professional background fit for
any serious profession and, most teachers are not inspiring their students in any form. All these and other issues
are making the process of professionalising teaching a slow one.
5. Teacher Education – Curriculum and Training Issues
In the words of Fafunwa, in Adaralegbe (1969: 83), a curriculum is generally conceived as a group of prescribed
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
courses or sequence of subjects required for certification. However, he said, a good curriculum is the total
environment in which education takes place, that is, the child, the teacher, the subject, the content, the method,
the physical and psychological environment and must have the following characteristics, which must now be
emphasised than ever before:
• Definite and dynamic objectives based on the values of the society, and the need of the child as a citizen
109
and a skilled individual.
• It must be flexible and must provide for the growth that is essential in order to meet the stated or
implied objectives.
• Built into it a process of constant evaluation to which the educational process is meeting the goals as
stated in terms of the end product.
Addressing the wider issues and considerations in re-engineering teacher education, Obanya (2009: 181),
observed that most discussions on teacher education tend to focus on five set of issues:
1. Policy issues (guidelines for the development and implementation of teacher education programmes.
2. Programme and curricular issues (what should go into the content and processes of teacher education).
3. Skills and competencies issues (discussions and prescriptions on the constellation of demonstrable,
practical ‘learner-help’ behaviours expected of the effective teacher).
4. Teacher education pedagogy issues (discussions and prescriptions on the most effective methods of
teacher education).
5. Teachers’ personal trait issues (the personal – and particularly ethical – requirements of the ideal
teacher.
It may not be possible to discuss the issues raised above in a single paper like this, but it is an eye
opener to the fact that we have a long way to go in the process of professionalising
teaching. Can we as a nation, boast that we have addressed the above issues, and, it is worthy of note
that without this, hardly can teaching become an esteem profession.
Before we can ensure quality in teacher education in Nigeria, certain areas need attention. First among
such is inadequate curriculum planning. Teacher education must as of necessity
be adequately planned as an integral part of a national development and must be based on manpower
assessment. We need to ask ourselves some fundamental questions.
• Who plans for teacher education in Nigeria?
• Is the teacher/student environment taken into consideration?
• Is consideration given to the changing needs of the society at large and the students in particular?
• How often is the purpose of teacher education taken into account in planning?
• Is the teacher education curriculum flexible to give room for changes and keep pace with social,
economic and technological advancement?
• Are there specialised courses towards professionalising teaching?
Teacher education planners must be sure of the type of education they want for the teachers and how
such education will lead to making teaching a profession indeed. The Teacher Education Programme should
therefore be re-planned to focus on both preparation for teaching and the acquisition of significant knowledge of
the subjection matter. Such subjects should be those which would serve the demands of this scientific and
technological age in which the country finds herself.
A one year internship for prospecting teacher as suggested by Ema (1972: 115) is also now becoming
glaringly necessary in order to determine whether teaching will be the profession of the individual or not, just as
it is done in other professions like law, medicals and engineering. In his opinion also, there must be continuous
and refresher courses in teacher education for practising teachers of all categories – headmasters, all teachers,
subject teachers, untrained teachers and inspectorate staff of Ministry of Education.
6. Towards Professionalising Teaching: Ensuring Best Practices in Teacher Education and Teaching
Quality and quantity constitute a basic issue. Does teaching have basic entry qualification? Are there specialised
content in teacher education to make a teacher have the ‘monopoly’ of knowledge? At what stage should a
person be referred to as a teacher? Is there parity of esteem with other trainees in other professions? Often,
people tend to lay much emphasis on the very large number of teachers in training, thereby affecting the quality
of education they get. The issue however, is how are they given appropriate instructions as regards their future
roles as teachers and what is the content of the curriculum?
According to UNESCO (2014: 236), Good quality education depends on giving teachers the best possible
training, not only before they start teaching but also throughout their careers. Addressing further the issue of
content in teacher education, UNESCO believes that initial teacher education;
• should prepare teachers to help students from a wide range of backgrounds and with different needs.
• should include classroom experience.
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• must promote equitable learning
• should make up for weak subject knowledge
• should place emphasis on the quality and variety of teaching methods
• should include mentoring process.
One other area needing monitoring to ensure quality in teacher education is improving the quality of
the existing teaching force primarily through extensive in-service training and to ensure that there is an incentive
system built into such a programme. As new knowledge arises there is the need for the teacher to update himself
just as he requires to availing himself to the most modern techniques of interacting with children to make them
want to learn. In the same vein, a teacher who attends education courses in order to improve his efficiency
deserves encouragement. There are institutions that will not give study leave and yet will not accept certificates
obtained by a teacher who struggled on his own, especially for promotion and placement. This attitude should
be corrected and instead kudos should be given to such teachers.
We cannot hope to develop a better curriculum and provide a more satisfying experience for our
children until the general level of admission to teacher training colleges is appreciably improved. Blakemore, et
al (1981) quoting Bernard Shaw put it that “Those who can, do, while those who can’t, teach”. Student teachers
often add another remark “Those who can’t teach, teach teachers”. Both remarks indicate the idea that teachers
and college lecturers would be unlikely to succeed in any other occupation, and that the only success they can
attain is in the world of children or students. The implication of these statements is that education of teachers and
teacher education is meant for the failures.
The Joint Admission and Matriculation Board that took over selection of students into training colleges
have helped educators to be exposed to the reality of the above statement. Most students with very good results
will go for other courses other than education in the university and will choose Polytechnic as their second
choice and college of education as their last choice. Eventually, if they are not admitted they now resort to
colleges of education as dumping ground, you may then wonder the level of enthusiasm on the part of such
students. A close watch of these events however reveals the structural weaknesses of teaching
as a profession as the source of the problem. How can one improve the quality of education given
when both students and teachers are not proud of the profession? They are ready to leave anytime they get a
better job. Even brilliant teacher educators are frustrated out of the job for lack of incentives. What is important
now is that, students with good results should be admitted into teacher’s training colleges and this should be
matched with commensurate remuneration. Unless the remuneration is attractive, students of good quality will
hardly be attracted into teaching.
Quality can be injected into teacher education through pre-service education of teachers by careful
selection and training. We are all familiar with law, medicine and engineering to mention a few, where
prospective candidates will do a year course in the professional institution set aside for qualifying purposes after
university education. This is to ensure that they are providing quality in the various fields. One may pause here
to ask whether this is not possible in teacher education. Therefore, as earlier mentioned, a prospective student
teacher should undergo at least a one year apprenticeship in teaching.
In teacher education, focus should be on helping students to learn, not on teaching the subject matter.
The development of the correct attitude to teaching should be emphasised. Such attitude involves the desire to
find out, to understand, to adopt and adapt, and to revolutionize if need be. Child study has to be done more
from direct observation of children and less from books. Students have to be trained to develop ability for
providing rich, meaningful experience for the pupils.
Teacher educators should not be like a farmer who cultivates his farm sometimes with bare hands,
sometimes with an antiquated hoe or with any other crude instrument that is available. Such a farmer cannot
expect a bumper harvest like a farmer who made use of modern mechanized tools. What we are saying is that
qualitative teacher education cannot be obtained without necessary instructional materials. Most training colleges
lack facilities for courses they are offering, various governments concerned should provide fund for purchasing
necessary teaching materials or made these materials available. This will afford student teachers to be exposed to
real situation in their courses.
The issue of rural areas should not be taken with levity. We should note that teacher education is a
kind of cycle. Teachers are the products of schools, but good teachers cannot be produced without good schools,
and good schools cannot function without good teachers. If pupils in the rural areas are neglected, with little or
no attention, these set of students, after managing to survive in the rural schools, will one day come to training
colleges especially with poor results. And when the foundation is not well laid, the chance of a building
surviving on it is very minimal. Our teachers will continue to avoid going to rural areas to teach unless they are
conscripted or attracted by salary incentives. Most western nations practice this, and it has proved its worth.
There is the need for continuous assessment of teacher education, especially the content of the
curriculum to ensure its relevance to the present needs of the individual and the society at large. The recent
introduction of population and family life education, HIV/AIDS education and, civics, is a laudable effort,
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however, other areas relating to national life should be developed and built into the curriculum such as issues
relating to politics, constitution, co-curricular activities, etc. All these will need constant revision and evaluation.
Standard libraries are important in any educational institution training professionals. Where library is
available and fully equipped with relevant texts, students are exposed to ideas that are new, useful and
challenging. They will develop the skill of independent reading. I will therefore implore the government at
various levels to play their parts very well as regards this issue. Students cannot be offering library education
without having a standard library around. In the world of Information and Communication Technology (ICT), E-Learning,
E-Library, E-Book and mobile deployment of learning resources are now the in-thing, but, how many
teachers are familiar with this like lawyers and medical doctors; who even attend to patients on-line.
A man is like a seed, full of great potentialities which can be realised, stunted or thwarted depending
upon the soil it grows in and the nurture it receives. Thus in education, there are three elements that must be
integrated: the capabilities of the learner which existed for everybody even if in different qualities and quantities;
the content of the curriculum, which corresponds to the soil; and the teacher and his teaching method, which
corresponds to nurture. A good and qualitative education is one that is organised in accordance with these three
factors.
The natural endowment is a gift from God, but the curriculum and pedagogy are within the power of
man to design. Therefore, teacher of student teachers should devote his time fashioning the right teaching
method that will make the students learn and acquire real knowledge. A teacher should change his methods often
as the situation demands. There should be precision and order in presenting learning material. The teacher should
take cognisance of the fact that whatever the subject, the most important point is the method of teaching.
7. Conclusion
The role of the teachers has evident significance. Apparently, in the words of Bua, F. T.; Olatunde, H. O. and
Amough, C. K. neither school syllabus nor method nor instructional aids will make a good school without the
quality of the teacher at the heart of it. Good curriculum, teaching method, provision of relevant instructional
materials, and provision of standard libraries, improving the admission policies as regards the qualification of
entrants in training colleges, giving incentives to both students and teachers as regards performance as in other
recognised profession, are all relevant if we want quality education for teachers.
In the opinion of Babangida (1989), Teacher education must come at the top of every list of priorities
concerned with education and training because the services of the teacher are indispensable to any nation and he,
more than any other professional, influences the lives of the nation’s youth and the nation’s future. Finally,
Babalola’s (2013) observation on teaching should be noted by the Teachers’ Registration Council; “teaching is a
vocation. It is a noble profession like Medicine and Law. It ought and should be engaged in only by those with a
special call, who want to impart knowledge to others on the sole ground that they are happy doing so and
because they think that they have a special interest or ability to do so.
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Kevin, H. (1982). Teachers and classes: A Marxist analysis. London: Routledge Kegan Paul.
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