introduction to Education BS education.pdf

' Bvigavion

., M.A Education

Prof, Dr. Pervaz Aslam Shami
Asma Khizar Misbah Iqbal
Humaira Tabassum Razia Asim
Deeba Imdad Ghulam Zainab

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AS PER SYLLABUS-OF
UNIVERSITY OF SARGODHA

„UNIVERSITY OF SARGODHA |
INTRODUCTION
TO |

EDUCATION 2

For
B.Ed. M.Ed. M.A Education.

Prof. Dr. Pervez Aslam Shami
i (Izaz-e-Fazeelat)

Chairman > ¥

Department of Education University of Sargodha ji

Asma Khizar Misbah Iqbal
Lecturer & Ph. D Scholar Lecturer & Ph. D Scholar

Humaira Tabassum © Razia Asim

M. Phil Scholar M. Phil Scholar
Deeba Imdad Ghulam Zainab
M. Phil Scholar M. Phil Scholar

ee
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Author: Prof. Dr. Pervez Aslam Shami
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44
42
43

2.0

3.0

CONTENTS

EDUCATION: AN INTRODUCTION ‚1-22
Meanings of Education
Scope and Functions of Education

Elements of Education

5 & N =

Types of Education. *
Formal Education J

Informal Education +
Non-Formal Education

FONDATIONS OF EDUCATION 23-36
1.0 Islamic Education | :
1.1 Quran Declares

1.2 Sayings of the Prophet (PBUH)
Philosophical Foundations

2.1 Relationship between philosophy and
education

2.2 Main philosophical thought

2.3” Contributions of Philosophy towards
education

Sociological Foundations

3.1 Relationship between education and
sociology

3.2 School and Society

40

20

24

30

Psychological foundations

Relationships between Education ang
Psychology i
42. Contribution of Psycholeg} in Education

41

‘AIMS OF EDUCATION ER.

1.0 * Spiritual and Moral Aims of Education e

20 Intellectual Aims of Education

30 Economie and Vocational Aims y,
Education |

Social and Cultural Aims of Education ;

CURRICULUM ang

1.1... Definitions

12. Difference between Curriculum * ang
Syllabus

Components of Curriculum 7

24 Aims and Objectives
22 Contents
22.1 Content Selection
222 Characteristics of Good Textbook
23 Teaching Methodology |
23.1 Models of Teaching

2.32 Teaching Methods
Evaluation:

(Why, What, How to'Assess)
Characteristics of Good Curriculum |

Dimensions of Education

Learning 75-79
4.0 Concept of Learning
2.0 Methods of Learning
Society, Community and Education 81-88

4.0 Society and Community
2.0 Social Functions of School

3.0 Interrelationship between Society -and
Education

3.1 Functions of Society towards Education

32 Role of Education in the Development of
Individual and Society 2

3.3. Functions of Schoo! towards Society
Guidance and Counseling
4.0 Guidance

89-97

11 Difference between Guidance & Counseling
and Education

4.2 Need of Educational Guidance

1.3 Role of Guidance in Schools

14 . Forms of Guidance

1.5. Career- Vocational Guidance
Counseling

2.1 Impartance of Counseling in Schools
22 Goals of Counseling

2,3 Methods of Counseling

Educational Planning & Management 99-44, |
40 Vision of Educational Planning |
‘2.0 Educational Management

3.0 Functions of Management Process

40 Institutional Management |
44 Scope and Importance |
42 General Tasks of a Manager

43 Key Areas of Management in School
BIBLIOGRAPHY 112-194 |

ee
troduction to Education 4

TA

EDUCATION: INTRODUCTION

Education is both world in itself and reflection of
the world. Al educationists agree that education is for a
purpose, The word “education” has been derived ftom
Pin words "Educatum and Educare" which mean “to
train” and “to bring up" respectively

The first revelation to the Prophet (SAWS) is
“Read in thé name of Allah..... Who taught the use of pen;
taught man which he knew not’. He was furier asked to
pray "My Lord, increase me in knowledge’. And in tum
He directed His followers “seek knowledge from the
eradle to the grave". Human is not complete without
education and knowledge. Human has been created to

Know and regulate his life accordingly. Thus those who
know not cannot be equal with those who know, They aro
herd of goats, deaf, dumb and blind; no belter than the
beast. Knowledge not only distinguishes

animals,

human from
but places him/her above the angels.
is better than (all the) riches (of the world).

ish wilh spending. but the knowledge
rewith. The best devotion to Allah is to seek
knowledge. The quality of education is measured by ie
comprehensiveness of the knowedge from which Ke
derives strength.

A. Edue,

Education is important for human and y

Ion

Per”
human activities in the society. It came into. exe (M.

vith the bith of human being arid it is
continuously grow as long as human tive,
becomes superior to all creations of Good hu,

ten,
ing

hum,
man yen

win |
education. It helps to change from animal tg y. ‘ith

being. Human is a part-of the society. Educati
and models a human being for the society,
thus necessary for the society,

Una,
On shay
a STAN
Every incividual has different abilities, ay
helps to promote and integrate different human bilis.
Ectucaton gives meanings to le. It develops are 3
and forms essential basi for good life. Education Makes
3 namin superior than unecucate Education i à À E
of freedom. Education has become a force Without vihich
no country can make socio-economic progress,

Esucation is the fundamental right of eve

individual. Islam makes education compulsory for ever
boy and git, The Constitution of Islamic Republic of
Pakistan (1873) also recognizes this right in the followin
words: E

“To provide
Clothing, housing,
ciizens.*

Là

basic necessities of

life such as food,
education and me:

‘dical relief to ay

Meanings of Education
Education is defined as:

Introduction to Education

Ge

d.

3
egins at birth and
ication is ‘life and all

Education is the process that b
continues throughout life. Edu
of life is education, (F. J, Bro,

wn)

(Education is a process of vin” Rough a
continuous reconstruction of experience,
Education is thus not a preparation for life but is à

life itself. {J. Dewy)

Education. means growth and

growth means
Thany-sided development. (B.F. Ski

inner))

Education means the active self-development of
the powers of individual,

interesting things worthy
thoughts,
of his ati

I. the development of

ile, the self-control of

Words and action, and the improvement
les and aims, (Edward Fitzgerald)

ltis a means whereby an individual is shaped to ft
in the social order and to develop restraints in
accordance with cultural patterns of his times. (J.
5, Roucek)

Education is a social process by which we may
aitain social competence and optimum individual
developmen

. V. Good)

Education is a process to prepare the individual for
this word as well as the everlasting world
emphasizing both. materialistic and spiritual
development of human beings leading to service
of people and the God. Education should enable a
Child 16 distinguish botween the true-and the false,
{he good and:the bad, the right conduct and the
evil doings. (Imam Ghazali)

bs A ea E

A DE ce
Education is a means to transmit knowledge introduction to Education

culture to next generation, to impart intel
and moral training and to bring happiness irae
life of mankind. (Ibne Khaldon) e

k Education involves organized | (planneg
sequence) and sustained (having duration “any
continuity) communication (verbal and nonvesbey
designed to bring about learning (change in
behavior, knowledge and skills). UNESCO

One can say that education is a process as well as
a product. It is a lifelong process. It continues from cradle
to grave. Education brings a change in behavior. it
expands human knowledge and. experience and thus
produces change in one's behaviour, which involve
thinking, feeling and action. Education is not only
concemed with intellectual development but also aims at
harmonious development of the. individual including
physical, mental. social religious and moral aspects.

2. Scope and Functions of Education

The views of different thinkers about furictions of
education are:

& "The central task of education is to implant a will
and facility for learning; it should praduce not
learned but learning people. The truly human
society is a na society, where grandparents,

parents, and Ehildıcn are students tog (Eric
Hoffer) :
b.* “No one has yet realized the wealth of sympathy,

the kindness and generosity hidden in the. sou! 7
a child. The effort of every true education shoul
bé to unlock that treasure.” (Emma Goldman)

5

© "The only purpose of education is to teach a
student how to live his.life by developing his mind
and equipping him to deal with reality. The training
he needs is theoretical, i.e., conceptual. He has to
be taught to think, to understand, to integrate, to
prove. He has to be taught the essentials of the
knowledge discovered, in the past.and he has to
be equipped to acquire further knowledge by-his
own effort." (Ayn Rand)

The education serves to conserve oulture, transmit
hetitage generation after generation and bring changes in
the society through reformation. Major functions of
«education are as under:

2.1. CONSERVATION:

(Every _generatior s culture of the- past
generalions) Society has rich heritage of values,
traditions, "knowledge, thoughts, achievements, wisdom
and action evolved. These aspects of culture cannot be
passed ori to young generation until and unless they are
protected, Thus it is important to conserve the values and
cultural -heritage. (Essential, knowledge, traditions and

values are protected from being lost, wasted or destroyed
by educ:

(Consemation of the religion, morals and way of
secial life are important function of education) Every
has a i heritage ‘à ons.
manners, religion and customs. These are part of the
total culture of-a generation, This cultural heritage is to
be conserved and protected for the future generations.

-ducation fulfills this important responsibility.) The

education serves as a means for conservation of
culture.

5 B.Ed. MEd. MA Educa,
22, TRANSMMISSION:. _, Ba
élue transmits one herein Le omy.

Ash TE transmission of cultural heritage in the soc

VeleeSveS it a continuity generation after generation. 1 à 1°

wr» asis function of education for the survival ofthe sown

aud OF 2 nation, Education offers leaming experience any

feghepPPortunities for the young generation to know tho
‘cultural heritage ‘including knowledge, achieverients,
values and traditions. Education becomes dynamic oros
when it enhances the conserved culture,

o, 23. (REFORMATION:

f Education is a process of.
reconstruction and reorganization} Unnecessary änd
ratural elements of the cultural heritage are eliminated
med. Thus education helps to plan future in Such
a way. that we achigve maximum benefits and avert
undesirable effects. Education provides direction to the
individual and society. eae

Education is an instrument of social change. It not
only protects the culture but also performs the function of
reformation and progressivism. By disseminating new
knowledge education stimulates and brings desirable
change in the society. Development of advanced
countries is the resull of their advanced. system of
education. The backwardness in science and technology
can be overcome through a modernized system of
education. #

3. — Elements of Education

There-are four basic. elements of education-
School, teacher, student and teaching material along with
milieu, académic environment and cultural setting .n
which il operates.

re a

Introduction to Education 7
34. SCHOOL

Come central job of school is to maximize the capacity of
each student)" (Carol Ann Tomlinson)

School is the most influential institution and is a
seal of learning. The important function of school is to
provide relevant and purposeful education in order to
facilitate all-round development of student. School is an
organized set up and students have to spend ‘a
prescribed number of years to achieve a specific
certificate. School contributes towards national identity as.
they develop intellectual talents. Schools are mirror of the
country.

School ideally represents an institution in the
surrounding cultire that is above the level of the
community for truth, honesty and fair dealing, They strive
to raise the standards of life and values of people. School
helos to “enlighten public opinion about positive and
negative aspects of national and international
Understanding, integration and harmony. A school
program therefore, offers such knowledge, behaviours
and skills that enable the children to understand them as
well as their national and global roles in the world.

School is the ‘fountainhead of all the social
institutions. School maintains the continuity of social life
by transferring down traditions, experiences, customs
and values of the society from one generation to the
quer. School helps in preserving cultural heritage

choo! offers moral and character education that
influence personality of an individual. It promotes social
¿cioney through curticular and co-curricular activities
choo! helps in socialization of individual by developing

g EL EMA. Education
awareness of democratic values and cultivates balanceg

sense of rights and responsibilities.

«Traditions of “the school also influence the
development of individual and learning process, School
encourages the students to follow the traditions of the
School. To sum up the function of the school is to help in
physical, intellectual, emotional, social, aesthetic, moral,
spiritual and vocational development of the student

3.2. TEACHER: à

he quality of education depends on the quality of
teacher, Teacher plays a key role in the teaching and
leaming process A good teacher has a command on the
subject, knowledge of the curriculum- objectives,
contents, teaching methods and assessment procedures;
commitment to his/her profession and ability to use
facilites

‚(Teaching ‘process includes ; three - major
compoñents- teacher, student and curriculuni. Of these,
three the teacher sets the teaching leamiñg-process in
motion. The effectiveness of teaching-leaming process
depends on the quality of teacher such as academic
background, professional efficiency, . personality,
character, understanding of students, social traits and |
leadership quality. The biggest virtue of a teacher is lo |
admit his or her weakness in front of students. If he or |
she does not know, he or she has to admit and say lets |
find it out together. |

‚A good teacher usually expects an appropriate
level of performance from the students! The teacher acts
in accordance with the expectations and work hard. The
students in tum recognize these expectations. This
recognition influences the student. in shaping self

introduction to Education À
Grection and. level of motivation. When, this. pattern
persists over a time, students tend to respond in the
Firestion of teachers expectations. Following are, the
major roles of a teacher:

4 Teaching is a prime role of the teacher,

2” Teacher is a planner of teaching.
3,” Teacher is an organizer as he organizes a number
ofthings

4. Teacher is a supervisor as he supervises..a
number of tasks and activiti

Teacher is a guide.

Teacher is a facilitator.
Teacher is a communicator.

8. Teacher interacts with students.

9. Teacher is evaluator as he = points out the
weaknesses and good points of the students.

10. Teacher maintains good relationship with
students, parents, administration of school and
people at large.

The role of teacher has changed. Teaching has
become student centered instead of teacher centered.
Teacher is a communicator, facilitator and interactive
(question-answer). Moreover his responsibilty includes
diagnosing leámers needs, motivating and encouraging,
and checking the knowledge, behaviours and. skills
acquired by the students.

The professional development of teacher does not
stop with the achievement of teaching certificate or

10 B.Ed. M.Ed. MA, Education

degree. It requires continuous learning that is cessent
respond positively. to the changes in curriculum,
understanding of children developmental stages and they
needs and environmental conditions. Teacher is ala
greatly influenced by the traditions and vision of schoo,
and the community, which it is serving.

3.3. STUDENT x

{Student is a center of intorost in education:
Keeping in view the place of learner in the school the
education adapts itself to learner. It allows freedom to
student to follow their aspirations, Student . can follow
profession he/she wants to adopt,

Who is a student? Student is an active identity
having objective thinking. He/she has curiosity to know
about things. He/she does not discriminate between
education and life, He/she is always prepared to solve
challenging problems. He develops scientific thinking,
Instead of memorizing he prefers understanding, He/she
gains knowledge from every experience. He/she always
longs to know more. Change, innovation and personal
concentration are ways of life. Every student has his or
her own identity, which. is nurtured in school. Ina
democratic environment of school child is obliged to
cooperate and restrain from unhealthy and undesired
practices.

Students are neither lumps of clay nor adults. He
or she behaves in a typical way. À student can not be
expected to be ‘having like an adult! Experience of
childhood stage do have a profound influence on their
later lives. Now it is a well-established fact that a child
goes through several development stages. At every
stage children have different thinking style. His or her

PE introduction to Education 41

Inte
biological. psychological and social needs are of great
significance, which are addressed in education.
Curriculum planners design curriculum, teachers are
rained and teaching learning process is shaped to meet
the requirements of the child at every development stage
through educalion.

3.4 CONTENT!
MATERIAL

Content of a subject is an important component of
education. The content specifies teaching leaming
material that constitules à body of knowledge, skills and
behaviour such as attitudes and values. It is ‚usually
presented in book form. Textbooks designed by following,
a syllabus or course outline in accordance with the set
aims and objectives. The content of a book is organized
by age level, class and by discipline. The content i an
object of a specific process “called learning and offers
learning experience to the students. Pupil workbook and
teachers’ guide are also part of teaching leaming
material. Textbook is designed by sampling some topi
of related subject. It contains educational, experiences
that are likely to attain set objectives of the subject.

TEACHING LEARNING

The relevance of content is described in terms of
its relationship--on the one hand, by the scope of whole
‘contents and social values and on the other, by the
needs, interests and intellectual and physical abilties of
the leamers. The relevance of contents is determined
on the basis of following factors:

1, Linkage with the world of work.

2. : Response to scientific and technological progress

of the country. >

ve
ita

B.Ed. M.Ed. MA, Edy

Pati
3.“ Harmony with culture, art and the apio
people. N“

4. Response to the requirements of

modem y
and to the local and national needs, yo

5. . Alignment of contents with the

intelleetuai
physical needs and abilties of lear qu

ers,
6. "Balanced organization for teaching

leami
process, “|
7. Coherence of content,

©... Capability in stimulating the efforts and sustaining

the interest and pleasure of lsamer,
9. . Forward-looking and democratic.

70. Orientation towards achievement of a common
quality of life.
Mens eviten in
spe wl St a
Milieu is defined as physical and social selling in
which something occurs. In education it relates to
hardware such as textbooks and the system in which it |
operates, |

Pr

he_school_mileu: erisures_peoper_ematons,
social, academic and character development of the child
thraugh_a_systeni) Tho textbooks ensure child learning
what he or she feeds to know in each grade. The school |
has a system that helps in smooth transition of student ta. |
next class. The system helps to solve ‘academic and’ |
behavioural problems of the students. There is a |
mechanism in the school-for general control and
discipline. Teachers use appropriate teaching methods

for teaching acedemi

no
'e given professional human touch
rs. By working together they

less surroundings,

d teachers that

to play
time in
ays a
academic cufture
work. Intelectual

spend more

'egative social activities.
serious trouble by these students. We

lt is a common observation that students are *
Figected to give one right answer in our examinations.
This practice encourages memorization of standard.
answers. This teaching method crushes the creative
abiities of the Children. Such system in the mieu
Siscourages leaming and creative abilities.

Educational mifeu of the institution offers different
Programs. For example, up to elementary level al

14
Students follow one Cu

au especie ol lec and

dents takes plac
ip pes sca dans, Technical, ee,
Trent grosos. Wale orgnizing mieu to Sut ahi
Si aspects of society and modem world are o
consideration

assumed a very

The ons - of family and
fallen on the school. It means that
pow the school has lo perform responsibilities of family
‘and community in addition to educational functions. The
Senool has to provide total education that includes
education for knowledge, skills and benaviour, for culture,
for sense of belonging, orientation with religious
teachings and modern world.’ So the miliou is required to
____ have all components to facililate important functions of
Y) the education

3.6. ENVIRONMENT

4
(The environment of a schcol has direct link with
the quality of school and quality o* education

In recent
comprehensive : role.
community have also

VA healthy school environment has clearly defined
goals) They give direction and purpose lo entire school
activities. Head teacher, students and teachers recognize
their responsibilities in achieving those goals. Teachers

„help students to maximize their achievement. Parents are
encouraged to play active role. Parents are involved: in
various school activities to have better environment.

(Quality of, school teachers, head "teacher,
administration, physical facilities such as laboratories,
libraries, classrooms, level of expectations from students,
(Espec! of teachers, teaching methods) etc. all combine

‚Ed. M.Ed, MA. Education PY

introduction to Education

10 faim an environment. School env meni includes the
attitudes and behaviours ‚of all the individuals in the
school. Positive environment in schools help to impart
effective education that leads to the higher achievement
among the leamers. The environment where educational
process operates gives it a special character. The
environment of an institution varies from school to schol.

(The head teacher of the school plays an important
role in Eréaling environment yhat contributes to effective
education The head teacher tends to place great
emphasis on improving the performance of the students
and wishes to see maximum number.of high achievers
from his school. He/she is a professional leader in the
environment. He/she regularly abserves the instructional
behavior of the teachers as. well as pattems of
achievement of the students. He/she takes decision as
and when required: In such environment head teachier
enjoys the high degree af credibility of students, teachers
and parents.

15

Gin school environment teachers believe that
academic activities are most suitable for better learning?
The respect of a teacher also influences the environment,
Such teachers sincerely work for the well being of their
students by utilizing different teaching methods and
supporting aids arid materials.

In education both curricular and co-curricular
activities occupy a vital place. They arc complementary,
to each other and both help to. develop human
personality. Co-curricular activities supplement curricular
Work and thus have great educational importance.
Effective environment encourages co-curricular activities.
The co-curricular activities like sports and games ara
useful in physical development. In some activities ke *

46 B.Ed. M.Ed. MA. Education

Gestes drama, sodas work, fairs eto, students work
together that contibute towards social, moral ang
emotional development They enrich and widen
knowledge of the student. Cultural activities
socal and religious & notions help to preserve,
and develop cultural heritage. These activites er
students to make proper use of their leisure time as well

CULTURE (x

Culture is described as way of fife, custon
beliefs acquired knowedge and values. These are man.
made characteristics of the environment. Culture i
to have origin in the pattem of human behavior an
activiles. It grows, through accumulation of socal
experience, it is communicated through imitation a
teaching. It results in a type of individuals nav
interelaled befeves and practices. Education not only
helps to develop culture, itis also a means to transfer the
pattems of behaviors to next generation.

3

said

Human beings while searching for truth and ihe
good way of life create culture. Culture preserves the
products and achievements of human society. It includes
all the customs, values and institutions that have been
produced by present and past generations. The individual
acquires knowledge that describes the social framework
within which he or she lives. Educational activities are.
Programmed in the classroom so that the students

ct with vawes and concepts representing culture.
Education imparts such leaming that promotes
Participation in Society. -

Traditions and values influence teachi i
ing learning

Process. The child brought up in a fiberal culture and

tion have a fibéral mind. The children brought up in

“the culture, school can pass this cul

Introduction to Education

17
narrow way of life and culture has nanow y
ou thou
narrow ideas. Traitions and values are una 270
that child has to follow. le

The culture Is developing an ;
changes and nev thoughts. To funciona eet
to transmit culture from one gerieration to another For
example lo keep pace with the influence of science and
technology on culture, educatio

m has to offer relevant
programs. If numeracy and iteracy are important part of

lure to young
idy.

The education system is a means of transmitting
culture. Education imparts a way of life that meets the
needs and demands of the society. The education can
bring change in the culture and combat the influences on
the culture. Students are introduced the way of life
through curriculum which is accepted in the society.
Teacher interprets the ideas of the time and high lights
the traditions and values of the society. Teachers have
more direct influence on children of younger age than. in
higher classes. Children continue to grow by constantly
learning new pattems of behaviors. Education in this way
attempts to. transmit cultural values as desired by the
society.

generation by offering related areas of stu

4. TYPES OF EDUCATION

The 'educatión is ‘an effort to change human
behavior. Besides planned effort in a desired direction as
in schools and collages, human beings also leam from
day to day experience and from other sources such as
family, newspapers, T.V. radio, other people ete.
Keeping in view the various situations of learning there.

BEd, MEd. MA, Education

, -

introduction to Education is

18

j and Non.
ars ee forms of education - Formal, Informal =
formal:

(a) Formal E

®
©
FORMAL EDUCATION

ducation is a plant
secondary and university education) The planned
education being offered by ‘schools aiid colleges is called
formal education. It has planned curriculum with specified
period and for the specific age group. It is highly
institutionalized, graded and vertically linked in ‘schooling

structure

} (he central_or school authorities determine the
contenis of the formal education} It is compulsory for the
stusems To Zssimilate the prescribed contents and their
performance is systematically evaluated: These contents
représent an organized leaming: experience/material
having set aims of education. Teaching and learning in'
school is systematic and coherent. Teachers conduct
teaching on the basis of educational level and school
timetable. Examinations determine achievements. of
students.

Non-form #7
Informal

44.
med program of learning

Following are the highlights of the. formal
education:

Planned with a particular purpose.
Limited to a specific period af time *

Y
Well-defined and systematic curriculum,

Imparted by spocialized qualified teachers.

4.

Includes activities outside the classroom.

Observe strict discipline,

There are two types of formal education:

i. General Education

Education that caters the common needs of évery
individual is called general education. It is the education
that every man should have in a sociely. In Pakistan
elementary education (grade. III) is a "general
education to meet the needs of all. It offers knowledge
and skills that is useful for every individual such as
language for communication, basics of Science, Social
Studies, Islamiat, Mathematics and English.
ji. Professional or Specific Education
Education that is undertaken for a purpose is
called: specific. education. Different people perform
| different functions. The specific education prepares them
for these special functions such as doctor, engineer,
} teacher, accountant etc.

4.2. INFORMAL EDUCATION 5

(informal education Is nat preplanned as formal. It
is mote situational or incidental. It is without a set system)
It takes place outside the formal instiutian and has
preset learning sequence. Informal education is a lfelong
process by means of which individual acquires
knowledge and skills. The leaming takes place through
| day-to-day experience, influence of others and ‘other

resources in the environment such as family, relatives,
friends, elders. Interaction within situations and
people leads to learning and knowledge. Media is also a

B.Ed, M.Ed. MA. Education

> al

introduction to Education

20
of in
large and effective source of
includes newspapers, magazines, radio, ame
€ e family, media, facts ang
y jon within the à
infe ah de re cat forms the contents of informal
pe pei e ¿Such information is uneven in size and quality
a the ay is intespreted. lts moral and social impacts
pens upon the cultural and intellectual level of each
individual

formal education, which
TN. eto.

“me highlights of informal education are:
~~ Incidental and spontaneous.
Not pre-planned.
+ Notimparted by any specialized agency.
+ No presciibed timetable and curriculum.

May be negative also.
NON-FORMAL EDUCATION

(Nonformal education takes place outside the”
formal system. It is graded and structured like formal

43.

formal education usually complements formal education.
It helps to faciltate those who do not get opportunity to
continue formal education ‘or dropout! It also enables
them to rejoin the main stream of further education. Non:
formal education is flexible and its duration ranges from

short courses for enrichment to long courses leading to
degree.

Gre job market requirements change with. the
Passage of time and non-formal education is the best

means to update their knowledge and facili ir
een ige and facilitate their

21
contents of non-formal education are in the
nal activities. The contents, methods and
uration of these activities are decided in accordance
person. The role of teacher changes

hing activities. Nonformal education
formal activities and are’ more

hightights of Nonformal education are ás

utside of realm of formal education.
Conscious and delberate.

Organized for homogeneous groups.
‘Serves the needs of identified groups.
Oi

education is a nor-fomal type of

education. It offers opportunity to those excluded from
the

ducation system or cannot reenter into the formal

ÿpes of professionals. and “workers with new
qualifications. These work places require new skills and
knowledge. In this. respect distance education system
Provides broader access to further education. It also
offers access to resources that can be individualized
such as computerized or taped data, radio, television:

ecerespot ete,

MEd. M.A. Education introduction to Education
B.Ed. M.Ed. MA. El

i 2
A. Define education in your own words?

2

2. Discuss various perspectives of definitions of
“o education which educationists have

porceived?

Eáplain ácope and meanings of education?

Discuss various elements of education in
‚latlon to their importance in education?

ication is not an independent discipline. It has
/ Describe different types of education? no contents of its own. It derives both its content and.
methods from other disciplines: The main disciplines are
Islamic teaching, Philosophy, Sociolagy and Psychology.

he foundations of education help to organize a
body of knowledge These foundations provide ground to
develop and tó shape the educational programs for the
schools. The educational programs are shaped on the
bases of. understanding of past and. present
characteristics of education as well as new social
realities, For planning and designing a curriculur Islamic
teaching and philosophy provide direction, values and
traditions; sociology (needs of the society) helps to
determina content; and psychology guides to methods of
teaching. Following are the major foundations , of
education:

4. ISLAMIC FOUNDATIONS

a
‘Education in Islam is primarily a tool for constructing a
God oriented society and shaping the way of life? Ie forms
the spiritualist world out look of the students. This fs what
the Quran means when it says:

on 2 Introduction to Education

is authent

he immense int

“The leamed men are the heirs of the Prophets.”

‘One leamed man is better than thousand ignorant
worshippers.” u

25

“The ink of scholar is more precious than the blood

of the martyr.
-Of all the labour for w
is the most deserving,

Educate your sons; they must ive
different from you.)

‘one may take revrard,

teaching

in a time

Man is learned as long as he se
he thinks he has acquired all know
ignorant.”

ks knowedg
ge he becomes

‘Everything in heavens and earth pray à
men be forgiven.)

armed
The death of a tribe is a lesser tragedy than that
of a leamed man.”

‘Whoever follows the road of ss
God will show him the road to Parad

The Quran and Islamic teachings is the road to the
spiritual and moral development of individual. Education
prepares an individual to distinguish between good and
evil and right and wrong. Islamic foundations provide
guidelines for balanced and integrated education. So that
education can develop the whole man by focusing moral
and spiritual growth as well as physical, emotional and
intellectual growth. To achieve these goals education
offers experience for exposing individual to the
knowledge and skills of what is good for human and
Useful in managing the affairs of life. The acquired
knowledge is integrated with the revealed knowledge and
harmonization of what is useful. These foundations lead
to ensure proper and balanced moral, spiritual, physical,
emotional and intellectual development of the individual.

26

B.Ed, M.Ed. M.A. Education 2

Fqucalional ams in Islam do not arise out of an
ongoing experience. Since they are natural laws, they arg
Fras and thus form perfect educational deals. Those
tres and perfec aime perform three normative functions,
First they “give direction” to the educative process ang
so determine the role ofthe teacher in achieving them,
Secondly, they “motivatc" the leamer to accomplich
thom Third, they provide the educator vith “criteria for
‘evaluating the education process.

Natural laws as roferred in the Quran are source
of knowledge for humarrboing that does not change. The
study of nature, of the heaven and the earth, is
eniightening forthe men of understanding. The alteration
of day and might enables them to measure serial time,
They can know the ways of God and the laws of nature
by observing all things of varying colours, mountains,
ivers, fields of corn, gardens of olives, dale palms,
grapes and fruit of all kinds, Though all plants are
watered with same water, yet vary in quality. The study of
birds poised-under the sky makes us think how they are
so hold up. Observing the clouds one wonders how they
are made. God invites to conquer all that is in the
heavens and the earth: night and day, and the sun, the
moon, and.the stars. Knowledge of the extraordinary
world that the senses yield is nat an illusion, but a
blessing for which wo must be thankful. This type of
Islamic teachings farms the faundations of education.

2. PHILOSOPHICAL FOUNDATIONS.

What is philosophy? Philosophy is a science of
meaning, reasoning, purpose and value of life, It is a set
of believes or attitudes towards the Iife that guides
individual behaviour in life. It deals with the ‘study of
Nature and meanings of universe and of human life. It

introduction to Education 2
ticular
igo refers to a particular system of belt,
ale search for knowledge about le and univece ee

(Education aims to promote à set of bel
ideas, values, customs and nomme, These are fun
py the philosophy)

Enilosophy provides. ases-tora code. o 118)

the st

leves,
mished

Religion has been the most ciyiizing force in the history
SF mankind. Without faith and believes Ito become

miserable and insecure, Ross, a famous educatonist,
Says that "education must have religious foundations fit
has to guide us out of present ils and dissatisfaction of
lite’

ideology is derived from ideals based upon
equality, brotherhood and justice. Education has to
preserve ideals?

¿Every society has specific values; customs. and
norms, Adherence: to these by each individual is an
essential in the. healthy pfogress of the society.
Education is the architect of social ‘rights, social
goodness and social beauty.

Every school program reflects specific philosophy.
Our school programs at elementary stage emphasize
development of general skills as opposed to mastery in
particular discipline. This reflects a specific philosophic
orientation. This position shows the view that leamer
need a broad base education at early stage to fulfil the
required needs of the future.

2.1. RELATIONSHIP BETWEEN: PHILOSOHPY.
AND EDUCATION

Philosophy is a set of values tha
decision-making conoeming education

s that act as a guide in
Guide Ines

28 B.Ed. M.Ed. M.A, Education ¥~ troduction to Education

AN

based on philosophy help to determine the purposes of
subject matter, the extent to which changes in the society
ill be addressed and the extend school should promote
social change. Philosophies view that all cultural groups
should improve, make progress and advance. In order to
achieve this, it is advocated’ that in education there
Should be a desire to explore, lo experiment, lo
investigate, to advance learning and to improve living
conditions,

The world is experiencing explosion of knowledge,
Frontiers of knowledge are being pushed day by. day.
The advancement of science and technology has
produced a great impact on the society and education.
To meet the needs of students in an evolving society
requires a continuous redesigning ‘and seshaping pf
education. Education selects best leaming experience
from society the and even drop the rejected ones. Thus
the society is shaped by the education and education js
shaped by the society.

2.2 MAIN PHILOSOPHICAL THOUGHTS

Different philosophers have presented different
Philosophical thoughts that are as under: +

1. IDEALISM: Idealists believe that all visible things

in This World reflect images such as goodness,
justice and beauty are reallties, Idea is a sort of an
ideal. They advocate that the best way to reform
the society is to teach. virtue-based knowledge
Instead of pure religion.

2. REALISM: Realists believe that the world has real

things. Realism is based on the basic reality of the
visible world. Each thing has its own nature, which
determines what it is and what it is to become.

7;

From this point of view les 29
acquainted with the facts of ie mos, NOCH 10 be

‘the world,
NATURALISM: Naturalists believe tat nu
the Best teacher, all 9004 came tram tee
The children must be given opera ae:
their natural interest, age and impulses chats
must be permited to develop asco tee
own nature and natural processes ie

PRAGMATISM: Pragmatits belive that
educalion is not only an ‘intellectual por bus
aiso related to human lía and exstenen, Tas
knowledge must be'utiized for achieving the ents
of fe. Therefore, they emphasize the value
subject matter as a means to the leamer’s end, an
instrument ‘to be employed for the individual for
useful purposes.

ESSENTIALISM: Essentialists believe that all
children should be taught all those essential things
that an adult needs to know to become a useful
member of the society. These essential things
may change from time to time.

PROGRESSIVISM: The Progressive group
believes in freedom and “exibility according to the
needs and interests of every child. Students
should be offered leaming experiences, what is
important to them to shape their individually
Progressivism is a child-centered movement.

RECONSTRUCTIONISM: It is a futuristic,
movement. They believe -that bringing greater
changes in the education system can efi be
problems of the society. The school show
prepare students to reconstruct their society

30

B.Ed. M.Ed. MA. Education

23

according to the changes in the environment ang
Iie to adjust in the emerging conditions. There ig
an emphasis on practical approaches and active
teaming

CONTRIBUTION OF
TOWARDS EDUCATION

From various’ philosophies,. guidelines for
educalion are derived. Each philosophy suggests
objectives that need to be adjusted in education
and curriculum. Some such implications are as
under:

PHILOSOPHY

Teaching them to the new generation should
preserve values, customs and knowledge acquired
in the past.

Iniellectual abilities neod to be catered alongside
the utlitarien knowledge by including relevant
subject matter: It will help students to learn about

reasoning, problem solving, analyzing, inquiry and
mental skill.

Students must leam how to accept and adapt
changes as they occur.

Students require techniques and skills In

experimentation so that knowledge. can be
advanced.

‘Schools should be the leader in directing change.

Education should facilitate

: all students’ to ‘their
highest potentialities, y

introduction to Education

4 SOCIOLOGICAL FOUNDA non
7. SOGIOLOGICAL FOUNDATIONS a

Sociology is the science of oo ya
as product. Sociology is related ig ond les
development of the society and sou Eure and
Education iS expected lo produce sou zen
equaliy, justice and. harmony in he sor et
provides guidance to sclect knowledge” sa "9
ptttudes for educating people. Educational quee
derived from the society, in which educar en

re onal
operates. All educational aims are society based. "7"

Sociology is the science of society and Education
is the betterment of the society. Thus kath depend on
each other. Education is the best means of social contol,
social change and social progress. u

The needs of the society can be cultural, social

and physical. These needs are vital to the welfare of
common man. In a democracy individual welfare is à
paramount concem. Good citizenship has always bein
the need of the society. A nation cannot make progress
without an educated citizenry. Societies have become so
advanced that they can only function properly through
highly trained and.skilled people. Science and techinology
have emerged as a force. All societies not only wish to
preserve their culture, way of life and forces but also
seek to impfove upon for the better. À society cannot
make progress and prosper until and unless all citizens
have good education. The accomplishment of these
needs requires the mastery of certain knowledge and
skills,

The sociological implication is that ie eng
must be planned for the future and the presi in
must be taught to live in the word today wile P

g B.Ed. MEd. M.A. Education

‘tomorow. They should be able to accept reales of

the life as well as bé able to adjust to the changes in the

times to come.
The sociological foundations provide guidelines to
in the areas of concern such as

shape education
Education should derive ts goals from the needs
of the sociely.
Education should be designed on the basis of
idenified needs and schools should play their role lo
achieve them.

Educational experience should be selected
accordingly and educational facilities must be available
and appropriate methods must be derived to achieve
purposes.

Social growth of a child is a very significant
process. The social efficiency of the child affects his/hor
entire life. Helshe lives in a changing world anid
education should enable Himiher to meet the challenges
of the dynamic world,

3.1. Relationship of Education and Sociology

Society expects teacher to do all- a mission
impossible. Teacher succeeds by showing commitment
10 students, to exhisil ideal behavior and hard work,

cacher possesses ap knowledge and ai
when conditions demand. Teachers aro expected to care
studen‘s they servo and have passion for teaching and
earning, Sociely looks for more in teacher than the ability
to transmit knowledge and to teach skills to students. Ho

is expected fo demonstrate to bi
hardworking and virtuous. ei

introduction to Education

There are many social issues y

suet a5 educan ol al students, pai
Sefonal goals, standards of King, aor eon
roplems etc. Even though there ae dire pan 8
dress these problems but people expect aurais y
do all. Society expects that missing should bg Inu in
Education and what has already been included snc ge
modified. Moreover what should be medium fini
and what subjects should be emphasized in scho,
makes a challenging task for the education's,

3.2. School and Society

There is a close relationship between the society
and school. Society is a group of people and school is an
institution set by the society to meet the needs. All
philosophers emphasize intellect and consier educaton
ás the means to develop human inteligence. The,
development and progress of the society depend on
human intelligence. The existence of human beings also
depends on their ability of adaptation. The education
enables individuals to adant to their socal environment.

The progress of the society depends on proper
education of young generations. The values and ideals of
the society are imparted to children for existence of the
society. ‘Thus the role of the society in establishment of
schools is obviously important.
sues that affect the schoo! are:

Socio-econamie problems
Education of all individuals
Public expectations

National goals of education

ti ” pduction to Education
34 B.Ed. M.Ed. MA. Education > production to Pr

Poverty
Health and safety issues
4. PSYCHOLOGICAL FOUNDATIONS

Psychology is a science of both mind and
behaviour. It refers to thinking or behaviour in a particular
way. It has body of information and theories that provide
guidance about now learning takes place and what
methods and techniques: should be used for imparting
knowledge. skills, values, ideals and believes. To
educate people education must be based on the
psychological principles.

Modem education aims at the overall development
of the learner's personality. It emphasizes not only the
intellectual aspects but is also concerned about the
hamonious development including physical, mental,
social, religious and moral aspects of the individual
learner.

4.1. Relationship between EDUCATION and
PSYCHOLOGY

Psychology is the study of human-behavior and
therefore. has much to offer in understanding of
education, problems relating to the learner, the
processes of learning and the conditions of leaming.
Education has turned to psychology for knowledge about
learning and teaching. It provides guidelines for teachers
as well as for curriculum planners and helps to create
more efficient learning environment.

Education is intended for the leamer and. learner
has specific needs, interests and developmental paltems.
The education having desired value system drawn from
Philosophical foundations and knowledge and ‘skills

the needs of the society will not be oper
Pe is because these have been Jamie a
Ne knowledge about the leamer. The peyehoenec
e dations highlight the characters of the temgo
HU sir implications for educaton Educational
an eriences thus focus awareness of self, Opportunities
of exploration and activities of academic, vocational and
social nature,

Contribution of Educational Psychology in
Education

The learner is a dynamic individual who creates a
world of his own through learning. Leaining is a growth
“and growth is a change. Psychology lends support to
understand learner, leaming and teaming process. it
guides how to communicate (teaching methods) with
leamer. It reflects that learning: is not confined to
memorization but memory does play a'part in leaming,
Learning modifies old responses and helps to aoquire
new ones.

Educational psychology’ develops awareness of
leaming process. Learning takes place through
interaction with the environment. Thus it becomes vital to
offer learning experience with aclviies that permit
leamer to act and react,

sed

42.

Psychological knowledge helps to find oùt ways-to
offer Isaming. experience. For example, information of
Psychology reflects on the capacity of the learner to
learn. It points out that the capacity of learner can be
increased by proper experience. It implies that education
should offer learning experience in such a way pe
Should be appropriate to the mental level and grade 0
the leamer.

a

B.Ed. M.Ed. M.A. Education

ns

1. What is the role of educational foundations in
. education?

2 Describe Islamic Foundations of education?
(3 Discuss philosophical — foundations ot
$ educations?” E
@ Explain sociological foundations of education?

5. Doscribe. psychological foundations of

education?

—

E
A

intro!

Al

MS OF EDUCATION *
—— —

“The aim of education should be to teach us how
to think, rather than what to think ahd how to improve our
minds, so as to enable us: to think for ourselves, than to
load the memory, with the thoughts of other men.
{Bill Beattie)

Any activity without a purpose is useless. Similarly
education without a purpose is meaningloss, This means
that education without clearly defined aims is bound to
fail. Thus education must have aims to reach a specified
destination and for. making it a purposeful activity. The
education aims -al the growth of both individual and
society. .

Aims give direction to activity of education. The
aims define purposes that help in taking necessary
actions to achieve them. They guide in curriculum
planning and development, teaching leaming process,
training ets, management and administration.
Aims help to assess the outcomes of the process of
education. Education is a process and aims give
Continuity and significance to education.

.. Aims are generally classified into four groups,
Spiritual and Moral aims of education, Intellectual aims of

te

38 B.Ed. M.Ed. MA. Education

education, Economie, and Vocational aims of education
and Socio-cultural aims of education. pl

4. Spiritual and Moral Aims of Education

The fountain of knowledge is what is good forthe
individual and what is useful for the society. Leaming ig
considered essential for both man and woman. The
major aim of education in Islamic perspective is: tj
prepare individual for worship to fulfil his or her obligation
towards God, community and his own self in the bes;
possible way.

The spiritual aspects of education include religious
teachings and values. Moral aspects of education include
principles of gocd behavior. Moral and spiritual
development is seen as a major aim of education.
Curriculum is designed to impart spiritual and moral
education. The general aims of spiritual education are as
under:

1. To contribute towards religious values and moral
standards of students

2. To develop awareness of religious values.

3. To give students an opportunity to examine basic
principles of Islam.

4. To introduce students to other faiths in order lo
encourage tolerance and understanding.

To encourage students to reflect on their way of
life and the way of lite of others in the world today.

To develop informed: and responsible decision
making in students,

7. , To develop self-respect and promote sense, of
justice and peace.

nS So

troduction to Education

: 39
intellectual Aims of Education

ni

“The one real object of education is o leave a man
1, ine condition of continaly asking ques
(Bishop Crelghton)

Every one associates ihtellectual development of
jeamer with education. One of the important aims of
education is to promote intellectual growth of the learner,

lo one argues against the view that education has

responsibilities to develop intellectual abilities -of the
feamer. It is said that if education is righty understood, i
will be understood as the cultivator of the intellect.
Education helps to develop thinking abilies of the
Ieamer. Education offers program -for promoting
intellectual abilities and competencies.

Socrates, a Greek philosopher, says "One who
had true knowledge could not be other than virtuous,” So,
‘education knowledge as its important aim.

Sometimes it is said that knowledge is misused. It
is true to some'extent. But in that case, the fault does not
lie in. having knowledge as an aim of education. In fact,
knowledge has helped man to overcome the forces of
nature and thus satisfy human wants.

The examples of Intellectual Aims are as under.

A Mastery of basic skills and. fundamental

processes

ba Learn to read, write, and handle basic arithmetical
operations

* Lean to. acquire ideas through. reading ‚and
listening,

M.A. Educatio, 9%, duction to Education
Pe intro!

40
o i s thro ww | 4
+ Team fo communicate ideas Urough wrling ang | Scion al Primary and secondary level mut “
speaking. ed having theoretical, technical ang 8
10 ents al the same time. Practical
© Leamtoullize concepts. cor
SAME: ‘A country can prosper only if che hy
+ Deveop the aby lo ue available sources y |, Tno-economy of a county En tne wörk
informelion. (ee, The skilled workers produce goods and county
B. Intellectual development, tes money. Vocational Education stikes a balanos
sagen econotnic and industial progress. I prpars

Develop the ability to think rationally. including
problem-solving skills, application, and skill in
using differant modes of inquiry.

Develop the "ability lo use and evaluate
knowledge, ie., critical and independent thinking
that’ enables one to make judgments and
decisions in a wide variety of life roles = citizen,
consumer, worker, etc. as well as in intellectual
activities.

knoviledge including information and

+ Increase
concepts in mathematics, literature, natural
science, and social science.

+ Develop positive attitudes toward intellectual

activity. including curiosity and a desire for further
learning
+ = Develop an understanding of changes in society.

3. Economic and Vocational Aims of Education

The education prepares young people -for the
world of work, It enables them to adjust in the socieb:
Education presumes that leamer needs certain skills and
competencies to function as a productive citizen. TO
achieve these purposes educational programs aims a!
both academic and vocational needs of the learner. The

Sens for a useful le and useful occupation, Te
Shucation ought” to be an insurance against
¿nemployment

The vocational education enables young people to
Le familiar with the world of work and enter into labour
force of the country. The vocational education also
creates a sense of dignity in labour. This demands that
required technological fields should be promoted properly
frrough education for the development of the county.

| The vocational aim of education is the direct
outcome of industrial ‘and scientific advancement.
Vocationalisation of education is an important slogan of
modem democratic education. Without a proper
‘emphasis on vocational aspects of education, those who
merely go to school, suffer in their lives.

‘The examples of Vocational aims of education are
as under: =

Learn how to select an occupation that will be
personally ‘satisfying and suitable to one's skills
and interests.

2. Learn to make decisions based on
and knowledge of career options.

an awareness

B.Ed. MEd. MA. Education |

3. Leam saleable skills and specialized knowledge
that will prepare one to become’ economical,

independent.

4. Leam habits and alltudos, such as pride in go |
workmanships, that will make one a productig |
participant in economic life:

5. -Loam positive attitudes. toward work, inotuding
acceptance of the necessity of making a living and
an appreciation of the social value and dignity of
work |

1. Social And Cultural Aims of Education

“The social and cultural aims of education mainiy
focus three aspects-Meritocracy, Democracy |

Functional utility and Citizenship. |

4.4. Meritocracy

It means that people should be rewarded on the
basis of merit i.e. knowledge, skills and abilities rather
than inherited status, family background or money. In a
society every individual has equal rights -and|
Opportunities. As per Constitution of Pakistan every chil
has the right of education. Education alms to develop
awareness that all citizens are equal and have equal|
rights in all spheres of life. If a person has better abilites,|
should enjoy preference as compared to others.

The education should not discriminate but offa|
same curriculum and facilities to every body. All people
should have access to same education. In Pakistan al
public schools offer same curriculum and facilities to al
children.

troduction to Education
ini —

In a democratic society the wer:
roduce democratic ring ina society ne ug 3,0
Rely every individual has” oquay ae
regardless of race, class, and gender
Govelops awareness of demo
Meulcates how to live together
others.

n Education
cratic way of fe and
And respect the rights of

In the system all Schools sho
resources in terms of teachers, textbor
etc. Education should provide oppı
student to follow subjects of his or her
all public schools are facilitated with 0
students can follow the courses of

uld have, equal.
oks, laboratorio,
ortunity to every”
ikings. In Pakistan
qual resources and
their own choice.

The school should function in a democratic way. It
should function as democratic community mutually
discussing educational matters, exchanging views in à
cordial atmosphere and taking collective decisions. The
teachers and head teacher must act in a democratic way,

43. Functional utility

Education aims to produce experts who can run
the ‘country or society on the basis of their knowledge.
The functional side of education includes:

1 Education is a process of continuous growth.

Growth must be towards an ideal human
Character.

Education is a continuous reconstruction and
"eorganization .of experience. The process
involves inheritance, participation and contribution.

44 are
3. cation is a direction. Direction must be towards | 1"
ceriain social and personal ideals and standards, | 4.1
1.1 Citizenship
142

Good citizenship is always the need of the society,
A nation cannot progress’ without educated citizens,
Anothe: important aim of education is to carefully train
every individual for citizenship. The Greek philosopher
Aristotle says that the success of government and society
depend on the quality of education that is provided to the
young people.” In this country all education policies
suppor: the development cf citizenship among the youth
hrough education. Education helps to produce
enlightened citizens having sense of unity and national
identity

Education in this regard focuses development of
thinking in the right path, accommodation of new ideas,
proper use of freedom, patriotism and inculcation of
desire to serve the country.

The aim of education is to develop important
values in the students such as respect for each and
every person, equality, tolerance, cooperative living and
leadership. Leaming experiences are offered to inculcate
the duties and responsiillies of individual citizen.
Education facilitates training of evory citizen for
Citizenship by developing abiliies to distinguish between:
truth and falsehood, enlightened moderation, accepting
new ideas, successful living in a democratic saciely and
true patriotism.

The examples of Social and Cultural aims of
education are as under:

142
21
22

B.Ed. M.Ed. MA. Education Y 274 interpersonal understandings; &

pevelop skill in

Communicating fleche in
groups

Develop @ concem for humanity” and. an
understanding of international relations

Develop an understanding and appreciation of
cultures different from one's own,

Citizenship development:

Develop a commitment to the values of freedom,

Exercise the democratic rights with enlightened
personal conscience

Develop insight into the values and characteristics,
of the society of whichrone is a member.

Understand and adopt the norms, values, and
traditions of the groups and s:

Discuss importance of aims in education?

Explain spiritual and moral aims of education
with examples?

Describe intellectual aims of education: with
examples?
Discuss vocational aims of education with
examples?

Explain social and cultural aims of education
with examples?

Curriculum is the set of planned activos
en in and outside the school

ulum is the soul of the process of education

it's the-heart of the educational institutions and the mind
| of the course and all that only goes with identiying the
place of curriculum in the educational process.
Curirgham once said thal “curriculum is the tool in the
ands of artist (the’ teacher).to mound his materia! (on
pupils} according to the ideals (aims and objective) in his
studios (the schocl)

Curr

Any effort for the quality improvement of education
must, be directed lo the curricula, which hold’ pivatal
Fosiion in education system. Education imparted ant any
level has to be in accordance with aims and objectives
laid down in educational policies of the government
Professional's educators for children of different. age
Soups than translate these in the form of éuriculum
Swriculurn guides the teacher, the students and the
arents about what to teach, how to teach wham to each
Ad up to which level?

E n word *
The word curriculum is derived fiom Latin wer
ere” which means ‘to run so the curriculum me

- 8

introduction to Education

48 B.Ed. MEd. MA. Educa,
course to be run for reaching a certain Goa” yo

meaning does not inform enough specifically e
intelligently E

For the definition of curriculum. people
thatthe curriculum includes English, Mathematics, Soe
Studies, Science and Music otc. However, that yous
Certainly ell very lille about learning experience studeny
be engaged in or what itis hoped students might achioys

|

Would say

as a result of experiences.

1.1. Definitions

There are a number of definitions of curriculum:

According to J.F Kerr (1968) “all the teaming |
which is planned and guided by the school; whether i i

carried on in groups or individually, inside or out side the
school.”

H. Rugg states, “The curriculum is really the entire |
program of the school's work. It is essential means oF
education it is every thing that you and your teachers do,
thus it is two fold in the nature, being made up of the
activities, the things done and of the materials with which
thy are done"

To M: Johnsin (1967) "... curriculum is structured
Series of" intended learning outcomes. Curriculum |
prescribes (or least anticipates) the results of instruction
It does not prescribe the means ie. the activlies,
materials, or, even the instructional contents to be used in
achieving the results. The curriculum has referente to

what is intended that you learn not what it is intended thal
you do.”

9.

GA. Beachamp (1888) says y 4
a ur

«p design of social group for the educational one ha

of their children in schoo, xperiences.

A close look at these four q
what actually takes place both in
school is curriculum. Curriculum
drives instruction. It delineates thy
taught and evaluated to enhance
is intentionally designed to m
national goals and standards

‘efritions revoals that
Side and out side y

is a written plan that
skills and concepts
Student achievement, tt
est distict, state, and

More broadly curriculum is anything and
‘everything thal teaches a lesson, planned or othervise.
Humans are born learners, thus the learned cumiculum
actually encompasses a combination of hidden, written,
political and societal’curicula. Since students lear all
the time through exposure and modeled behaviors, this
means that they learn important social and emotional
lessons from everyone who inhabits a school - rom the
janitorial staff, the secretary, the cafeteria workers, their
peers, as well as from the deporiment, conduct and
attitudes expressed and modeled by their teachers. Many
educators are-unaware of the strong lessons imparted lo
youth by these contacts.

The definition of .the curriculum, which
rosearcher favour, is that of Stenhouse (1975) - ‘A
curriculum is the means by which the experience of
altempting to put on educational proposal into Le
is made publicly available. It involves both content ane
methods and has widest application In the institu
of the educational system."

50 B.Ed. M.Ed. MLA. Education
1,2. Difference - between Curriculum ang
Syllabus
Curriculum is not simple: a syllabus because the

syllavics in only the verbal and book oriented while the
t. Syilabus lays more stress on learning

m is
and memory.

On the
Ibis abl

her hand the scope of curriculum is vey

to comprehend every aspect of the

K I his requirements and to
develop every aspect of his personality. Hence. the
comes part and parcel of curriculum. Thus the
ms should not be treated as synonymous. In
addition to the the curriculum also includes
various lypes of co curriculum activities and various arts
of educational environments. Though the syllabus from
the basis of curriculum in the school yel it is improper to
restrict the curriculum in this manner.

wide

syllabus

2. Components of Curriculum

The process of curriculum development starts with
the answering of three questions Why, What and How of
curriculum? To answer these questions we need to know

the components of Curriculum and their
interrelationship.
2.1. Aims and Objectives

Why do we need a cutriculum? Cuniculum
provides means for the all round development of a child
t involves human experience, culture and civilization
which are transferred to new generation. It helps to
develop moral character, discipline, — honesty,
cooperation, tolerance and brotherhood. It develops

mental abilities such as thinking, wisdom; reasoning and

A

Introdu

jgm
jul? tudes, interest, values ang

A ype of belies +
yelops fight type of
deaitions. I is the fst stage of cur
Mims and obje

jon to Education

nt. Curriculum i

Creative abiity. Ir
wards religión and
iculum development.
Ticulum are identified

ives of the cu

ai th
zeeping in view the society, student and discipline
(subject).
AMS. HP EVALUATION
i
y
CONTENTS @— + MFTHODOLOGY

CURRICULUM DEVELOPMENT MODEL

The -ainis and objectives of curriculum usiially

focus following aspects:

National interests and priorities
Social issues i
Public opinion and aspirations
Developments in disciplines
Standards in education
Individual's needs

Needs of the future

52

B.Ed. M.Ed. MA. Education

n to Education

curriculum in Paki

1

Guidelines for preparing Secondary schoo}
san are as under:

To prepare the students for the World of work, ag
well as “pursuit of professional and specializes
education,

To develop the personality of students ag
enlightened cilizens of an Islamic State and
peace, loving citizens of the world at large.

To ensure that all boys and girls, who are desirous
of enlering secondary education, are-not depriveg
of their basic right because of non-availability of
the schools,

To design a system of recruitment, training and
selection of teachers in such a way that well
qualified and trained teachers are available for all
subjects offered at secondary level.

To prepare and make available such teaching.
learning material which makes learning rewarding
and attractive.

To introduce ‘a system of evaluation that
emphasizes learning of concepts and discourages
rote memorization,

To remove ambiguities and contradictions in the
operation of 3-tier system of education and design
rules, regulations and practices that ensure
smooth functioning of the system.

To adopt a balanced approach towards
integration of technical/vocational education and
evolve a system, which Is ‘const-effective and
practicable,

groguctio!

Contents a

mi
22

What is to be offered (content) to achieve the set
ios and objectives? Keeping in view the aime and
ales. loaming experience aro selected from the
<uojest, He of student and society and are arranged in
order. In this way a course outline is developed which is
Gated syllabus. Following the course outine textbook is
developed by author(s).

election of content for the textbooks is a dificult
aix and the knowledge explosion in all the fields has
further increased the problem, The curriculum designers
tre faced with this challenge- what to include and what
fot to include. Contents are determined keeping in view
the requirements of the discipline, society and students.
Various procedures are used for the:selection of content.

2:21. Content Selection:

Some of the procedures being followed for content
selection are as under,

a. - Judgmental procedure

This proceduré selection af content is based on
the judgment of curriculum designer. This procedure is
subjective as it depends on the knowledge and interests
of curriculum-designers. Iti likely that the prejudioe and
biasriess affect the selection of content in this procedure.

b Ex ui

The content is selected on, the basis of
experimentation with reference to certain cera. This is
an objective approach and reliable to a great extent

at Procedure

54
6

B.Ed, M.Ed. M.A. E
Analytical Procedure

cation

of

This procedure involves analysis
activities and even job analysis to identify the
matter underlying these activities. These nahze
produce it out what is presently boing |
toll about the future needs ang

is usually very broad. i
is analyzed and representative sampling is made from
the subject mater sc as mainizin its ic

| requirements. These elements of the subject are
in logical order- simple to complex, known to
concrete to abstract

2.2.2, CHARACTERISTICS
TEXTBOOKS

xiocok is an important instructional material. In
countries ‘ike Pakistan a textbook is the only source of
information for students and teachers, Therefore there'is
a need to produce quality textbooks. Ihe role of a
teacher is lo make the witten material of the textoook

lo students. A' good textbook has

OF SOOD

A

understandable
following major characteristics

A

Aims and Objectives

A textbook of quality aims to achieve set goals
‘such as:

ad
Iptrod:

juction 10 GCucation

55
the needs of children at hai

ye level
Meets the needs of curriculüm
ti
Meets the needs
3. Meets the needs and expectations of parents and
teachers.
Corresponds with national goals and aspirations of
5 ponds with tne educational goals and plans,
g.. Contents

The content of a.good textbook has following
features

Lo > Itis inter

sting, stimulate and motivate students,

It is comprehensive, authentic, appropriate and
suitable to a wide range of student's of abilities
and backgrounds,

Relevant with the experience ‘of students and
every-day life.

Matches development stages ofthe learner.

Language and

explanations simple and
understandable,
6. Organization of content simple to difficult, known
to unknown and flexible.
* Compatible with the values of the society.
©. Technical Quality
ua, Ne technical aspects of the textbook include
Cover page, photographs, diagrams and illustrations,
‘Nally of paper, printing, binding, price and size. The

uction to Education

! LE
56 B.Ed. M.Ed. UPS io u ST
be allractive to reader ds through selected content The methods are

cover of the texibock should :
Photographs, diagrams, graphe and istration shows |
supplement the text to make it understandable

leamers. Photographs and illustrations should

coloured having proportional sizes to catch the eye q |
leamer. The quality of paper improves the quality of th, |
textbook, The printed words need to ol appropriate sie
so that reader can read it without any difficulty. A studen |
has to keep the back for a year and frequently use y |
Therefore binding has lo be good and longer tasting |
Price should be affordable to all children so that they car,
buy the book. It should not of too large size instead it has |
to be according lo the specified need ta be covered in the |
specified time period. |

D: Teaching Methods
A good textoook
1 Facilitates various teaching met ods.
= Suitable for the use of teachers.
3." Relates with the training of teachers,
4. Manageable in the school.
E Evaluation
À good textbook
1. Results in observable leaming outcomes.
Gives studenté a sense of achievements.
23 Teaching Methodology +

How the selected content to be delivered to th
students to’ achieve objectives of the curriculum? Thé
aims of curriculum are achieved with the help of teachint|

|

m for providing: learning experi ir
ed ‘perience and bringin
ample change among the students. Teaching methode
des dentited (0 teach the subject hat is more sutable to

je the objectives. It also involved training of

achiev
aids to teach the content
teat

23.1. Models of Teaching

There are four general models of
ae considered important in curriculum:

|, Behavioural Model

This mode! makes use of

ideas
manipulating the environment to modify behavior of
students. Mastery learning, direct instruction and out-
tomes based teaching are based on this model

about

ji Social Model:

This model focuses on to learn from each other.
Cooperative learning, project and reciprocal teaching are
based on this model,

li, Information-processing Model:

This mode! focuses’ on increasing students’
abilities to think, seek, organize, interpret and apply
information. Concept formation and inquiry learning are
based on this model.

iv. Personal Model:

This model encourages selfexploration” and
development of personal awareness, through, non-
directive teaching methods.

under:

A
1
[I
Ui
Wy,

VIL.

VIIL
x
x

B.Ed. M.Ed.
Methods of Teachi g - a

Role Play & Simulations

Various tea methods can be groupeg
‘rious teaching methods ca or
as

Teacher - Centored Methods:
Guided discussion

Lecture

Lecture discussion

Tutorial

Student-Centered Group Methods:

Brain Storming: Al members participate ang
record their ideas or potential solution to a
problem in a situation. No group member
criticizes any idea. In the end group analysis al
points and arrive at consensus about action or
solutions to the problem.

Debate
Group Discussion
“Interview

Listening and observing

Penal (utilization of both the experience and
expertise of visitors)

Group Projects
Case Studies

‘Seminar

its & Field Trips

1, , Workshops
MI dividual Student Cantorod Methode:
Cc
|, Assignment
| Distance Teaching and Learning
i
iL Computer assisted learning
1
u, Programmed earning
y. Pra ical
vi Drill
24. Evaluation
To study the overall impact of curriculum
procedures for evaluation are determined, The
Pémelion thus collected helps to revise and bring about
ceningful changes in the objectives, content and

teaching methods.

The evaluation requires Judgment on the value of
material and methods for given purposes. It also includes
quantitative and qualitative judgment on the extent to
which material and methods salisfy criteria. It involves
use of a standard of appraisal

The level of students’ attainment is evaluated by
tests, The results show the effectiveness of objectives,
textbooks, teaching methods and method of examination.
The interpretation of evaluation of curriculum provides,
feedback about its components. These components are
then improved or modified to achieve the objectives

the measurement
In English

Y. the

assessment of st

and evaluation of curriculum. Po
Assessment is consider
ssmen! idered as a continy
eus
Dincess and part and parcel of teaching and learning
However, assessment should have the e

same ingredient

ás of leaming situation ie. purposeful, interesting

enjoyable and challenging,
A. WHY TO ASSESS?

The important purposes of assessment are a5

} under

1. To determine the extent of achievement of get
objectives. .

2. To determine the extent of progress of students
learning

3,

To provide feedback to each student about his
progress in his/her achievements’ regarding
specified concepts, uriderstanding process skills,
manipulative skills, attitudes and. other desired
aspects

To obtain feedback about the effectiveness of
teaching strategies and curriculum materials.

5. To determine learning difficulties of students.

ion to Education
Getermine remedial actions

ctivate students

Tom .
ro grade students for promotion

To. direst the students in accordance ‘with their

9 pires and interests.
WHAT TO ASSESS?
d Major domains or areas for assessment are as
under:
Contents: Knowledge, understanding, application
1

of scientific facts, principles and concepts
2. Skills: Competencies of students in various skills.

3. -Behaviours: Attitudes,
appreciations: *

c. HOWTOASSESS?

interests, values and

Information is considered more. reliable when
oblained through more than one method. Following are
some of the techniques, which can be used by teacher to
‘assess the achievements of set objectives of feedback
ffom teaching and learning science.

i Observation

ii, Written test

i. Practical test

Oral questioninghest

Examining students records and daily work such
ás riotebooks, practical books, project reports.

. M.Ed. NLA. Edi

D... TYPES OF QUESTIONS

There are different types of questions, which à.
be used for asking questions orally as well as for
lests, Different types of questions are used in test
Procedures to assess various competencies and abj ities
The questions are usually categorized into two ma
groups. 3

Write,

i. Object

types questions and

Essay or extension type questions

Objective type questions include:

a. True and false items
b. Rewitéitems
©. Completion of sentences items
&. — Multiple choice items
e. Matching items
f ‘Short answer questions pe
g Labelng diagrams
Essay Type Questions includes
a. ‚Essays
b. Extended questions
E. — WRITING QUESTIONS

The quality of questions determines the quality el
assessment. To develop a question it requires a skill
Proper clas

guide for writing questions.

ca

ication and format should be used as a]

<i

on to Education 6
ISTICS OF GOOD CURRIGULUTA

‘tne major ain of education is to on,
_ gyal to adjust in the society. The education
ide interests of the individual as well as of
le. the child for the future, This
a e if the curriculum is comprehe
sects of education.

du 3
1 CHARACTI

able the
Needs fo
society lo
S can only be
sive including all

i
| cl

po
ie
jhe ash

‘The characterisics of good cuiticulum are as
uncer

4, Development of Individual

The purpose of education js to faclitate over al
development of the individual, “it not only -focuses
inellectual development of the leamer but also physical,
social and moral development. The curriculum represents.
| total learning experiences and purpeseful activities. A
ood cumieulum offers balanced activities to develop al
aspects of the personality. It provides . essential
krowledge and skills for students to enable them to
adjust in the society and caters Ihe personal and social
needs E

2 Fulfillment of Needs of the Society,
| The society needs literate citizens and experts to
un is affairs. There Are many services and occupations
in the society. Education fulfills the demands of the
sy through curriculum, Curriculum. of general
esucation fulfills the common needs and specific
“orculum prepares people for specifo tas

4 Fulfilimontof Educational Needs

Education prepares the leamer for the tmes 19

SM. IL is obvious that a good curriculum visvalze8

il. .

Education

those changes and faciitates the preparation <>
individuals who have proper understanding of the thay
world and have appropriate knowledge and skills tp y,
useful for self and society. The students have différer
types of aspirations. A good curriculum provides
opportunity to the learners lo realze his potentials ang
aspirations.

4. Flexibility in the Curriculum

Curriculum needs to be flexible ang
accommedaling with regard to the learner. It should not
be. followed blindly and rigidly without cating the
leamer. While framing the curriculum, the needs and
interests of the learners are given due consideration, In
this way things are not forced or expected to do for
which they are not ready. A good curriculum also
faclitates the ‘learner lo study the materiál in a
sequence of his or her interest:

5. Balanced Curriculum

Well balanced curriculum not only take care of all
aspects of the personality such as mental, physical
social and moral, it also gives due consideration to the
subject as well as needs of the society. It facilitates
integration of academic and technical education as well
as theory with practical education,

6. Rele:

ce of Curriculum

Education cannot function in isolation. It operates
in a society. The leamer performs life activities in
physical and sacial surroundings.

Integration

New learning and new experiences become mere

ipeaningful when built Upon previous knowledge ang

periences. Teaching needs to integrate an idea with
es and invoNe a re-organization of provar
Sxperence Into new learning experience. Teacher should
consider various parts of previous knowledge and build
tan nev? learning experience,
a. Réal Life Situation
School does not function in isolation but it is an
essential component of the society. Obviously teaching
and learning should have relevance with life and society
qutside school. The teaching should establish realization
that whatever students study in school is a part of their
life. Teacher should develap relationship between school
and life situations, outside the school

4. DIMENTIONS OF EDUCATION

People perform different funclions and activi
rome, work place and society. In these activites thoy
imake use of their knowledge as well as construct new
knowledge. These daily life, functions and experiences
formulate basis for the educational directions and needs.
The science has four fold prominent dimensions -
knowledge, activities, contexts and attitudes, which serve
as diagnostic features of primary science education
program:

44. Knowledge

The foundation of scientific knowledge is based Es
the idea that nothing can be either studied in soi [e
Separated from other. things. Obviously isolated a

> dé

66 B.Ed. M.Ed. MA, Educag

ti
fragmented information cannot formulate basis-of eS N
e

knowledge and understanding and hence student ya
have no choice except to memorize. To devel 4
understanding of any concept, its relationship with gf?
concepts and information is explored, It is observed hy
other concepts’ support or oppose the concept y
study. Inter-relationship and comparison
characteristics unfold the meaning and description or
concepts. For example, for understanding a concept of
matter we study its characteristics particulariy wth
reference to weight (mass) and volume. À meaningfy,
relation of, factual characteristics is established ‘ang
inferences are derived from this relationship: Following
basic “elements of. education specify different
components of knowledge:

Inder

Awareness of
environments

natural. and . man-made

Awareness of bio-diversity and unily in the natural
world

Understanding of important physical phenomena

Processes of investigation and constructing new
knowledge

Science being a human activity includes both
marvelous achievements and shortcomings

The status of knowledge in science education is
distinct. However, emphasis. remains on quality rather
than quantity particularly with reference to child and
environment where it is operational. Preference is given
to in depth understanding of concepts rather than
extensive coverage of subject matter. Unnecessary
technology and information need to be avoided as much

[ syction to Education de

d
ibe ‚ter. effective. Integrated ken) El
for science education. The nature of
fe and quantum of requirement is determined
“n view the child, society and science discipline,
es qjedge of science refers lo the folloning major
A, which are to be focused while. formulating
wy science education program

e

Nature of science
Basic facts, principles and concepts

.d and integrated themes

u
History of developmenits.

Scientific processes and skills

Products and services of science and technology

Islamic teachings

42. Activities

People equip themselves with knowiedge. They
tot only perform various functions by using their
knowledge but also construct new knowledge during their
aciviies. Sometime activities are carried out individually
and sometime jointly or in collaboration with others. In
his way people seem to be engaged in solving various
prblems related to individuals and society. The concept
al science education cannot be perceived fully without
adiviies. This clearly defines the ‚status of scientific
adivities in science education, which has to be translated
#rropriately in the science education program The
“re of scientific. activities is both intellectual and
Taripulative, The activities in science education have
ling three major functions:

Children develop awareness and underst;
various aspects of their environment by usin
sciontiic knowledge. Learning activities of scho pts

ang

them opportunities where students can use Acauin
knowledge and develop understanding * of mes
concepts. The use of knowledge assists in deer
various objects, events and systems. The fon
éducation is to enable children to use and
knowledge for observing, measuring and estimas
Correctly, predicting appropriately, explaining ani
analyzing their observations and experiences and soy
problems at their own. If these intentions are to fy
realized then activities in science education are to 1e
recognized as compulsory component of the curriculum,
That is why it is considered essential to include amp
Opportunities of activities in science education curriculum,
as one or two activities cannot be instrumental to achieve
all the desired objectives, The. major scienitig
processes/methods, which facilitate the use of knowledge
of science, are as under

u
ibi
s
apply thai

Observation
Measurement

Classification

perimentation
Investigation
Analysis -
Prediction

Communication

on to Education a
9

tion

synthesis
Evaluation elo.
22. Constructing New Knowledge.
ao cpidren are not only tecsivers of knowledge but
same lime they are users as well, By using
they rease their knowledge further. The
© which provide them opportunities to develop
aces and understanding of objects, events and
avon also enable them to construct new knowledge.
"ertorming scientific activities. children gather new
and experiences, which result into
latin: of new knowledge. The science activities
eg tol merñorizalion instead emphasize
orreratanding The scientific processes. and skills and
expiótation of appropriate resources of infomation
faciitate in constructing new knowledge. When children
foiget something they can alsa perform related activity
again in order to reconstruct their Knowledge: During
avlviies following aspects support and assist in the
struction of new knowledge:

me
sie,
inowledge

system
viril
information

Asking questions
Solving problems

Maki

connections, establishing rela"'="ships,
ring paler

denütying differences and similarities,

Interpreting texl,. diagrams, graphs, models,
les, maps ete.

Identifying and using appropriate resources +

Reconstructing previous knowledge

Developing Skills

pointed out earl

cience is nota jus
Fnowiedgs but also encompasses the way Sty

Processes or key operations of scienge y St
Scientific processes as mentioned "©
observation, measurement,
experimentation, investigation,
interpretation of information, a
manual operations etc, These processes load ye
Scientific skils, which are required to be
through science activities
Cognitive and psychomotor.
activities are to facilita

fica
collection
pplication, comme
ir,
Fange of

ed
Te Eh

devela;
Science skills a
The. intentions of sí

; cin
te and develop Competencies à
wing are the major scientife git
which are addressed, in an educational program, =

Observing

Classifying

Measuring

Conducting experiments
Recording

Analyzing

Interpreting

Making inferences
Communicating

Manipulating such as handling apparatus, using |

, improving, working safety etc.

Ji F ion 10 Education n

ee ectng ‘on Knowledge
424 sation is a lifelong process. People and
Edu tinuously increase their Knowedge through
and experiences. However, they seldom
fect on the knowledge whether what has been
is right or wrong, design of experiment
. or otherwise. Every person is responsible for
wien actions. One has to go back rethink about
¡ser se and affects, which enable children t3
5 5 habit of justifying their actions. They have to
10? 4 emiselves whether this obtained knowledge is
cuen em and society or not. They assess teed
sent and implications of scientife knowledge on
jo the ae iduals and society. They discover the |
chet of the knowledge with social values, They
man cuss the affects of scientific discoveries with
shoo national development and contributon towards
y and environment Obviously such science
twmanly ged 10 be selected in the. curieulum, which
Sees opportunities for children to present postive and
Paie arguments, analyze and criticize, establish
e onships with olhers and: explain the interaction
between science and society

paren cont

cate e

Following elements can help to develop ability to
reflect on knowledge and scientific activities:

Analyzing
Crticizing
Justifying
Developmental contexts of science

Impacts of human activities on the environment

a d

Society

Describing limits of knowledge
REAL WORLD CONTEXTS
he basic ethos of science

43.

tO know the re
World. Therefore it-cannot be treated and taught in an
'solation. The knowledge of science is based o,

N he raat
Tal having both natural and human contexts share

Ive in and the earth and universe where there are qe
Physical and biological systems. Science is also related
[o technology, which nas become an essential pan of au
daily ‘life. The scientific knowledge is based on fauı
whether they are related to animals and plans
environment and universe, physical phenomena a,
systems or society. These situations formulate real:vong
contexts and are used for understanding, describing ang
explanations. In physical sciences contexts mainly focay
physical phenomena such as Physical change, Chemica
change, Energy, Motion. Friction etc. In Bila
sciences we use various systems of ving ing, cea,
ecosystem etc. as contexts for teaching peer
described in tel +, À

technology we refer to different systems of technological |

Radio, Computer ete.

Sh a o of Mal an Fl

ee contexts in teaching science. However, u:

paved not real but abstract such as atom, Mis

E be Bee and are illustrated through a

Er in science education 8 eee m Le
: and. abstract .c
vole n scence education are as under:

Earth: atmosphere, hydrosphere, geo-sphere: etc. .
Society

Living systems: cells, organisms, life processes,
Eco system, eto.

Physical phenomena: motion, fraction, changes in
matter, rain, carbon cycle etc.

Technological systems
rofrigeralor, Computer, Radio, etc.

44. ATTITUDES, INTERESTS, VALUES AND
APPRECIATIONS,

and . devices; -T.v,

The development of scientific
when the child is involved in learnin,
behavioral pattern develop

understanding and processes of
attitudes include different behavior
‘uiiosity, open mindedness, maki
evidence, respect and toleran
feluctance to beliove supers

attitudes takes place
9 process. These are
through knowledge,
Science. The scientific
ral out comes such as
ing decisions on reliable
ce for others’ ideas,
tions, willingness to

E O

ee

D. cally
74 Fare emotional responses an à

Appreciati ed in learning exp, te
is engagé Men
evolved while Code énce helps to formulate bags

The ioe tions of God, the contibutons Y
aprecia

de discoveries of science. So

education tons of science and technology at
nature, con orediants of apprecialion such as map,
scientists as NEM ystems, the role of science in daily y |
phenomena ence and technology On Society, the pp
the impact oY Stowards socioeconomic developren|
tutor of scientists, creation of Lares orderliness q]
naturally phenomena and laws, methods of science ete.

Value isa feeling and belief what one tends toy
arid what ore wants to protect. During learning) acte!
child leams how other people perceive a situation «|
fnteract and also leams to understand own feelings, Th
«ciente knowledge and activities provide opportunites
the children to explore and react toit. These situations
be generated from alirbutes such as the science
nonviolent, science is non-manipulale, conservation
wild animals and natural resources, use of drugs, adopti
cf mechanized farming, conservation of energy.

4. - Discuss differént definitions of curriculum ant
make your own operational definition? |

2. Explain components of curriculum?
3. Describe characteristics of a good textbook?
4. _ Discuss different methods of teaching?

5. - Differentiate between
evaluation?

assessment Anl

6. Discuss characteristics of good curriculum?
Describe majot dimensions of education?

introduction to Education

LEARNING
i

Leaning is the heart of education. I also enjoys a
very important status with.respect to student: Leaming
plays an important role in reforming and dotermining the
behaviour of an individual. Learning is basic to succeed
in life. Development of human civilization is the result of
learning.

4. Concept of Learning

Leaming is a process of change in the behaviour
of the individual as a result of experience. Learning takes
place when an individual interacts in a situation. It occurs
wher a person does action that result in reaction.
Leaming brings change in the individual. Thus Itchanges
the world in which he or she lives. At the same time
learning helps to make. further learning of same kind.
That is why we say man leams to learn. However,
processes of leaming differ from person to person.

According to MeGoeth learning ¡s-a change in the
Performance as a function of practice. Marquis has
defined learning as a modification of the ‘pattern in
response to specific stimuli present in the extemal
environment. Learning. does not occur unless the
otganism is active in a behavioural sense: When the
external environment remains constant, “he

determining

the
Man is co
UPerior to other
ther animals,
Learnin
arning is funday
an damental process of ite involves;
: ‘uisition of new experience
N Retention of new experience
il velop
N Development af experience in a logical sequence
iv. Modification of ,
t experience and creation
pa and creation of ney
Y. > Organization, synthesis and integration of ci ang
new experience,
2. Methods of Learning
Some important methods of learning are:
1.1. IMITATION
The most common inborn tendency of child is o
imitate. Imitation involves copying others or doing as

other do. Children like to copy their parents, friends,
teachers and other things. This Is both unconscious and
deliberate process and can be easily noticed-by others.
All aspects of imitation are borrowed.

Formerly, it was thought that imitalon Kis
originality and initiative in child. Ready-made learning *

77

as child only picks up second hand
9 low a day. itis recognized that imitation has
ty in learning for a child, It is a sociological

ning,

ning by imitation teacher has to-be expert
id his behaviour should be immitigable. It is

98:

For le

ect am
8 -oprial® in language and handwriting, Teacher
explain all steps 50 that the students can copy or

Hy and quickly. Imitation can help weak
opying bright students. The school should
y students to copy. The school should
2 de nobbies in the school, Drawings on walls and

a ‘should be such that students can copy them,
ponds SOU

Trial and Error

by

12

rnomdïke proposed that we learn each and every
vino by making mistakes and errors. Leaming, therefore,
je tial and error process. In the beginning there is large
humper of errors but as trials are repeated the number of
errors gradually reduces, Finally there is no error and the
resul is success. Thorndike's theory of leaming is thus
based on trial and error.

There are four characteristic features of trial and
error learning:
i. Motive impels a person to react to the situation. It

may appear in the form of need, goal or
purpose,

# The individual makes several kinds of responses
to the situation.

ii, hen there is progressive elimination of wrong or
‘unsuccessful form of activity.

ET A

on £hou à
it 9 Process. Teacher
N MEU that precios mage us
13. INSIGHT Fe
prosas axes place through ‘insight Gest
prose hsary. He believed thet we ¡e more
Important and Meaningful than the parts, Lear joule
by insight lame

into the whole si
@ prompt and an
cour slowly ar

ming cosy
alien 4 be arn. Pog
iistantaneous process. 1 does ne
step by step i

It is concemed
Particularly in school.
emphasizes that chile
to have insight

with the way ‚children
‘is against rote memorzaÿ
ten should dev
the nature of prot

leam
jon. H
lop understanding,

In education it implies that the curriculum of the
Glass should be an integrated whole and there should 23
correlation between. the subjects. Lesson should be
Presented’ in an integrated form. There is a necd lo
encourage insight rather than rote learning. Cramming
should be discouraged. It is helpful in constructive and
creative activities as it involves imagination, reasaning
and thinking power

vat actical api
| vy
rie

A 79
o Education
A ——__________—

ft OING
PM INC BY DI
in | LEAR by doing results in a’ longer lasting

gamin ention of information, It involves

ae ing and tes Soden Therefore, students
ede aici AO A. learn through different activities.
ANG be encourage thing provides opportunitics 10
se mo etica! teaching should be replaced
aa Ting

lication of Knowledge and skills, It

‘trated efforts on the part of the learner.
5 concen!

efficient way of doing things. Doing
5 ls. Skils involve a sequence of actions.

MMEXERCISES

What is learning?

Explain major’ aspects which are involved in
learning?

Describe methods of learning with examples?

Discuss. reasons Which negatively “offects
learning in our schools?

80
B.Ed. M.Ed, m, tion to EAST
Educa jue

} | i

| 4
IETY: COMMUNITY AND
| ane EDUCATION

a group-of people sharing common
man identity. It also refers to people,

| À sociely is
h as home and school, and their

has com
jure and
e giitutions Such

er institution
| interretatianshi-
lation of a particular geographical area is

The popul 4 il
called Community. In educational terms community
caltigts of people who reside in an area and are users or

atenta users of an educational program or services.

w and progress, it is essential

| For a society to gro
aspects in other cultures adapt to

Í to accept good
ust it to assimilate them. A developing

| changes and adj
hould need to be flexible and open for
ith the

|" society like our, st
| modifications. A society that does not keep up Y
time slowly prepares itself for suicidal end.
There are number of factors that are responsible

for the development of the society. Education among

them is.the most important single factor to achieve the
realizing

desired goals of the society. Education helps in
the goals of society such as democracy, national
integration, industrialization, etc. Education Is considered

an instrument of social mobility. There is a close

Pi. A SE E a eee
relationship of education with the Social ang N Bio Education 65
conditions of the society. EN A mment. The function of education & to

stem leaders loyal to the co

e country and develop

The social demand for education sing, pee dese. the government,
by day. Parents want their children-to have higher ch, piitie
+ education than they have themselves er leg | gocial selection:

nea A iid
The community in which the individual FE au individual cannot perform all social functions,
very important factor in the process of educar ore, the function of education is central to the

Ueation y | merlo, which the more able are sorted out of the

socialization. An individual carry traits of the (085

that help him in the adjustment in the Commun, | PA ration
he insti | Soul |

society. The influences of the community on thy 214 | 4g Economic Functions:
help in achieving personality characteristics, 4 «ih | 26 e ebria id
adequacy and progress. 8 sense | Tne society types o

power. Education should provide required
2. Social Functions of Education | rangower for’ all levels for the development

The social functions of e country.
ducation are divided ny | 4 — Interralationship of Society and Education

following five categories:
24. Transmissi Man educated himself down the ages thro
insmission of the culture of the Society; | natural environment. He obtained this tows

The society ne Ire biological and social environment This

1 society needs to preserve and transmit ma | Nation has been the major cause of

pattern of society from one generation Mucation has been the major cause of g

Ihe-funclion of education $3. trarseritt to the other. itis | Suareness and intelligence of man. Therefore edu

of the society to transmit culture and pattern has a great link with the society from the very
Education is primarily
continuity and growth of society. The educati
Someo! by preserving its culture on the one hand
lenges pips bee! be able to initiate. the sacial | other hand, by renewing and reconstructing
changes hat are necessary fora society to-survieinthe | coe with new socal realities
Economic, ela ¡ese changes can be political, technical, beliefs, ideals and values. These
ic, etc. The education is responsible to provde ' | WoWedge that has roots in the society

pe pr

2.2. Provision of Leadership:

tation. It must

required leadership to the |
> . ip to the society. Education cannot function in iso) ,
.3. Political Function: have roots in the society where it is operating Led

curriculum presenting conflicting values away from the

There is a need of the sociely to have competent | Pállem of life in the society cannot 90 hand in hand

Political leaders at all levels and to preserve the existing

84
Education ne!
society.
Education is effective only if it is py

collaboration with general economic’ and soni nea
As economic and social development procegg, em
require personne! with various levels of knowjes
with increasing specialized type Of skills. The,
important that the number of students comp}
education at various levels and ficlds must gon
with the manpower requirements of the country, 4 Pt
to meet this goal, educational development fat Oe
closely associated with manpower planning. In
this praciice of cooperation between educational
and economic and social planning is not visible,
vie are facing unemployment of university graduate

Pit
Fm
Obey
n es.
There is a close correlation between
educational level of work force and their produ,
means that if the educational level of work force is
their productivity will be higher as well. The country

develop economically with educated labour force Thy

developing countries like Pakistan are facing the probiers
of qualified manpower to run their different séctors the

ade, commerce, industry, agricullure, services, cto.

3.1. Functions of Society towards Education

Following are major functions of society loves
education

1. me

society should good schuok
Trained and efficient teachers should be apooir#
in schools to offer quality education. The sched
‚should facilitate in physical, intellectual, emotional
Social, cultural, aésthetic, ‘spiritual and vocation
development of the students,

B.Ed. M.Ed. m, Pigs
MA, gee
eas to be harmonized with the y SU Bion to Education
‘alles D ATTE
DN

85

ge society should establish good libraries
¿Tre Sle to all members ofthe society. Libraios
2 80% proadening the mental and social horizons

children,

Society reaures various pas of ‘rained and
+ Secta people. Society should faciale vocational
Won in schools and collèges. Technical and

educ” training should be given keeping in view

ng demands and needs of the so:

sient
the emengi
in order to promote literary and cultural traditions
society should orgañize related activities in’ the

institutions.

“No society can make progress until moral, spiritual
and values are inculcated through education.

3, Society should provide adult education.

42 Role of Education in the’ Development of
Individual and, Society

Education is important means to transmit cultura
to the young. Today education is also expected to
perform tasks that were once considered the
esponsibility of family and other social institutions. To
some the education alone is" responsible to Solve all
social problems along with transmitting subject matter. If
thera ig any failure of the society the education system is
blamed. It is not recognized that root cause ma
jucation -cotasenls ene influe

yond e N
on the entire society.

education in the

llowing are the major role of
development of individual and society

86 LLE, MA, ya
E caon prepares individuals Tor ips
poltical, reiglous “and social insti, eon
Education help leamer to 275 of"
y forits smooth running, © M int, N
b. veaton is a democratic Istluin .,
he

naividuel inespective of their crec;
provinces gel equal opportunities go late zu
potentials, Education provides equal «Taler th
for ll individuals for their social mong”

©. Inte society there are rewards of
status and even wealth, Ed
factor in a
knowiedge and skills to the
accordance with the needs of the society, uU h

FUNCTIONS OF SCHOOL TOWARDS Soc
y

33.

The impact of school is second to home
iluence of teacher is the most important sing tt Ds
the development of the child, School impart m 07h
religious education, cultural heritage and komen!
some subjects thal is necessary for living a usc

Schoo! helps in character building and pees
individuals as responsible citizens for a demonio
society. The society cannot perform all these fundas,
adequately as school can do. =

nS as

Following are the maj
relation to social major functions of school in

1 Transmission and enrichment of culture
onal ans he culural values of the socket
ar one generation to another. It also constant}
'genizing and reconstructing © human

experience. Thus si
experience school in an instrument in the
Creation of beller society ent

— ~~

ation E
of Social Efficiency: Society needs

£ people to run the different affairs
y. Si different people for
Oras through curricular and co-curricular
aras only caters the needs of the

À put also of society
„ıiyation of Values:

Sony children.

it in the Society.

School prepare

individ?

It is the function of the
riate values for” life

Education enables

‚stmen ab
Adi widual Lo adjust in the school
the ect responsibilty of preparing the individual
Lose ft. The school Is

school adjust
for producing

e sociel

ost

prodiictive citizens

Trained Manpower for Society: Technical and

yosational training of the curriculum.
Scientists and engineers are important for the
of the society. The school is

development
responsible for imparting technical and vocational

training in accordance with needs, aptitudes: and
abilities of the individual

Training of Leadership: The society can make
progress only if it has proper leadership in all the
fields. It is the responsibility of school to provide
leadership to the society. This is done by the
curficular and co-curricular activ

Comprehensive Development of Individual:
The school is responsible for complete
development of the individual including physical,
social, moral, emotional and intellectual. The
curricular and co-curricular activities of the school
help in the all round development of the individual.

Cation

B.Ed. M. SN
d. M.Ed. MA. Edu oser eeterten ______

Differentiate botwoon society and commun,
aa nity
Describe secial functions of education? k

Discus inter-rolati
ionshi ci

education? IP et. oie ag
Describe major fu

je inctions st ri
ra ions of society towards
Discuss role of ES

f Education ii 13

individual and oct? ne

til 6
xplain functions of school towards society?

Why do we need
Modo ue need to aducate our all members or

Gi
an wo dovelop without

Pakistan? education in

Intro‘

SS CHARTER: 77

GUIDANCE AND COUNSELING

a ent nt

—

Guidance and counseling is a part of every school
It is not something that can be separated from

activity,
he schoo},

she general

4. Guidance

To guide mean’ to indicate, to point aut or to show

the way. It is assistance, help: or suggestions for
individual's progress. In education guidance is a process
cf helping the individual to'discover himself related to al
aspects of personality and to help him or her in making
maximum use and development of potentials. One can
Say that guidence is a process of assisting the student in
developing body, mind, personality and character for
mamar * educational, . vocational “and social

adjustments. The process of guidance helps the

individual to discover his or her talents and potential and

to make more favorable adjustments.

Guidance includes following basic elements:

‚n individual and not the problem

4. Attention or
indivicual

9, Leads othe discovery of ables ofan
3, Considers interests, aie, needs and limitations

90

a Ed
Leads to self development and self dire, na,

4
5. Planning present and future wisely
6. Ways to adjust in the environment

1 foronce Between Guidance & q,

and Education

UNS

The guidance and counseling differs fro

usual class-room situation in several ways me

a In guidance and caunselin;

no 9 individual student ÿ
center of interest and therefore each student ee
individualized attention. Where as in the ci:
teacher pay attention to the group E"

b: The guidance and counseling requires intima
9 Cy
intin
and confidence of the student. In the class only
Sourse content is. followed whereas in th
s e

guidance and counseling w
a, seling wide range of topics are

As only counsel es ie influence of
inselor is present th

gselor is much greater (oné to one situatior

nselor is eater (one t lation)

than that of a
class-tea
calle, teacher standing beforo a

J. The stud
lent has greater fr

2. NEEDS OF EDUCATIONAL

class

SUIDANCE
Educational gui
guidance enables ind
adjuster eee
Fastment wi educational envionment oS e make
of subjects, ‘ sing a
A A , attai
ercoming the problems and diffculies 5° by

EL

Educational Needs:

In the field of education students usually face
arfculties related to
Selection of subjects
election of co-curicuiar activities
Study habits
Organization of time and work
Building social relationship

ievements

+ Lowact
Social adjustment E
Selection of books and related materials
Selection of track for further education

School has the responsibility to help students to
resolve these problems. Guidance is needed for helping
‘ll students to develop and utilize their potentials, abilities
lls to acquire knowledge without any difficulty.

and

2.2, Vocational Need:
Pakistan is a developing country and has
emerging economy. Students need to be guided for
future role in the saciety. Vocational guidance is needed
to help students to know their abilities, awareness of the
World of work, adequate information about the jobs and
their requirements, making right decisions of career
‘on their interests and aptitudes.

based

Psychological Nee

Students some time are subj
tins in home or community. There fo, Me;
guidance for not only problem and melagju egal
but also for the normal students so that they a Sky
Hie, become good cllizens of the socie reo tb
themselves in the society. “988 and age
y “

2.4, Social Need:

Our society is experiencing cl

h

srucure weh es social pepe ene ae be

breaking p of it aly em, cm, He
1, lack of guidance at home. cha

economic and political system, etc. It is the

of the school to meet the needs of guide

tal
W sie
Party
Pa changes i,
responsibj
cuidamos. A

1.3. Role of Guidance in Schools

The main functions of guidance

service in schools are: and: counseling

2 Collecting detailed i
ere lt information about each Stude
Such as health, home If, tudo towards studios
Progress, interests, fala
class, etc 3

Assisting stude
{udents with the à
the Fe reir studi =
ihe corecl choice of subjects ies such as with
ation after school, etc, "YRS Of further
Assisting studen

ls with pers
on
relations witn teachers ara pele such as
tes,

lve with individual character tats, ge, 79 O
o

Helping student
ts to choose their {
according. thelr ir future occupati
heir apt pati
qualities, ptitudes, interests and pela

behaviour, relation in

on to Education 93
RMS OF GUIDANCE
«fuere are different forms of guidance required for
dron such as:

Educational guidance

A.

Vocational guidance.

, Religious and moral guidance

Guidance for social and home ielationship
Guidance for personal health and well being
Recreational guidance
Civic guidance
CAREER: VOCATIONAL GUIDANCE
Vocalionat guidance is the. process of helping
students to develop awareness of the word ef. work,
choose an occupation and prepare for it. It assists in

ong problems related to occupational choice and
progress with individual characteristics to achieve goal

"and adjustment in the environment.

“45.

‘There are a large number of occupations in the
society and students do not have full awareness: If
choice of future career is made ‘without vocational plan,
individual may end up in unsuitable vocation resulting
into frustration and maladjustment Unsuitable vocation
‘adversely affects the health of tre individual, Unica y
orer is a burden on the society. Personal growth au
happiness of individual depends on his occupation,
ecupaton is not only a sau of earning but itis also
ie, Right vocalional guidante le making decision
wr pocupation enables society to utilize human potential

94
fully. Vocational guidance considers y

5 the
abilities of individual and directs in a right ieee

There is also an economie I ill ones
education of people. Vocalional guidance is mon’? à
‘maximize out put of Ihe industry and n tional pe UE
We are living in ar age of apecialzation and yo 2
specialists in every feld. Right kind of human rece tue
is a wealth of the country an eco

iY

L w
Wes it {0 provide vocational guidance nece:

, interests, aplit Such as
characterist » aptitudes, | personal
Sresereis, aspialos, el Ar mekng aan,
canabiifes of indirdual for à vocation are dete si,
vocation MO is pal A

cation is ci is gathe
ose ar ans ang Ih chers

the individual
on on
the other. 18 hand and various occupations on

2. COUNSELING

ae | career, ete. G
Sean e Student edueaton and cts. Gutdence
knowleda 5 to direct the student on the bar, a
Knowledge about student. Counseling la sai pus 0!

of guidance program. 9 ls said ts be the

Guidance and counseling

Counseling is a par

individual ber: Part of guidance, which q

all gui a point. All counseling ic m a With
lance is not counseling, is guidance a

Bre not Synonyms,

tro! ion to Education 95
y
importance of Counseling in Schools

Counseling is said to the core of all the guidance
programs. Counseling is a process in which individual is
at center of interest and is helped in diferent areas at

lem points. It promotes self-awareness, helps
Pidual: to anticipate, plan and react constructively
vith the help of counseling individual becomes capable
to integrate thinking feeling and behaviour. Student
"eds to develop interpersonal skils so that relationship
wwith family, peers and other persons can be appreciated.
Ho needs to be independent, mature and sellactualizig.
Gounseling assists in all these areas.

+ Counseling is a person-to-person relationship
between student.and counselor. Counselor establishes a
‘lationship of mutual respect, cooperation . and
friendliness with the student. Individual discovers and
solve his problem wilh the help of counselor.

2.2. Goals of Counseling

prob

Major goals of counseling are as Under:

jange: It, brings about

Facilitating behavioral ch
1 and help to minimize

positive change in behavio
distress, anxiety.

coping skills lo deal with distress

e Enhancing
je behaviors.

adjustment and modifying maladaptiv
Promoting decision making to make choices and
act on them,

au
relationships and minimizing hesitation, joy af

Re:
esteem or poor image. 4

Developing the potential ofthe individual ang pe
ways to improve their abilities.

2.3. Methods of Counseling

There: are two mothods of counseling: Direct. | 4.
‘counseling and nondirective counseling

1. Directivo Counseling: It is also called problem | 5
‘entered counseling, All efforts are focused on the
problem of the student, The information about the |g,
student is collected from différent sources and
{hen problem of student is analyzed with reference | 7-
to the ‘context. Causes of problems are discovered
and solutions ars identified. It emphasizes
intellectual aspects rather than emotions,

2." Nondirective Counseliñig: It is also called cliente
Centered counseling. In this type of counseling
Student is the center of interest. rather. than
problem itself. Counselor plays a passive role,
Student actively paticipates in the process, gains
insight into his problem and decides about the
actions to be taken with the help of counselor, in
this emotional aspects of the student ane
considered more important than intellectual |

The student recognizes the need and a
uno - vlunarly. Couns’ amenaza ach
expression cf feeling regarding problem, Counselor
analyzes positive end negative feclings. He develops
insight of the student into the problem and student plans
efion with the help of counselor. a |

fine guidance and counseling?
Defi

Education

tee à
ntisto between “guidance a
pifforentiate
nseling? | .
pe ive need of educational guidance
Descri 6

stem? |
ie lo of guidance in

rol
Discuss types and
‚chools? | oe
, do we noed.carcer guidance servi
why do
schools?

in schools?
eling in sche
i tance of couns
Explain impo!

Describe methods of counseling?
5

= B.Ed. M.E: Fe ee >
EL MA Eten roduction to Education 99
int

CHAPTER-7

|

EDUCATIONAL MANAGEMENT

Education is instrumental to cultivate the leaders
| and management. It offers knowledge, skills and specific
management tools that streamline processes of planning,
organizing, directing, and controlling . to enhance.»
institutional development, and maximize the use and
benefit of resources. Successful education system takes
into account the different management styles and makes
the best of it. The performance of institutions depends on
the way they are managed. The need for the efficient
management of educational institutions at district level
has roots in the devolution plan which demands welk
equipped managers having relevant knowledge and skills
of planning and management. In Pakistan managers are
customarily appointed on seniority basis to run complex
management without adequate preparation and backup
support. That is the reason, oh the one hand we lose a
very good teacher and on the other, we fail to have a
good manager.

4. Vision of Educational Planning

“Educate your children; they must live in a time
different from you". [Saying of Prophet Muhammad:

{SAW

rue DITS
100 - B.Ed. M.Ed. MA. Education

Education

introduction to Education

, Education enables individual to
Society. Education is defined as.

adjust In the

Process of bringing change in behavior
Process of
experience

continuous reconstruction of
Process. of attaining social competence ang
individual development

Education Policy

A plan or course of action, as of'a government,
intended to influence and determi

ine decisions, actions,
and other educational matters. It i

4 is a statement of aims,
Purposes, principles or intentions that serve as guidelines

for managers in accomplishing the objectives.

Polices are the guiding principles for practicing the
Management tools and techniques. Educational
management is a structured set of operations to achieve
educational - goals, Therefore educational managers
needs to be oriented with the concepts of management,
that will help them improve their management capabilities
and allow thoroughly, them to make better contributions
to their organizations for achieving goals,

2. . Educational Management

The rapid changes and developments in education

have signified the role of educational planning and
management. The traditional

Management has to be reconsidered now so as to
rationalize and integrate the management functions in the
ftocess. _ The management is a process designed to
ensure clarity of goals and due cooperation, participation,

role of educational *

101
mtewentions and involvement of people in the secs

chievement of set goals and objectives. Management ie
Social Process as it involves interaction of people in any
O side the educational institutions, Mana

agement process
consists of following four functions:

4. Planning: This function includes goallobjective

selling, . programming and if required project
formulation.

2. Organizing: It includes arranging’ necessary
facilities, equipment, staff and finances, and

determining ‘framework to achieve the required
targets.

3. — Directing/Leading: This function involves setting

time’and cost framework, motivation, supervision
and coordination.

Controlling: It includes monitoring, evaluation of
perforinance and reporting.

Management being a social process involves
working with and through people. Because people are
unpredictable and thus interaction between managers
and employees can be unpredictable, it is impossible to
impose a rigid set of rules {hat will work in every situation
That is one reason that management is an art as well as
a science,

Educational management is defined as structured
Set of operations to achieve goals.

"Management ‘is an administration, inches
planning, designing, inating actions, mento
activities and demanding results on the basis ol
resources”.

Rs

102 B.Ed. M.Ed. MA, Education

EEE MER MA. Education

“Educational management is the efficient ang
economical use of time, money and materia,

fo;
achieving the objectives of the system’,

"Educational. management is the
utilization of human resources and material

order to effectively achieve the object
‘schooling’,

collective
resources, in
ives, set for

“Educational management is well directed efforts
within the School system for the achievement gr
educational objectives”

Management Process: Functions

Planning

13 Goals & Oojortves

Operations à Strategies
Prearamm nglProject

7 Es

Organizing
Defining tasks
Aocation of resurcos
Coordination

el =

: ES -Directing/Leading
<
u

Guidance
ation :
Communication

E
z
uy
=
Im —
o

FUNCTIONS,

Controlling
Metering
Corroctve Actions
Evaluatlon

introduction to Education 403
7. _ Functions of Management Process 5

Management process comprises four functions:
3,4. Planning

What is Planning? Planning is the French word
purveyance’, which means to look ahead, Planning is

reparation for action, and ás such itis the fist step to
every sort of human activity,

In the words of Prof. Pfifiner and Presthus, itis
‘a rational process characterized of all human behavior.

According to Dimock ME. and Domock 6,0.

‘Planning is an organized attempt to anticipate and to
| make rational arrangement tor dealing with future
| problems by projecting trends”

Fritz Morstein Marx says, * Planning is
| preparation for action. It is the vital fist step in any major
administrative, action. Planning is a means to an end. Itis
the process of formulating objectives to be realized by
| administrative enterprise

Seckler Hudson defines, it as the process of
|. devising a basis for a course of future action’

According to Herbert A. Simon, Donald W.
| Smithburg and Victor A Thomson "Planning is that
activity that concern itself with proposal for fülure, with
| the valuation of alternative proposals and with method by
which these proposals may be achieved. Planning is
rational, adaptive thought applied to the future and 10
matters over which the planners or the administrative
| organization with which they are associated have some
degree of control"

104

MEA. M.A, eee

an
introduction to Education

in
‘Shami descrives educational planning zu

process ‘of making set of decisions for the futura qy
individual, institution ans society.

According to ‚Philip H. Coombs “Educationay
planning is the application of rational systematic analysis
tothe process of educational development, with the aim |
of making education more effective and efficient, in

responding to the needs of the students and goals of the,
society”.

According to UNESCO "Educational planning
means the application to education of à rational scientific
approach; examining possible alternatives in educationgí
development; choosing’ wisely among them: then

proceeding systematically lo implement the choice
made’

What, When and how to do?

As pointed out educational planning is a formal
process of making a set of decisions for the future of
individual, society and institutions, it involves following

aspects: |

. Definirig objectives |

Determining operations/Programming |
* Collecting and analyzing information

Developing alternatives |
Decision making and communicating
Preparing work plans/Project Formulation |
The definitions of educational planning clearly |
imply educational administrators, to decide what is

105
ceded to be done when and how. This helps to set
eine objectives for the organization, both short term
Grd jong term, keeping in view the economical, social,
añ, political environment, in which the organization wil
an peraing and the resources, i wll have avallabl to
make the plans work out.

definitions of planning also describe it as a
process, which involves selection mission and the actions
lo achieve them, decision making from the available
alternatives

3.2. Organizing

Organizing function includes following aspects:
«Defining tasks, methods and procedures
© Acquiting resources: Human, Financial, Physical &

Information

© Allocatión of tasks into organizational structure

Establishing
mechanism

authority and coordination

33.

Selecting and developing human resources
Directing/Leading

“ Directing is influencing people's behavior through
motivation, communication, group dynamics, leadership
and discipline. The purpose of directing is to channel the
behavior of all personnel to accomplish the organization's
mission and objectives while simultaneously helping
thom accomplish their own careër objectives.

Directing and leading function includes following
aspects:

Leading
Guiging and motivating
Supervising

Leadership is an interpersonal influc
toward the achievement of a y

goal: ©
important parts of this definition
inter

personal, influence, and goal

are the

Intérpersonal means between persons. Thu
> leader has more than one person (group) to lead
* Infiuencs is the power to affect others

3.4,

Goal is the end one strives to aitain

Controlling

Controlling function includes following

‘Monitoring/Feedback
Corrective actions

Evaluation of perfonnance

Cont:
and organizatio;
Conform to plans.. It involves. measuring performance
against goals and plans, showing where deviations from
standard exist, and helping to correct them. In short,
controlling facilitates the accomplishments of plans.

g is measuring and correcting individual

Control activities generally “relate to the
measurement of achievement. Some means of
controlling like

the budget for expanses, inspection
records and working hours lost, are generally familiar,

Performance to ensure thal.events

Production to Educalon 407
“ measures and each shows, whether plans. are
out. If there is any deviation, correction is

Monitoring is about collecting information that will

ou answer questions about the organizational

me ace. lt is important that this information is

oa in a planned, organized and routine way. This

| ton ie then used to report on the organizational
| aformancs and to help evaluate. A

Evaluation in education has emerged as
surement. In this regard, the test makers developed
jis standaïdized tests to measure pupil achievement,
Pe ment, personality and the Ike. This was.
jentually, expanded to include _ cbservalional
| Tiventories, questionnaires, and other instruments e
prodice quantifiable data concerning practically avery

| aspect of school operation. Large amounts of quanti

| facts could be manipulated statistically.

4. Institutional Management

School management is. a : distinct process

consisting of planning, orgariizing, contig os

|" evaluating the work ofthe students, teachers and others,
Various concepts of school management are given

| below.

“Management is the application of scientific and
| systematic approach to solution of the problems which
the school is facing in different areas of ‘education.

diected efforts within a

“A purposeful and goal i

| schoo! sien for the achievement of educational
aclivilies is called educational management”

108

allocating resources to achieve maximur
Objectives within the minimum utilization

44

i)
ii)

iii)

iv)

Y

vi)

vii)

vii)

4.2

Educati

Purposes

M atlainme,
ent

Of resource"

“itis a process of validatin

Scopes and Importance

Helps in defining the purpose of education,
Atlains a balance between differen objectives of
education at each level,

Deals with ways of rationalizing the uliization or
resources, E

Ensures the cooperation,

intervention, and involvement of others in the

achievement of predetermined objectives,

participation,

Ensures the interaction of people.

Leads towards obtaining ni
equipment, and staff
framework fo

ecessary faciliiés,
carrying out plans,

Tool for implementation of policies in education,

Helps in solvin:

9 the problems’ of educational
development.

Instrumental in socio-economic development of
the society,

General Tasks of a Manager

Followings are the major tasks: of ‘a school

manager:

Setting clear objectives
Planning with colleagues

to establish an efficient

| Introduction to Education

Intre

i)

lin
iti)

109
Establishing a consistency of approach

Providing leadership

Giving guidance

Advising and cooperating

Selecting and appointing

Professional development

Coordinating and managing

Reviewing the curricular and pastoral functions
Assessing

Cooperating as a team

‘Appraising performance

Whitaker (1983) writing with particular reference to

school Head téachers but, never the less, with a more
general message; suggests that there are four elements,
which can be identified in responsa to the question "What
is to be managed?" These are:

The allocation and application of responsibilities
within the school;

The curriculum;
The orgahization of the: school including the

distribution of resources and the arrangements for
communication, and

Decision-making: the people in and connected
with the school.

110

introduction to Education añ

B.Ed. MEd. MA, Education

4.3. “Key Areas of Management in a School

School management provides the dynamic forog

for direction that combines static resources inte’
functioning, productive organization. The need for some
type of school management arises as soon as co.
Operative endeavor is required to accomplish ‘objectives,
OF course, che might visualize simple operation hunting
or fishing by two or three individuals, for example in
which there is litle apparent management. If. the
operation is quite small and the task is relatively not
‘specified such ‘those in barbershop, the amount of
managerial leadership required is at a minimum. In most
of the establishments with a few, as a half dozen
employees, however, the need for careful organization
and management becomes one of the important matters
to be considered. Educational institutions, for example,
must blend the contributions of different people, for the
education of the student. These people perform different
tasks, each making some contribution to the organization
and its objectives.

into» a

It is the task of top management to provide
leadership necessary to secure the individual efforts and
to direct the order and nature of their work

A school must first and foremost; be a cooperative
institution. Cooperation between headmaster and staff,
among members of the staff, between headmaster and
pupils, between teachers and pupils, and between school
and parents is emphasized. Organization is a means to
secure the smooth and efficient running. of this
cooperative sociely. LP. Jacks says that the most
précious art in the world is that by which crowds can be.
turned into communities and the school is undoubtedly
the first and the foremost agency, which can perform this

nao! with a community life of

most efficiently. The school
duty in is an excellent training for leamers. When the
“ld cannot five in ‚his small organization on a
ch erative basis, hove can we expect that he will be able
© pul on well in a very complex world where co-
operation is necessary? ®

ES

4. Define educational management?

2. — Define education policy?

3.. Why do we have long history of failures
regarding our education policies?

4. Describe functions of educational
management?

5. Explain school institutional management and
its importance?

6. - Describe tasks of school manager?

112 B.Ed. M.Ed. M.A. Education
2 Bed. MEd. MA Education
BIBLIOGRAPHY
Shami, Pervez A. (2008): Reforming Science Curriculum
end Teaching, Academy of Educational Planning and

Management, Islamabad,

Shami, Pervez A. (2008).Research Methods in Education
(Handbook), (joint) Academy of Educational Planning and
Management, Islamabad.

Shami, Pervez A. (2008).Educational Measurement:

Assessment and Evaluation (Urdu), National Book
Foundation, Islamabad

Shami, Pervez A. (2005).Education in Pakistan: Policies
and Policy Formutations, National Book Foundation,

Shami, Pervez A. (2005). New Trends in Teaching of

Mathematics, (Joint), Bulletin of Education and Research
vol.27 No.1, E.R. Lahore.

Shami, Pervez A. (2001).Science Curriculum for the
Primary School, National Institute of Science & Technical
Education (NISTE).

Shami, Pervez -A:

(1999). Synthesis of Scientific
Teaching, IBCC.

Shami, Pervez A. (1999). Higher-Education printed in
Allied Material of M.Ed. - Higher Education” (Course
Code:828) Compiled by Dr: Tanvir-uz-Zaman, A.LO.U:,
Islamabad, 1999.

‘Shami, Perez A. (1998). Report on Secondary & Higher
Secondary School-Scheme of Studies, |BCC, 1998.

‘Shami, Pervez A. (1998).Vision 2010: Improving Quality
of Examination in Pakistan, IBCC, Islamabad.

ct 6 „a
oduction to Education Pay
o vez A. (1996). Gender Bias

Shami, #

qe ducation, IPSET,

ince Education, 5
=a A. (1994), Comparative Analysis. of
ghami, Pervez A. -

Ejeriontary Science Curriculum,
€ rez A. (1994).Practical Approach in Teaching
source book for teachers, IPSET.

Desired
Pervez A. (1994)
acies in Biology Class IX-X, IPSET.

Shan,

Leaming
Shami,

Competent Ñ
Shami, Pervez A. (1993).Elementary Science Program —

Context and Processes, IPSET.

1 for Evaluation of
ami, Pervez A. (1990).Manual r Y!
ook, Institute for the Promotion of Science
Education & Training, Islamabad, Pakistan.

Shami, Pervez A. (1990).Integrated Science Curriculum
for Elementary Level — Search for a model (Joint
publication), Institute for the Promotion of Science
Education & Training, Islamabad, Pakistan.

Shami, Pervez A. (1980).A Developinental Curriculum
Model for Science Education; Institute for the Promotion
of Science Education & Training, Islamabad, Pakistan.

Shami, Pervez A. (1988).Higher Education in Pakistan —
a.case for change, Higher Education Review, Volume V, +
No.1. January .

Shami, Pervez A. (1988).Is/amic thoughts on Edúcation,
Al-Maarif - Joumal of Institute of Islamic Culture, Lahore,
Pakistan.

Shami, Pervez A. (1988). Instructional Technology and,
Cuniculum, Sindh University Journal of Education Vol.
XXII, 1988.

114 Ed. M.A. Educatod
Shami Pervez A, (1986), Alarabi and His Theory at
‘structions: The Pakistan Philosophy Joumal Pakistan
Tanlosophical congress, Vol. XXI, January = December

6 )

‘Shami, Pervez A. (1985). Re-oriontalion of Education j,

india ~ a case study: Sindh University Journal of
Education, Volume XX,

Shami, Pervez A. (1985).Physios Education al

«Tenor,
level in Pakistan; Higher Education Review

ham, Pervez A, (1984).Language in Science Teaching;
AMOZISH — Journal of Govt. College of Education’
Lahore,

Shami, Pervez A. (1984). Interdisciplinary Approach; a
Aber „published in the Report of National Training
Workshop on Interdisciplinary Approach in Curriculum
‚Development in Higher Education, UNESCO /Univerty
Grants Commission

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