The Education Foundation

Education With Its Pivotal Scenario

“Education means bringing out of the ideas of universal validity which are latent in the mind of everyman”.
–Socrates–

In every civilized society men and women believe that education is comprehensive, compulsory and necessary for every individual. Education is an important human activity. The very concept if education is like a diamond which appears to be of a different colour when seen from different angles.

Etymological Definition:

The word ‘Education’ had its origin in the Latin word ‘Educatum’, itself composed of two words, ‘E’ and ‘Duco’, means developing and progressing. Hence, in its literal scenario, education means becoming develop or progressing from inside to outside. In other words, education implies some of the change for the better and greater in a person.

Different educational theorists has given different derivations of the concept ‘Education’.

1. According to Forebel, “Education is a process through which child makes its internal external”.
2. According to Eddisoan, “When education works on noble mind it draws out to view every latent virtue and perfection.
3. According to Pestalozzi, “Education is defined as natural, harmonious and progressive development of men’s innate powers”.
4. According to M. K. Gandhi, “I mean an all around drawing out of the best in child and man body, mind and spirit”.

Education is aggregate of all the processes by which a person develops ability, attitudes and behaviour of practical values in the society in which he lives.

Narrow Sense of Education: In large majority of people use the concept of education to mean the training undertaken for some years in some educational institutions. This is the narrow meaning of the concept of education. In other words, it implies education provided according to a fixed curriculum by a particular set of people in a specific place.

Wider Sense of Education: The very betterment of an adjusted pattern of life is the product of that educational system. The very educative system is going on every moment in the life of a person. Here, each day’s activities has an effect upon him. The educant may perceive or not perceive that effect.

Liberal Sense of Education: When the word ‘Education’ is accepted in its more literal meaning it is granted that all the times and places and individuals is imbibing some of its areas. Here, it is not limited merrily to the classroom. It can be obtained all kinds of social organizations, associations, individuals, nature, etc. It is mention may be made that a child gets his education not only from his teacher, but also from the entire environment of his life.

A Sense of Individual Development: Education is the complete development of the individuality of the child. According to some thinkers and philosophers, education is nothing but a process which a child can have free, spontaneous and individual betterment. Basically, the main achievement of ‘education’ lies in ability to arouse interest towards the subject of inspiring him.

As a Product: Education is the product of learning process. It implies growth and development. Education is a process or system through which date, experience, information is achieved of course it is a continuous and comprehensive process of training and guidance.

A bi-polar System: Education of course is a bi-polar system. Here it involves the interplay of the educator and the educant. In this process of education the teacher and the taught are the active participants. So education is nothing but bi-polar process by which the natural spontaneous and progressive betterment of the child is justified.

A tri-polar System: Education is also a tri-polar system. It involves the interaction of the personality of the educator and the educant in a social setting. In other words it effects the modification of the behaviour of the educant.

Education in the West: Educational training like every other branch of knowledge started in the philosophical deliberation of the ancient Greek philosophers. Here, it is mention may be made of Plato’s name. He termed education as a “Life long process starting from the first years of childhood and lasting to the very end of the life”.

Education in India: In Indian approach, it becomes necessary to cover the spiritual area. Here, it is accepted as a part of betterment by education. In other words, Indian philosophers have placed special importance upon this. According to Shankaracharya, “Education is that which leads salvation”. Yajuavalkya said that, only that is education which gives a sterling character to an individual and renders him useful for the world.

A modern developed society cannot survive without education. It is an old as humanity. It helps people adjust to change. Succinctly, it is only education which can help a person understand to all the Social changes and provide the skills and technology for adjusting to them.

Posted in Education

The Link Between Education And Marriage

While many very capable people have had very little schooling, and some individuals who have advanced degrees can be stupid in some areas of their lives, formal schooling does have several important advantages.

In regard to social status, family and money are critical, but people with education tend to have a higher standing that those without it. In some cases, the higher the education, the higher the social standing.

With a formal education, individuals have a better chance to obtain job opportunities that result in higher income. While it may be true that some blue-collar jobs pay more than college professorships, overall, more education means a higher income level. Many professions, including medicine and law, are closed to individuals without special training. In the current job market, those without special training are at a real disadvantage.

Education means a better understanding of life and the world. Those who have no training lack the basic tools needed for effective living. Intelligence and awareness can compensate for a lack of education to a degree, but the wisdom of those who have only limited experience is insufficient for taking part in the world as it exists today.

Higher education levels mean a greater chance for success in marriage. Research has shown that high school graduates have lower rates of divorce than those with less schooling. And college graduates remain married longer and have happier marriages that those without a college degree. When it comes to education in marriage, it is best if both partners have about the same level of education.

While less-educated individuals may be proud of their more educated partners initially, troubles can develop later on. They may start to feel inferior or uncomfortable around the educated partner and his or her friends. And the more educated individual may start feeling isolated and hurt. The marriage partners cannot relax or be themselves, and the marriage is no longer enjoyable.

Since women are sometimes in a less favorable bargaining position in regard to marriage, she may have to take whatever man she can get, even he is not an educational equal. Men have more choices and are better off with partners who are more like them.

Nearly anyone who wants an education in the United States can get as much as they want. If people do not want advanced schooling, it is not a disgrace either. Some people should not go to college, but they will be as good as those who graduate.

These individuals should marry within their educational level, however. And no one should use a promise to get more education after marriage to convince a partner to marry him or her.

The right choice is always for a good character and personality, and these traits can usually be found in someone at your own educational level.

Posted in Education And Marriage, Tips

The Benefits of Online Education

Have you considered the many benefits of online education? Most people understand that a good education is necessary for nearly any type of professional career, but there are a lot of roadblocks that people face when they actually consider furthering their education.

Jobs, financial problems, time, and family responsibility are frequently the reason why many find that they simply cannot return to school to further their education. Fortunately, with today’s technology anyone can take advantage of the benefits of online education.

One of the main benefits of online education is that it gives everyone access to a higher education. For those who live in a major metropolitan area, access to universities and colleges may not be a problem, but those who live in rural areas often find this to be the biggest roadblock to attending school.

Perhaps you live in an area that does not have a college campus close by, but it may not offer the education program that you need for the career you would like to pursue. Both of these are great reasons to consider the benefits of online education.

Going to school online also offers flexibility. This is one of the most important benefits of online education for adult students. When you choose to continue your education online, you have the advantage of having access to your lessons at anytime, day or night. It isn’t necessary to have to quit your current job to enable you to go to school, nor will you have to neglect your family responsibilities.

As long as you have a computer and access to the Internet, you can continue your education, and do it when it’s most convenient for you.

Another of the benefits of online education is the fact that it can actually provide more interaction with the instructor, as well as the rest of the class. It is really a misconception that going to school online takes away from interaction.

When going to school in a traditional classroom setting, you may have only a few moments before class, or after in which you can talk with your instructor. Even then, there will likely be many other students vying for the instructor’s attention. It can be difficult for an instructor to give adequate attention to every student under these circumstances, but one of the benefits of online education is that the instructor can give every student personal attention.
Additionally, fewer people tend to participate in classroom discussions in the traditional education setting, but online there is less inhibition when it comes to getting involved with discussions.

Another of the benefits of online education is the increased ability to focus on your assignments. Though there is more interaction with the instructor and others in your class, you can save that interaction for when it’s convenient, and focus on your assignments when that’s what you need to be doing.

When you examine the many differences between the benefits of online education as apposed to a traditional education, you’ll see why it has become a popular option.

Posted in Online Education

Vocational Education, Right Choice for Your Future

Vocational Education and Training (VET) is also called Vocational training and Career and Technical Education (CTE)). It gets learners ready for careers based on manual or practical activities, traditionally non-academic and those related to a specific trade, occupation or vocation; hence the term, in which the learner participates.

Oftentimes, it is called technical education, since the learner directly develops expertise in a particular group of techniques or technology. Vocation and career are usually used interchangeably. Vocational education may be compared to education in a typically broader scientific field. This may focus on theory and abstract conceptual knowledge, characteristic or tertiary education. Vocational education is usually at the secondary or post-secondary level. It, normally, interacts with the apprenticeship system of skills enhancement.

Till the end of the 20th century, vocational education concentrated on specific trades such as, for instance, an automobile mechanic or welder. Hence, it was related to the activities of lower social classes. As a result, it was associated with a sort of stigma and vocational education got linked to the traditional and conventional apprenticeship routine of learning. But as the labor market got more focused and economies started to stipulate higher levels of skill, governments and businesses started increasingly investing in the future of vocational education.

This is done through publicly funded training organizations and financially supported apprenticeship or trainee schemes for businesses. At the post-secondary level vocational education is normally provided by institutes of technology, or by local community colleges. In the 20th century Vocational education got extremely diversified. It now exists in industries such as retail, tourism, information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries.

Online Education

There are several terms for online education. A few of them are: virtual education, online education, distance education, Internet education, web-based education, and education via computer-mediated communication. Essentially, online education is characterized by:

1. The separation of teachers and learners that differentiates it from one on one education
2. The impact of an educational organization that differentiates it from self-study and private tutoring
3. The use of a computer networks to provide or dispense educational content
4. The offer of two-way communication through a computer network so that students may profit from communication with each other, teachers, and staff

E-learning

E-learning is classified as interactive learning. In this type of learning the content is made available online and gives automatic feedback to a students learning activities. Online communication with real people might or might not be included. However, the aim of e-learning is normally more on the learning content than on communication between tutors and students.

Posted in Vocational Education

Our Educational System Has it All Wrong

Before we can say what is wrong with our educational system, we should define the term.The purpose of the educational system is to:
Pass on Knowledge
Relate relevant issues to each other
Prepare individuals and groups for future situations

The passing on of knowledge is one of the oldest civilized functions. The passing on of knowledge was originally done in the form of stories told when people got together. Once languages were written, then came libraries which were repositories for knowledge.

The passion to record and relate all knowledge has remained a goal of scholars since the invention of libraries.There is no better example of that than the World Wide Web. It’s original intended purpose was provide a central access site where all knowledge could be retained and for related items to be linked to each other.

The need for cross transfer of information has long been recognized as a needed but thorny issue.The issue is thorny because of the difficulty in execution of a noble idea.

As was mentioned earlier, large well organized enterprises have developed systems, involving SMEs (subject matter experts), which are specifically designed to enhance cross transfer of new ideas and concepts within and without their organizations. As in all such situations, this is not a perfect solution, but it is practical.

The preparation of individuals and groups for future situations is the single most extensive function of our educational system This is as it should be. This preparation process has three components. The first is the educational system as a whole. The second component is technical education/training. The third component is vocational education/training.

The functions identified as numbers two and three can arguably be included in the first category. Because their more specialized characteristics, they have differences which need to be identified. The above classification was chosen as the way to do that.

Our Educational System also has three distinct components. They are University Educational Systems,
High School Educational Systems and Grade School
Educational Systems.

The University Educational System has several components. These are Graduate School, Undergraduate School and two year Associate Degree Programs.

Graduate Schools are responsible for the preparation of scholars who will perpetuate the present customs. They are responsible for basic research in both general and technical areas. They are responsible for technical qualification and training and for general managerial training and qualifications.

Undergraduate Schools are responsible for entry level technical and general training. This includes managerial training. Let us not forget the original reason for the establishment of Universities which is to spread the knowledge of social and philosophical disciplines.These are the “liberal arts”.

The “Junior” Colleges serve two purposes. The first is prepare students to enter Undergraduate Schools. The second purpose is to provide training for entry level positions in our enterprise system. This often includes vocational training.

High Schools are responsible to complete the basic educational training skills of math, reading, writing, science and history. They are responsible to make their graduates employable in the enterprise system.

Grade Schools are responsible for to teach the basic knowledge skills and to prepare its graduates for High School.

As is evident from the above description of the responsibilities of the various levels of education,its mission is both diverse and complex. Compounding the diversity issue, is the fact that both Graduate Schools and Undergraduate Schools are curriculum driven to train the next generation. These schools often do not look at all of their functional responsibilities in a balanced manner. Commonly, the matter of qualifying graduates for employment in our enterprise system is not given sufficient emphasis.

Certain disciplines are not covered in sufficient breadth and depth. For example courses in Production Management do not explain that all systems, production and administrative, are best modeled as an analog hydraulic system.This fact is of great impact for those entering the enterprise system. Because they would know that in hydraulic systems constraints limit throughput and that their elimination improves the flow. This then prepares the graduate to make improvements on the ways in which things are done within the organization for which they work.

A similar situation exists with the discipline of work measurement standards. The discipline was developed in the early part of the 20th century yet wide spread knowledge of its benefits do not exist. This is a problem of both the enterprise system and the educational system.

Simply stated, productivity improvement is key to our future economic growth. Increased productivity is achieved only by improved methods and procedures (better ways of doing things).The majority of enterprises have opportunities for systems and procedural improvements within their own organizations. Employees who have the proper knowledge can find and recommend improvements for those systems.

Knowing how to accomplish these programs makes an employee more valuable to the enterprise. The addition of the production facts and work measurement to a broader audience can be of great importance to our enterprise system in general.

At four levels of the educational system, the function of preparing graduates for employment was mentioned as existing. These levels are Graduate School, Undergraduate School, Junior College and High School.

Graduate schools often need to be more proactive with the members of the enterprise system to learn what employee requirements are for a Phd or a Masters Degree candidate.
They can also determine the blend of skills needed.

Undergraduate Schools can also benefit from being more proactive with members of the enterprise system.In this way, they can also determine the blend of skills most wanted by the enterprise system.

Because Junior Colleges often provide vocational training, they are often more aware of the realities of the work place than are other educational groupings. One of the needs of the Junior Colleges is to find out such information as how literate is computer literate? Does every one need to know how to use spread sheets? The source of this type of information is of course, the enterprise community.

High Schools are last educational institution which most students ever see. This makes their role in our educational process a critical one. More students will have the need to know how to get a job and keep a job than will go to another higher educational level. If retention levels increase, the above will be even more the case. High Schools need to provide students with training which employers want to be present in their employees.In order to know what these requirements are, contacts with the enterprise system are needed.

Here are some thoughts about the drop out situation. Many of those out do so because they see no reason to continue school. Their belief is that school provides them with no skills which can get them a job. Further they have little knowledge of the importance of keeping a job. This says that it is super important for the High School to know what is expected of an enterprise system job applicant and teach those skills. This requires both the school board and the educators to become aware to the real student needs and to also know how the local enterprise system works.

Remember the Proactive approach taken by the large and well organized businesses. Similar systems need to be set up with in the academic community. The educational system needs to look at its responsibilities from a functional point of view. This includes taking the needs of the student into account as well as the needs of employers.

More emphasis has to be placed at all levels from High Schools on up to make graduates more employable. Such efforts at the High School level will tend to lower the dropout rates of the High Schools which participate.

The subject matter relating to improving productivity, is not presently being given enough emphasis in any part of the educational system. This is to the detriment of the potential employee.

Management in most enterprises is not aware of the productivity improvements which can and should be employed within the organization. The value and uses of the tools discussed here need to be brought to the attention of senior management at all levels of activity.

Posted in Educational System

Research in Education Essay

Nowadays, diverse education is getting to be extremely important and, in this respect, art should play a significant role. Nonetheless, art, being a constituent element of ethical education of students, are still not very successfully taught in schools. For instance, music education is nowadays practically in decline and there are various factors that deteriorates the current situation, including problems with professionalism, time management, teacher and student relations, preparation of young teachers, and implementation of new technologies and techniques in the teaching process.
First of all, it is necessary to point out that at the present moment the professional level of specialists teaching music in schools is widely discussed and criticized. In recent years the music coordinators have been viewed as a panacea from all problems modern schools and music education have. However, their role remains unclear and the effectiveness of their work is still quite low. Stuart Button and Allison Potter explain such a situation by a number of problems, main of which concern the coordination of work of music coordinator and head teachers as well as the current curriculum. To put it more precisely, often teachers are very skeptical about the pedagogic professionalism of music coordinators while the latter do not appreciate the professionalism of teachers in the field of art, namely music. It is obvious that the cooperation between them remains quite low and the role of curriculum is also very important since it is not coordinated by music coordinators and head teachers. As a result, the efforts of both parties remain ineffective.
However, the main problem probably is that “not all schools are fully exploiting the potential of the music coordinator” . Obviously, the use of their potential would contribute to more successful music education since they are real professionals in music. This is why it is only necessary to combine the pedagogic skills and experience of head teachers with music skills and experience of music coordinators. In this respect, the partnership teaching seems to be the most efficient strategy leading to the positive results.
Nonetheless, there is also the problem of the preparation of future professionals since it is necessary to constantly support the progress of music education that needs employment of new professionals, including young teachers. Naturally, this implies that the new professionals need special training and preparation to be qualified to teach music effectively. Not surprisingly, music professionals teaching music underline that “new music educators need and deserve our support” and they insist that mentoring should be widely applied as a means of professional growth of new music educators since “mentoring certainly holds promise… and mentoring programs that offer such support are growing across the country” . In such a situation, it is really important that more experienced professionals could help their younger colleagues to keep growing professionally that will guarantee the further progress of music education and high level of professional education.
In such a way, the professionalism and training of new professional educators of music are among the most important factors that can contribute to the better teaching of music and art at large. Nonetheless, it is also necessary to take into consideration the problem of teachers and students relations since teaching music as well as teaching in general is a two-sided process. Consequently, it implies that teachers and music coordinators managed to develop productive relations with students that can make education really effective.
Specialists recommend that teachers focused on their students need and interests and, at the same time, stimulate constantly their progress, develop their personality at all levels. To put it more precisely, Robert Duke recommends to teachers to build such relations with students and create such a curriculum that “every time your own students leave the studio, ask your self what physical, intellectual and artistic habits they’re developing in your presence every week” .
Unfortunately, often neither teachers nor students have enough time to improve their skills and abilities in music. In fact, students often turn in a very difficult position when they simply do not have time for rehearsal and the role of teachers in this problem should not be underestimated. For instance, Joseph Manfredo underlines that “the single greatest factor that affects rehearsal success is pacing – the teacher’s ability to effectively manage time during the teaching period” . Moreover, he even provides a typical rehearsal that may be used by teachers that includes: setup for teachers and students, tuning, warm-up, rehearsal of performance literature, sight-reading and other comprehensive musicianship activities, announcements, ending or teardown.
Finally, it should be said that the effect5ive time management, good teacher-students relations, and high professionalism are not sufficient nowadays since the technological progress creates new demands for teaching music. In this respect, the role of distance learning is constantly growing and forces teachers to use this way of teaching more and more often. In this respect, it is worthy of mention that specialists agree that “the rapid development, availability and marketing of online educational opportunities will almost certainly accelerate the development of distance learning in music education” . This is why this trend should into consideration and the established models of education should be modernized and adapted to the new conditions. Moreover, this also needs the development of new infrastructure and wide implementation of computers, IT and Internet in the educational process. However, it is necessary to remember that “educational values, excellence, and learning should always take precedence over visions of convenience and innovation for the sake of innovation” .
Thus, taking into account all above mentioned, it is possible to conclude that the current development of music education is insufficient for really effective learning. The latter should be based on highly professional approach and carefully planned and coordinated curriculum which would be characterized by highly effective time management. Obviously, the realization of such a strategy implies the necessity of employment of professionals such as music coordinators in the teaching process and their cooperation with head teachers. At the same time, it is also necessary to remember about technological progress which achievements should be possibly implemented into music teaching without harming the quality of education at large.

Posted in Education Essay

History of Education, Teacher Training, Teachers, Teaching

A Concise History of Education of Teachers, of Teacher Training and Teaching

(Based on author’s site www.geocities.com/histedu)

In western countries the history of teacher training and education, theories of teaching and education of teachers, in western countries, began in the first decade of the 18th century in Germany, with teaching seminaries preparing teachers to teach. In the history of education and teaching this was the first formal teacher training.

The first teacher training college in the history of education and the history of teaching of western countries, formal teacher education and training, was founded in early 18th century in France by the Roman Catholic monk Jean Babtiste de la Salle, canonised in 1900; his Brothers of the Christian schools were teaching poor and middle class children and were an order of non-clerical male teachers. This was based on what Greek philosophers had advocated and was later re-introduced into western society by Islam: that spirituality ought not be the only reason and basis of education. Until then, teacher education and training had been clerical; this, in 1725 was the first secular teacher training college in the history of education of the West.

In western countries’ history of education this changed attitudes to education; teaching, and teacher education and training so began to require teachers to have an understanding of the human mind, together with knowledge of science and art and principles of teaching, and methods of teaching and education.

This requirement became established as the norm. Teacher training establishments conformed to it, with the Normal Schools, the first in the history of education for the training of teachers.

This proved popular; progress followed. This was the first time when in the history of education and history of teaching of western countries a system of education was created which required and enabled knowledge and in-service experience and certification for teachers, with continuing professional development opportunities in professional teaching for teachers. It was an un-uniform system of teacher education and training, but it did enabled teachers, while teaching, to attend teaching seminars to refresh and increase their knowledge of teaching; it made possible the exchange of ideas among teachers.

Uniform teacher education and training, professional teaching in the history of education first began in France. It was unsuccessfully attempted during the French revolution to adopt Germany’s teachers’ seminars, and with Napoleon’s efforts in the second quarter of the 19th century a similar and the first uniform system in the western history of education and training of teachers became established.

In the USA and in Britain there had not been a system of formal teacher education and training; but, a certification for teachers, of moral fitness for teaching, had been introduced by Elizabeth I.

In England’s history of education and teaching, in the first quarter of the 19th century a teaching method was begun by Joseph Lancaster and Andrew Bell. It was called ‘Lancasterian’: the senior students as ‘monitors’, while receiving teaching from a tutor, were acting as teachers and teaching other students.

In Scotland’s history of education and teaching Germany’s teacher education became interested in. In the third quarter of 19th century the Glasgow Normal Seminary for teachers was founded by David Stowe.

Teacher education and training progressed. In the USA Horace Mann founded the Massachusetts Normal Schools, and in Britain’s colonies voluntary organisations and churches established formal teacher training colleges and teaching.

Concerns were expressed in England on whether it was right for persons of lower social class to attend teacher training colleges and give teaching to children of persons of higher social class. In France it was feared that teachers by their teaching might influence young minds with liberal ideas.

(In Japan [seemingly influencing the USA’s history of education and teaching] emphasis in teaching was on instilling patriotism.)

In the history of teacher education and training of Europe, in 19th century ‘Philosophy of Education’ of Rosencrantz emphasized philosophical and psychological data. This was on the lines of Islam’s system of university faculties and developed into separate teaching disciplines.

This progress in the history of education and teaching was furthered in Sweden by Pestalozzi. He advocated formal teacher training colleges.

(Pestalozzi, except theologically, was self-educated; he never specifically set out a written account of teaching and of teacher training colleges, but his place in the history of education and teaching and his greatness is deducible in outline from his various writings and his loving and sincere deeds and the example he set.)

Froebel in Germany favoured the education of teachers through teacher training colleges, as did Alexander Bain’s ‘Education as a Science’. That developed with Herbart’s pedagogical emphasis in teaching on the five formal steps: preparation, presentation, comparison, generalisation, application.

Germany’s model for teacher training and education became the basis of further developments: Derwent Coleridge and James Kay Shuttleworth in Britain, Mann in the USA broadly agreeing, favoured it. Teacher education and training, should emphasise techniques of teaching -”not only the subjects of instructions, but also the method of teaching”.

By the end of the 19th century teacher education and training became established in France and Russia (and in Japan). Teacher education and training came to be required by law to be through formal teacher training colleges.

In English speaking countries history of education and teaching, formal teacher education and training, began in Scotland with the University of Edinburgh’s creation of a chair in education, with the St. Andrews. The USA with the efforts of, e.g., Henry Bernard and Nicholas Murray Butler, followed.

Developments in English speaking countries were enhanced by the teaching techniques of Herbert Spencer in England, and pedagogy. In the USA’s history of Teacher education and training there were studies, e.g., by Francis W. Parker, of Germany’s pedagogical developments.

In the USA’s history of teaching and education John Dewey worked with the University of Chicago Laboratory Schools as influenced by the Darwinian hypothesis (reportedly originating from the library of Alexandria) prior to its later evaluation by science. Taking into account from other disciplines what was considered relevant in teaching to child development, the Brown University founded a department of education.

The Roman Catholic La Salle College in Philadelphia, chartered 1863, had been teaching education.

The Teachers College founded in 1888 in New York was popularly incorporated into the Columbia University and was famously established that teacher training college at beginning of 20th century, announcing “The purpose of the Teacher Training College is to afford opportunity, both theoretical and practical, for the training of teachers, of both sexes, for kindergartens and elementary schools and secondary schools, of principals, supervisors, and superintendents of schools, and of specialists in various branches of school work, involving normal schools and colleges” -that became the basis, in the western history of education and teaching, of teacher education and training.

In Britain’s system of education, which applied throughout the Commonwealth, entry into teacher training came to require senior secondary school, advanced level, Matriculation or the later General Certificate of Education [GCE] passes Ordinary [O] and at Advanced [A] level –more generally catered for at British Grammar Schools [as distinct from the USA’s where they are modern secondary schools], and Europe the British Grammar School equivalent  Lycèe Diploma in Science or in Arts -with compulsory advanced classical academic and cultural content, became the minimum entry requirement.

In Britain and the in British Commonwealth traditionally greater importance has been attached to professionalism, in that not only academic qualifications alone do not suffice but, also, separate professional examinations may not be sat without a specific period of time of specifically professional study. Teacher training came to require higher entry qualifications than for training as, e.g., certified accountants or as a barrister-at-law [practicing lawyers as trial advocates]. Then, depending on language status, specifically professional curricula could be completed with a minimum of two or a minimum of three years of professional study followed by [additionally to in-house training in the course of professional study], e.g., six moths of pupillage for legal practice, or, e.g., a year’s probationary class-room teaching prior to full professional qualification, with an expectation also of later continuous professional development by way of, e.g., attendance at seminars –in the case of teaching with optional further study in a subject offered by the Teacher Training College.

(Until the late 20th century holders of those minimum entry qualification, by passing a selection examination, could become ‘temporary teachers’. Graduates of Oxford and Cambridge universities, upon payment of a fee, could be conferred upon the title of ‘master’ and be placed as teachers by their syndicate. Graduates of other universities wanting to become teachers attended the two year compulsory [or longer with an additional subject] teacher training colleges, or with a Bachelor of Education degree could enter teacher training at final year level, subject to the successful completion of a probationary year in class-room teaching. This professionalism in teaching has since been required of new graduates as the Post-graduate Certificate in Education [PGCE], in England only [for teaching at state schools] with a QTS skills test, and similarly [and also in the case of Bachelor of Education graduates] the successful completion  of an induction year in school teaching as Newly Qualified Teacher [NQT] –with continuing professional development. While also non-major professional qualifications has been officially categorised as a level above under-graduate university degrees [being considered to be reduced to two years] in the National Vocational Qualifications scheme,  without such a degree only those qualify for the Qualified Teacher Status [QTS] who previously had been trained at a Teacher Training College in the United Kingdom or in a Colony or former Colony of it, or if elsewhere if similarly they possess examination passes at GCE or GCSE level [at grade C or above] additionally to the language requirement in Mathematics [and if to qualify to teach at a primary school also in Physics] –or their recognised equivalents [e.g., Matriculation].)

Reputable American teaching qualifications, e.g., through the Teacher Training College of the Columbia University, enjoy a similar international high regard. However, in their history of education, having less aspired to make general education as ‘practical’ as in the USA and in later Britain (with lessening emphasis on spirituality in India, increasing perfectionism in China and in the 21st century the UK’s preference for its basis as respect for authority as in the USA), the European teaching institutions almost uniformly continue more to value academic general education for entering into professional training as school teachers, and Britain’s considering, e.g., class-room assistant qualifications as good substitute to, e.g., the GCE/GCSE passes, as acceptable entry qualification was criticised.

Interest in entering the teaching profession have always been based on the status of teachers, which, traditionally, was highest in Russia in the 2nd half of the 20th century, where teachers enjoyed more favourable terms of employment than elsewhere.

In Britain’s history of education, the 1980’s miss-projection of the how many teachers were needed resulted in the employment of science graduates, without formal teaching qualifications, as, initially temporary, teachers. A status was enjoyed by teachers of similar regard, as in European countries, and, about the end of the 20th century, conferring knighthood upon teachers of long service was politically suggested in Britain but due to controversies on reforming the House of Lords it did not materialise. At the beginning of the 21st century, for reasons considered economic, the status of teachers was regarded to have been equated to those of classroom assistants who were socially criticised for taking classes on their own with brief training.

In the USA’s history of education and teaching a form of essentialism in education has been hailed, and a culture based on practicality and model citizenry, emphasising respect for authority. With a reported lower literacy rate than, e.g., much less resourceful Turkey’s, and in the 21st century, with no general minimum standard in teacher training and education, some states do not recognise the teaching qualifications of some others. Teachers and teaching appear officially to enjoy no higher regard then in Bernard Shaw’s remark (by some believed to be about writers’ courses) “Those who can, do; those who can not teach”.

In the USA public interest in better educational standards grew and at the end of the 20th century three generals were appointed by a state to improve teaching and educational standards, and at the beginning of the 21st century was appointed to improve educational standards at federal level a serving general. Some teachers paid only term time, having to seek vacation work during summer, teaching and teachers, generally are regarded as having enjoyed not as good terms and conditions in the USA, but it has considered adopting the European baccalaureate system.

The growth of interest in culture and education in western society’s history of teaching has been seen, in the European Union, mostly in Cyprus which reportedly has the highest percentage of university graduates among fellow member states.

In western society spiritual values in education have been protected by way of teaching religious studies in many schools in American secularisim [protection of religion from political influence] and by the religious affiliations of many of its universities; in European secularism [protecting against one’s formal dominance of the other], often with a state religion enshrined in the constitution, this has been partly ensured by such laws as, e.g., the requirement of Britain’s Education Acts in compulsory education to take pupils to religious worship at least once a month and, e.g., while British universities are not formally religiously affiliated, the availability of a place of worhsip and clerics to students at universities.

While various emphasis and special education considerations (e.g., the pedagogy based Steiner-Waldorf education for creating free moral and integrated individuals -by some its say by teachers and schools on defining the curricula disagreed with, or Montessori’s preschool and elementary school child’s self directed activities with autodidactic equipment -regarded by some as risking raising obedient automatons), be it practical skills or Emerson’s ‘thinking man’, have all had praise and criticism and arguments continue on prgmatism and creation -v- evolution, generally Socrates’s argument that the rightly trained mind would turn toward virtue continues to carry considerable weight in most educational systems. Basically an important aim of education and the societies’ all time expectations continue to be on the lines of these verses (by the Cypriot ‘Teacher of Teachers’, the late Orhan Seyfi Ari):

‘I was an ape’ you say -or amphibian?
And now?!  Are you not now.. ‘man’!? ”

In western history of teaching and the status of teachers the cultural values balance appears to have been more reflected in the education and training of teachers in Europe, mostly in Spain and Italy, and in France where without much disregard to spiritual values also political and ideological affiliations of teachers is the long established norm in professional teaching.

Posted in History of Education

Curricular Changes in Teacher Education

Curricular Changes in Teacher Education

India is a developing country. We have thousand years of Tradition and Culture. Different types of people are living in India. In olden days the educational institutions were called as ‘Ashramam’ and teacher was called as ‘Guru’. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.

Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is very much in our daily life. Even today also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.

Western culture is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a nation builder. The development of any country depends upon its educational system. Any type of development is possible through education.

The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the learning organization or by the curriculum specialists.

Curriculum is a means to the education. While education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, Curriculum deals with ‘what’ education is a product, curriculum is the plan.

Teacher Education

Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed.

When India attained freedom, the then existing educational system was accepted as such because it was thought that an abrupt departure from the same would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows:

- To build a national system of teacher education based on India’s cultural ethos, its unity and diversity synchronizing with change and continuity.

- To facilitate the realization of the constitutional goals and emergence of the new social order.

- To prepare professionally competent teachers to perform their roles effectively as per needs of the society.

- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.

Scenario of Teacher Education

The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers.

Various Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’

India has a large system of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and nearly 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly 3 million are teaching at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system.

The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took several steps as regards quality improvement in teacher education. Its major contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in various universities and boards in the country. A similar effort was made in 1988.

During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachers’ capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom.

Definitions of curriculum, from Oliva (1997).

Curriculum is:

That which is taught in schools

A set of subjects.

Content

A program of studies.

A set of materials

A sequence of courses.

A set of performance objectives

A course of study

Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

Everything that is planned by school personnel.

A series of experiences undergone by learners in a school.

That which an individual learner experiences as a result of schooling.

Flexibility of the Curriculum

In India there are large number of communities living in the hilly area, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and needs. There fore, the same curriculum can’t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from society to society.

“The destiny of India now being shaped in her class rooms”. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the people (Education Commission 1964-66).

Different types of Curricula

There are eleven types of curricula

1.      Overt, explicit, or written curriculum

2.      Societal curriculum

3.      The hidden or covert curriculum

4.      The null curriculum

5.      Phantom curriculum

6.      Concomitant curriculum

7.      Rhetorical curriculum

8.      Curriculum-in-use

9.      Received curriculum

10.  The internal curriculum

11.  The electronic curriculum

Teacher Education Curriculum at Different Stages – NCTE

Teacher Education at the Pre-Primary Stage

Objectives

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;

·         Preparing student teachers to use local resources and local contexts.

Curriculum Content and Transaction

Teacher education curriculum at this stage need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It may also develop awareness of forces affecting environment including pollution, appreciation of places of historical and cultural significance and special educational features and developmental tasks contained in policies and programmes.

Teacher Education at the Primary Stage

Objectives

·         Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technology;

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;

Implications for Pre-service Teacher Education

Curriculum Content and Transaction

It is necessary that student teachers be sensitised to the need for reducing curriculum load, organise appropriate learning experiences which are joyful in nature and related to immediate environment of the learner and help them develop and imbibe desirable values.

Teacher education programmes at this stage shall have to provide subject based orientation. Teaching and learning of mathematics would be woven around the environment of the learners so that environmental concerns are properly integrated. The activities would focus on local culture and environment using the local specific contexts and resources. Student teachers shall have to be provided with experiences to help children develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom.

Teacher Education at the Secondary Stage& Higher Secondary Stage

Objectives

·         Developing among student teachers awareness and sensitivity towards environment concern and promoting skills for meeting environmental challenges;

Implications for Pre-service Teacher Education

Academic Stream

In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context.

Addressing Special Educational Needs of Learners

Education of the Gifted and Talented: Major Thrusts

Objectives

·         Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment;

In-Service Education of Teachers

Objectives

·         Enabling teachers to be sensitive to gender and environment-related issues.

Need of Curriculum Changes in Teacher Education

India has thousand years of tradition and culture. Educational institutions were called as Ashramam and teacher was called as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology known as ‘Educational Technology’ at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so many problems like terrorism, poverty and high-population. We want such type of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these things in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given importance for quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is important to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.

Guidelines/Suggestions

Ø      The present curriculum format of teacher education at different levels, pre-primary, elementary and secondary education is generally based, apart from others on Foundation Courses, which includes philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its significant concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing “knick knacks” of the task of teaching but is also imbued with the perspectives of creating individuals who can apply their minds to the diverse situations that obtain in the field of education. It is the Foundation Courses which provide a lot of scope for being recast to lay focus on discussion on the issues listed in the preceding chapters. Apart from others, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.

Ø      The type of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could become the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter; a reference can be made to these activities in the appropriate chapters in which they have been listed.

Ø      It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with strategies for operationalizing the teaching-learning dimensions relevant to the theme. An effective way to institutionalize the concept is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach especially in terms of attitude and value development.

Ø      What is needed is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.

Ø      In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education should be incorporated in the elementary and secondary teacher education courses.

Ø      In India, evaluation system influences the educational process especially the quality of classroom teaching significantly, and as such a separate unit of educational imperatives of Constitution will ensure due importance and weightage to the theme in the classroom teaching.

Ø      A great deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial through education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.

Conclusion

Today we are in a technological world where things are happening fast. Parents and teachers would like to be getting results fast. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.

An overview of the context and concerns as discussed earlier, teacher’s profile and general and specific objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would include the following:

- Reflects the Indian heritage, acts as an instrument in the realization of national goals and fulfills aspirations of people.

- Responds to the latest developments in the field of education.

- Establishes integration of theory and practice of education.

- Provides multiple educational experiences to teachers.

- Enables teachers to experiment with new ideas.

- Ensures inseparability of pre-service and in-service education of teachers.

- Sets achievable goals for various stages of teacher education.

According to Swami Vivekananda Teacher gives knowledge and bright future to his students. He always trying to help students and encourages good habits not only in the students but also in the society. Teacher is a backbone for country’s development. The influence of teacher is more in the student life. Any type of social development depends upon its educational system. So it is very important to give prime priority for Teacher Education Curriculum. It is very important to give place to science and technology in Teacher Education Curriculum. Then surely India will become powerful and rich country in the world.

Posted in Teacher Education

Educational/school Psychology in the Pursuit of Human Well-being

Educational/School Psychology in the Pursuit of Human Well-Being

Introduction

Now we are living in the technological modern world. With the help of science and technology we have developed in all fields. India is a developing country. We have lot of human resources after China. But the literacy rate is very low when compared to other developed and developing countries in the world. India is a rich country, but Indians are poor. With the help of science and technology and by utilizing all sources in the proper way it is possible to India to become a developed country in the world. In the modern world people living with high tension. The student in schools and colleges are also living with high tension because of heavy competitions. It is necessary to introduce psychology as a general subject in all the classes both at school and college levels. Yoga and meditation is also necessary for each and every one in the world.

Definition of Education

Ø      Education is the learning of human souls to what is best, and making what is best out of them?

–        John Ruskin

Ø      Education is a weapon, whose effect depends on who holds it is his hands and at whom it is aimed.

– Joseph Stalin

The word education is derived from the Latin educare, meaning “to raise”, “to bring up”, “to train”, “to rear”. Education means the gradual process of acquiring knowledge. Education is a preparation for life. Education is also defined as the profession of teaching (especially at a school or college or university).

Importance of Education

India is a union comprised of twenty eight states and seven Territories. The Constitution provides directives regarding the development of education throughout the country. The areas in which the respective central and state governments have domain have been identified in the Constitution as the central list, state list and concurrent list. Until the late 1970s, school education had been on the state list, which meant that states had the final say in the management of their respective school systems. However, in 1976, education was transferred to the concurrent list through a constitutional amendment, the objective being to promote meaningful educational partnerships between the central and state governments. Today, the central government establishes broad education policies for school curricula development and management practices. These serve as guidelines for the states.

Generally, at the start of a very young age, children learn to develop and use their mental, moral and physical powers, which they acquire through various types of education. Education is commonly referred to as the process of learning and obtaining knowledge at school, in a form of formal education. However, the process of education does not only start when a child first attends school. Education begins at home. One does not only acquire knowledge from a teacher; one can learn and receive knowledge from a parent, family member and even an acquaintance. In almost all societies, attending school and receiving an education is extremely vital and necessary if one wants to achieve success.

Educational Psychology

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms “educational psychology” and “school psychology” are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.

Uses of Educational Psychology

For finding Individual differences and Disabilities

Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.

Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman’s general intelligence), multiple factors (as in Sternberg’s triarchic theory of intelligence and Gardner’s theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness.

For Social, Moral and Cognitive Developemnt

To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.

For example, educational psychologists have researched the instructional applicability of Jean Piaget’s theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget’s most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.

Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget’s views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.

Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people’s belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.

Psychology and Teacher

Teacher is a national builder. He has a power to change the world through education. According to our Indians teacher is a third god. Teacher plays a prominet role in the development of society. Educational Psychology is a main subject in  teacher education at D.Ed., B.Ed., and M.Ed. levels. It is necessary for each and every teacher to know about psychology. Becausse it is necessary to know the behaviour of the students in the class. Teacher has different roles  like father, advisor, councellor, administrator and well wisher. The future of any country is in the hands of teachers. So it is necessary to give importance for teacher education. So our government introduced psychology subject in teacher education curriculum.

After undergoing the course, the student teacher

1)      Explains psychology and its relationship with Education.

2)      Classifies different branches of psychology and explains their significance.

3)      Explains the importance of heredity and environment and its influences in educational process.

4)      Explains the different aspects of the development of the child.

5)      Explains the growth and human beings and their behaviour.

6)      Describes the individual aspects of the development of the child.

7)      Explains the primary needs of the children.

8)      Explains the secondary needs of the children.

9)      Explains the theories of learning and the factors influencing learning.

10)  Explains the concept of socialization.

11)  Explains the different types of learning.

12)  Understands the concept of motivation and the steps to be taken to motivate the children.

13)  Explains attention and its uses.

14)  Develops skill of observation, listening, responding and understanding.

15)  Describes memory, remembering and forgetting and identifies conditions of good memory.

16)  Describes the effects of different methods used for learning process.

17)  Explains thinking process and its uses-perception, conception, apperception for different ages.

18)  Explains the role of creativity and its development.

19)  Explains the meaning of intelligence and understands the changing concept of intelligence.

20)  Enhances personality development of pupils.

21)  Describes the mental hygiene and mental health.

22)  Understands exceptional children and their significance.

23)  Practices guidance and counseling for school pupils.

Conclusion

Educational psychology is an application of the principles of psychology for effective learning and modification of behaviour on desirable dimensions.  Knowledge of educational psychology makes a teacher effective in motivating the pupils in their learning.  In short it is an inseparable part of strategy in education. Education gives knowledge, wealth and health. Education is a solution for all types of problems in the society. Through education only it is possible overall development of a person in the society. Through education it is easy to know about behavour of the students and persons in the society with the help of psychology. So it is necessary to study psychology all persons in the society in the modern world. Educational Psychology helps the overall development of the student.

Posted in Human Well-being

Education System in UK - Colleges and Universities

Why do many people like to go on a study tour to UK colleges and Universities? What do you know about education system in UK? Like many other countries United Kingdom has developed and diversified education system foe school graduates and those who want to get further or higher education. The incredible number of colleges and universities offers thousands of courses and subjects to study. Thus, it is very important to be well-oriented in education institutions diversity to choose the right one which will suite your interests and further career best. First, there is a difference between further education and higher education. Further education is provided by colleges and gives a number of special qualifications such as Business Study, Engineering, Catering etc. They are specially designed for basic knowledge study, which is an integral part of further education and special subject study. Often further education students are able to combine a few subjects and get two or three certificates accordingly. Most further education students are adults who are above 21 years old. They prefer to study part-time and go to work while studying. Anyway, it is your choice whether you will study full-time or part-time. Usually part-time jobs allow further education students cover their tuition fees expenses. UK educational institutions are divided into state and private colleges and universities. Some decades ago state colleges and universities considerably differed from each other, especially in education funding system and costs. Nowadays both types of institutions have high tuition fees and smaller amount of grants, University Access Funds and student loans assistance programs. Universities UK provide a wide range of subjects and qualifications to study. Education programmes at universities include lectures, seminars, workshops, trainings and practices. Some of them even organize working experience for a year or less. High tuition fees cover access to university books, software and computers. Be aware of ALL university facilities before applying for study: you must know well what you will have for your big money! Although higher education requires much study, research, writing and reading the most study process is independent; lectures, seminars and workshops take much less time than self-research and study. Of course you will be signed your own individual tutor who will guard your study and control your results, but be ready to become a self-organized student who plans his education process himself. All universities and even further education colleges in UK have specially assigned consultants who provide all information which you need. They are happy to consult you even in your private matters. However, it would be better to check the university or college environment by yourself. For example, such aspects as social environment, college/university city or town society, availability of night clubs, sports clubs or beaches play a significant role in our life. City/town living standards will help you count your accommodation and living expenses; remember, you are going to spend a couple of years there! Each year both private and state universities reduce their financial assistance, state and university grants cover only about 10 percent of education fees. Find out as much as possible about financial aid availabilities, at least you can apply for student education loans system. This system is the easiest way for funding education in UK now. However, you should remember it is repayable and sometimes has high interest ratio which expands to 20 years for paybacks to be affordable.

Posted in Education System in UK