AIMS OF EDUCATION : THE PRESENT SCENARIO
• Establishment of schools on the lines economic and social background (corporate schools for the rich, English Medium schools for the Middle class families and government schools for the people of lower standards). • Linear thinking assuming that engineering an medicine courses are the ultimate. • Disappearance of childhood rote memory replaces joyful learning. • Exam oriented study.
• Schools have turned into agencies that provide guidance only for exams. • Commercialization of Education.
• Disparity between aims and methodology.
• Vagueness on expectations and abilities.
• Assumption of confining education to classroom.
• Repulsion towards new methods.
• Lack of coordination between society, school and administration, not catering to the needs of the society. • Development of passivity.
• No scope for the enrichment of cognitive resources of the child such as questioning, observation, inquisitiveness and expression. • Diminishing of values, cooperation collaboration patience, self-confidence, discretion and rational thinking. • Absence of human values, individual values and social values. • Mechanization of the child’s mind by the current education system. • Focus only on enrollment.
• No stress on quality education.
• Inequality, lack of freedom, negligence and irresponsibility. • Inferior training programmes, monotonous teaching training, training institutes and universities far away from the real world and lack of psychological element in education. • School is just information centre and exam centre.
• Laborious Learning and intolerable schools.
• Dumping of monotonous syllabus into lower levels in the name of curriculum revision. • Education promoting dependability, not self-confidence.
• Gulf between labour and intelligence.
• Children of the poor engaged in physical work whereas children of the rich capture power and administration. • Teacher-centered classes and only text books provide true knowledge. • Satisfying the officials and lack of decision making.
• Disbelief among the teachers, the management and the society. • Lack of resources and lack of utilizing the resources available. • Completing the syllabus in time is the ultimate goal.
• No idea of the aims and objectives of present education. • Lack of awareness of the aims of education.
• The consequences of the present system.
• The role of the school, the teachers and the society.
THE PROPOSED AIMS
• Education should provide foresight and proper guidance.
• Education is an instrument to achieve democracy, social equality and justice. • Thoughtfulness and independent work with values.
• Concern for the others.
• Learning how to learn and updating what is learnt.
• Creative responses, creative thinking and implementing the new knowledge in various situations. • School should promote social awareness and human relations. • School as the resource centre comprising books for reference, books for the young, books for the children, etc) • Laboratories equipped with all materials and apparatuses. • Qualitative education aiming at educational goals.
• Teacher as social volunteer.
• Reformation in evaluation system so that the abilities of the children are assessed. • Protection of environment, natural resources reducing wastages and disaster management. • Promoting Self-reliance, social awareness, responsibility and inquisitiveness among the children. • Professional and vocational trainings.
• Respecting Art Education, literature, culture study and traditions. [pic]
Aims of Education In Current Times
OVERVIEW AND BACKGROUND FOR THE STUDY:
In the major sense Education is the accomplishment that has an influential impact on an individual’s character, mind and physical abilities. If discussed technically education is defined as a process through which a society with positive intentions transform it. In its technical sense, education is the process by which society deliberately...
...The Aim of Education in Indonesia
By Daenuri Suhendar
Many people in Indonesia believe that success in education is measuring the academic values. Therefore, their efforts have focused only on how much academic value that can be achieved, we may often forget the real purpose of education that it is not to get a course of academic and other achievements. However, the purpose of education is to improve the multiple intelligence and cognitive students. In other words, a school can’t be successful if it can’t facilitate the students’ multiple intelligences and complex cognitive processes. Indonesia has not focused on the purpose of education because Indonesia is still has problem in education. Such as, Final exam is still a benchmark of successful of education, the materials which tested in the exam only cover a few subjects and a lot of teachers who have a low quality of teaching. We should quickly fix our education system and we must focus on facilitating students' multiple intelligences.
What is the meaning of intelligence? Stenberg (2005) argues that intelligence is include 3 things. They are experience, cognitive processes and ability in environment adaptation. While cognitive is the process of understanding through thought. Gardner (1983-1993) defined intelligence as the ability to solve problems and produce new products in...
...Technical EducationScenario in India -Impact,
Success Till Now and Challenges
Quite afresh, I engaged in a healthy conversation with my teacher who was very cynical about the condition of technical education in India. She asked me a very simple question- why is a majority of the modern research activity taking place in the US itself and not in countries with much more population like India? I had an expeditious reply to this question in my mind and I quickly said that it's because of the lower literacy rate here. She then did some statistical data analysis for me and continued that in spite of that, India boasts of a larger populace of educated men and women than America and added that this still doesn't concern the research and development comparison between both the countries. I, again, was impetuous in my remark that there are fewer incentives and very less scope in India as compared to that present in the US. I don't know if I was marginally right or not, but she again looked up Wikipedia and told that we had an immeasurable number of technical universities and colleges as compared to the "developed" countries and hence, obviously, humongous workforce to implement proper education. I felt lost with the facts that I was facing. Everything seems so nicely set up and the cogwheels seem to be working quite perfectly, but still the result that comes out of this ‘education machine'...
...INDIA'S GROWTH THROUGH ADVANCEMENT IN EDUCATION SECTOR
*Research scholar,sri Venkateshwara university,gajraula
**Supervisor, Maharaja agarsen college,Delhi university.
Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form.Presenteducation system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960’s the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indian education system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement....
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows...
...Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.
Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems were also based on people's religion giving them different curricula.
Main articles: Curriculum, Curriculum theory, and List of academic disciplines
School children in Durban, South Africa.
In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard.
An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing...
... Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational.
A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights.
Etymologically, the word "education" is derived from the Latin ēducātiō from ēdūcō which is related to the homonym ēdūcō from ē- and ''dūcō .
Type of educationEducation can take place in formal or informal educational settings.
Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems are sometimes also based on religions, giving them different curricula.
In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and...
...AIM OF EDUCATION
The main aim of education is the all-round development of a student. Its purpose is to develop a student into a full, whole and integrated person. Thus, the objectives to be achieved through education and training are many and comprehensive. Education helps in achieving and developing skills, abilities, insights and scientific temper. Besides literary and aesthetic appeal ofeducation, there are utilitarian aspects as well and they are equally important. Educationaims at developing and bringing out the best of a student’s inner personality, without neglecting the outer and material aspects. Education also means that students are made capable of standing on their own feet, to earn their bread and butter. An educated person is supposed to face the challenges of life bravely and successfully. No person can be called properly educated if he or she fails in making a meaningful contribution to the society and country.
The purpose of education is to strike a proper balance between inner and outer emotional and practical aspects of one’s personality and life. If it is not done, it will result in an imbalanced development of a personality. It should help in flowering of both the spiritual and physical potentialities. All- round development means the growth and development of mind, spirit and body. All these are...
...The Aims of EducationEducation as a whole has many goals. However, one of its main missions is to teach the children, who will be the leaders of the future. Therefore, it is highly important that the children of today be thoroughly taught in all of the important subjects. This is where a major controversy can develop. Who is to say what is or is not an important school subject? A child can only be taught so much through formal schooling. As a result, a teacher must select what is the most appropriate for the foreseeable future.
For that reason, the education has changed dramatically over the centuries. Today, it is not enough for a child to be sent to weave textiles in a factory, or pick crops in a field. In this day and age, most people are formally educated through college, and some go on to graduate schooling. Yet, children during the Industrial Revolution in Britain were formally taught very little. However, they had mostly informal, "on-the-job" training. A child who worked for years in a factory would become very efficient at what they did, as would anyone who performs the same task repetitively. Unfortunately, the child would learn little about most other matters. A diverse education (as far as materials learned) early on in a child's life can help that child find a job better then manual labor when the child becomes an adult. In Britain, labor laws were passed that set standards for children...