...Co-Education means the teaching of both boys and girls in the same school and under the same roof. It also means imparting the same education to both the sexes without any distinction. This system of education aims at bringing boys and girls together. It allows free mixing of sexes without any inhibition. The great Greek philosopher, Plato had propagated the system of co-education in the ancient times. He believed that co-education will create a feeling of comradeship between boys and girls. Plato was a great supporter of the education of women. Therefore, he wanted them to be educated with men in the same institutions. He felt that if men and women are taught together, it will develop their personality to the maximum. They will not feel any shyness from each other. He advocated that it was the only method in which both could become useful members of the society. Plato in reality was much influenced by the co-educational system of Sparta, a city of Greece. There the boys and girls were given both the academic and physical education together. The girls and boys studied and played together. They were both taught the art of fighting, horse riding, archery etc. Thus the women of Sparta were not in any inferior to men. In ancient India also, there was no segregation between boys and girls in the Aryan society. In the modern times, co-educational system is prevalent in Europe and USA. In India also, now-a-days more and more co-educational schools and colleges are being established...
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...Greek philosopher, Plato, said that Co-education creates a feeling of comradeship. He advocated teaching of both the male and female sexes in the same institution without showing any discrimination in imparting education.’ (1) This statement appears in many of the independent co educational school websites. Having an ancient Greek philosopher’s authority behind your school has to be a good marketing ploy for prospective parents. However, schools neglect to add that Plato then went on to say that while women and girls should follow the same curriculum as men, he advised that this should happen separately from the boys and men. (2) This essay will present evidence in support of single sex education based on academic achievement, learning styles, gender equality, cultural preference and promotion of self esteem and show how it is unlikely to damage later relationships between the opposite sexes. Which is best? Co-education or single sex education? Because so many factors influence the outcome of these options: teaching quality, parental input, socio-economic to name a few, argument rages around the findings of many of the studies to resolve the issue. Researchers from the University of Pennsylvania studied a policy in Seoul, South Korea started in 1974, whereby children are compulsorily randomly assigned places at either a single sex school or a co- educational school. The policy was to prevent clustering of children at specific schools. This sort of study could not...
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...Progress of Women in the Barbadian Educational System: Then till Now The development of the educational system in Barbados has followed closely the development of the English system, at least until recent years, and the situation of women within that system, both as pupils and as teachers, has been no exception. When Barbadian schools first began to thrive in the nineteenth century, most of the provision was restricted to primary education. There were more or less equal numbers of boys and girls attending these schools, which can be attributed particularly to a new-found parental appreciation of the importance of education to children of both sexes. However, the pupils were segregated into separate classes, and the beginnings of a pattern which later expanded more strongly can be seen. It resulted in an ideology that less was expected of girls academically (there is evidence that girls only learnt reading whilst boys did more subjects) and different practical subjects were taught to the two sexes (e.g. needlework for girls and carpentry for boys). Secondary education at this time was provided only for a limited number of children from the middle classes, mostly boys. It was not until after the Mitchinson Report of 1875 were the first two girls' secondary schools founded, namely a first grade school, Queen's College in 1881, and a second grade school, Alexandra, in 1896. The reasons for the Report's recommendation for the creation of secondary schools for girls were typical of middle...
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...Paragraph on Co-Education eBudhia Articles Co-education is a system of educating boys and girls together. In ancient times, co-education was prevalent in Greece. Today, this system of education is there in almost all the countries of the world. It is economical. It generates a spirit of comradeship between boys and girls. The problem of shortage of trained teachers can be dealt with by this system. Boys overcome their curiosity and girls, their shyness. They learn to respect one another. Though a few conservative people are against this system, their view do not hold ground. Co-education generates harmonious relationship, a sense of cooperation, and thus, helps in the progress of the nation. 467 words essay on Co-education M Sanjeeta School and college where boys and girls study together are called co-educational. There are many co-educational institutions in our country. There are many arguments for and against co-education. Some are of the view that co-education is desirable at all stages of education, primary, secondary and at collegiate levels. Some are totally desirable at primary and collegiate levels and not at the secondary school level. The problem is linked with the aims and objectives set to be achieved at different levels of education and also with the roles the boys and girls have to play in a society later in their lives. However, it is agreed that at the primary stage of education it is desirable to have co-education. At this stage boys and girls...
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...Education is a co-current state level subjects and under the Indian Constitution education is made a Fundamental Right and Directive Principles of State Policy further needed free education and other facilities to children. There is no discrimination among the people on the basis of religion, caste or creed/faith etc. However, the minorities are given right to run their own educational institutions with financial aid from Government and they are free to introduce their religion, language in their institution. Education is compulsory and free upto primary standard. Indian education system has a wide structure and the educational institutions can introduce the education or learning pattern as below VA years in pre-nursery schools, in the primary schools upto V class or so. Education is further upgraded upto 10+2 system where the examinations are conducted by the Board at 10 and 12. Thereafter, students are free to choose the courses of their own at any stage, i.e. primary, secondary, senior secondary level. Schools are of different levels. Local Boards run the schools upto Primary, V standard, both in mother tongue and English medium. Thereafter the schools may upgrade themselves upto X known as Secondary schools. They can also be upgraded upto 12, called Senior Secondary schools. The education is a co-current (state level) subject and the Central Government cannot interfere in their functioning. As such schools are pre- primary, pre-nursery, then primary, secondary and senior...
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...Professor Mark P. Cancellieri English 101 23 September 2014 Homeschooling: The vocational track for homeschoolers. Up until 5th grade I flew through school. I always did the bare minimum and really did not care what the outcome was. I was bullied for keeping to myself and I soon hated school all together. My mom became worried and took my low grades as the school failing to teach me properly and failing to discipline the bullies. She eventually ripped me out of school. We looked at many different options, but she decided on homeschooling me. In many ways, homeschooling is very similar to what Mike Rose describes as the “vocational education track”. After experiencing seven years of homeschooling, I can definitely relate to Rose's opinion on the educational system. Although, after reading through Rose’s essay, I found that his experience got better towards the end and it made him the man he is today. So I agree that the educational system is corrupt at times, but it also has its upsides, which sometimes turn students into exceptional young men and women. There are many different points Rose makes that remind me of the homeschooling system. One of them being, "School can be a tremendously disorienting place." (Rose, p3) Whether you are in actual school or being homeschooled, this is always true. All the school aspects on top of social ones can detrimentally put severe strain on your mental wellbeing. All this pressure placed on students result in poor academic results...
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...My agency of choice is Williamstown Middle School, part of the Monroe Township School District which is located in Williamstown, New Jersey. Public schools are considered local state agencies. Williamstown Middle School is a public school that services grades 5th through 8th. This school is a Title 1 school, which means it receives additional federal funding for economically disadvantaged youths. This school offers public school choice to all students and offers parents additional options of supplemental educational services for their children. The U.S. Department of Education defines supplemental educational services as extra academic assistance for low-income students who attend Title 1 schools that have not made adequate yearly progress...
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...Commission (UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy in Education (1986) that laid special emphasis on upholding the quality of higher education in India. The system of higher education in India has expanded rapidly during the last fifty years. In spite of the built-in regulatory mechanisms that ensure satisfactory levels of quality in the functioning of higher education institutions, there have been criticisms that the country has permitted the mushrooming of institutions of higher education with fancy programme and substandard facilities and consequent dilution of standards.To address the issues of deterioration in quality, the National Policy on Education (1986) and the Plan of Action (POA-1992) that spelt out the strategic plans for the policies, advocated the establishment of an independent national accreditation body. Consequently, the NAAC was established in 1994 with its headquarters at Bangalore. Governance The NAAC functions through its General Council (GC) and Executive Committee (EC) where educational administrators, policy makers and senior academicians from a cross-section of the system of higher education are represented. The Chairperson of the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an eminent academician in the area of relevance to the NAAC. The Director of the NAAC is its academic and administrative head, and is the...
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...Effectiveness of Co-curricular Activities on Academic Achievements of Secondary School Students in District Abbottabad Pakistan - A Case Study Zahid Bashir, Shafqat Hussain NUMLs Islamabad Pakistan Abstract This research was conducted to examine the effect of co-curricular activities on academic achievements of secondary school students in District Abbottabad. The research is experimental in nature, pre-test Post–test equivalent group design was selected for this purpose. In this study, an achievement test covering four chapters of mathematics and four lessons of English was used as measuring instrument. Depending upon pre-test scores, 200 students of 10th class were divided into two equal groups (n=100) named as experimental group and control group. The experimental group was involved in co-curricular activities and the control group did not participate in any activity beyond the classroom. There were two types of co-curricular activities. First physical i.e., games, athletics and P.T (physical training) etc and the other was debates, drama speeches etc. The experimental group carried out activities for forty minutes daily for twelve weeks. The post-test was administered after twelve weeks. The pre-test and post-test scores of the experimental and control groups served as data for this study. The analysis of data revealed that on the whole, experimental groups showed better performance than controlled group. Hence the ultimate results of the study indicated that co-curricular...
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...under the leadership of TANU, have been demanding more education for their children. But we have never really stopped to consider why we want education—what its purpose is. Therefore, although over time there have been various criticisms about the details of curricula provided in schools, we have not until now questioned the basic system of education which we took over at the time of, independence. We have never done that because we have never thought about education except in terms of obtaining teachers, engineers, administrators, etc. Individually and collectively we have in practice thought of education as a training for the skills required to earn high salaries in the modern sector of our economy. It is now time that we looked again at the justification for a poor society like ours spending almost 20 per cent of its Government revenues on providing education for its children and young people, and began to consider what that education should be doing. For in our circumstances it is impossible to devote Shs. 147,330,000/- every year to education for some of our children (while others go without) unless its result has a proportionate relevance, to the society we are trying to create. The educational systems in different kinds of societies in the world have been, and are, very different in organization and in content. They are different because the societies providing the education are different, and because education, whether it be formal or informal, has a purpose. That purpose...
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... E.G. FAGBAMIYE & D.O. DUROSARO A Publication of the Nigerian Association for Educational Administration and Planning. TABLE OF CONTENTS Title page.................……………………………………. i Copy right page..........………………………………….. ii Foreword..................……………………………………. iii About the contributors..…………………………………. Iv-v Table of contents........…………………………………… vi-ix Sub-Theme 1 Measurement of Productivity in Education CHAPTER ONE: Education and Productivity in Nigeria: An Overview - Dr. J.O. Fadipe………………………..................................................1 CHAPTER TWO: Issues in Measuring Teachers Productivity - Dr. A.O. Sofoluwe....................……………………..........................9 CHAPTER THREE: Measuring Teachers Productivity and Primary School Quality: An Evaluation of Concept and Issues - Mr.J.B. Odunuga& Mr. P.K. Ajila...............…………………….......16 CHAPTER FOUR: Measuring Teacher Productivity: An Overview of the'APER' Form - Dr. A.F.S. Ahmed............…………………...........22 Sub-Theme 2 Human Resource Management and Productivity CHAPTER FIVE: Human Resource Development and Productivity - Prof. Segun Ogunsaju..............................…………………….........32 CHAPTER SIX: Teachers' Remuneration, Conditions of Service, Job Satisfaction, Attitude to Work and Job Performance in Selected vi Secondary Schools in Lagos State - Prof. E.O.-Fagbamiye....................................……………………...41 CHAPTER...
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...and Its Setting Introduction Co-curricular activities are big part of our educational system. They play a great role for the students to develop or discover their talents, meet new friends and build self-esteem. Even they are done outside the classroom; most of the co-curricular activities are academic-based. Many had been researching for the effects of co-curricular activities in the academic performance of the students. Some say that students who are involved tend to have higher grade-point averages, better attendance records, lower drop out rates and fewer discipline problems. Although, most researchers have found positive effects of different activity programs among the students, there are some of its negative effects. Students tend to forget their works in classroom and focus their attention toward co-curricular activities. Most studies have shown that co-curricular activities have positive effects on students not only academically, but mentally, socially and physically. Students learn important morals and values and develop new skills. They gain a sense of self-respect, self-esteem, self-confidence and self-discipline. Co-curricular activities also help in physical development, especially students who are involved in the field of sports. Statement of the Problem This study aimed at finding out the effects of co-curricular activities in the academic performance of Crème Sections of Wesleyan University-Philippines High School Department. Specifically, it sought...
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...levels of education. The school or college’s teaching staff are employed to teach this curriculum, and students are periodically assessed in their progress in each curriculum subject. As they grow older, students’ achievements in their curriculum subjects are seen as important in helping them get into a good university or college, and to find a good job when they leave education. The academic curriculum has never been all that schools and colleges offer to their students. Often a range of other classes, clubs and activities is available to students, sometimes in lessons but more often in the lunch break or after school. These are referred to as the co-curriculum, or as extra-curricular activities, and they are mostly voluntary for students. Examples would include sports, musical activities, debate, Model United Nations, community service, religious study groups, charitable fundraising, Young Enterprise projects, military cadet activities, drama, science clubs, and hobbies such as gardening, crafts, cookery and dance. Because they are not examined in the same way that the academic curriculum is, and because most of them take place outside lessons, such activities have less status in education than the main curriculum. However, they are often held to be very important to the wider education of young men and women. This topic examines whether the co-curriculum should be given more importance in schools and colleges – maybe by giving academic credits for co-curricular activities,...
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...Lessons” by Mr. Pasi Sahlberg The story of Finland's extraordinary educational reforms is one that should inform policymakers and educators around the world. No one tells this story more clearly and engagingly than Pasi Sahlberg. This book is a wake-up call for the United States. Finland went from mediocre academic results to one of the top performers in the world. And they did it with unions, minimal testing, national collaboration, and elevating teaching to a high-status calling. A terrific synthesis by a native Finn, a teacher, a researcher, and a policy analyst all rolled up into one excellent writer. Pasi Sahlberg teaches us a great deal about what we need to know before engaging in national educational reforms. Finland's remarkable educational story, so well told in this book by Pasi Sahlberg, is both informative and inspiring because it shows that with appropriate effort sustained over time, a country can make huge improvements for its young people, something that all countries aspire to do. Pasi Sahlberg is the best education policy expert to share the Finnish experiences with the international community. The book, by Pasi Sahlberg (2011) starts with the thesis of the success of the Finnish education system. The introduction explains some of the reasons for the success story that is going to be presented in the five chapters of the book. Among those reasons are: Young people learn well in schools with low performance differences; Teaching is a prestigious profession...
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...nature of the human animal both allows and requires socialization(Elkin and Handel, 1984,p.18). Through socialization people learn to participate effectively in the communities to which they belong. When people from all walks of life with different cultures converge at one place for educational purposes there is usually a clash of cultures and through interaction and new socialization it is possible to create a new culture where these people can learn to co-exist with their differences, they learn from each other and learn to integrate new norms and values with their existing ones. This is known as resocialization or secondary socialization. Secondary socialization takes place outside the home. It is where children and adults learn how to act in a way that is appropriate for the situations that they are in. schools require very different behavior from the home. Students act according to new rules. Educational institutions play a very important role in secondary socialization. In fact Parsons suggested the schools often bridge the gap between primary and secondary socialization. During primary socialization they learn the particular values of their family circle but at school the children are exposed to the values of the community and...
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