1. Issues in Education

NAME:	       MISS SOOBHADRAH BOKHOREE

SUBJECT:	       ENGLISH

COURSE:	       EDUCATOR’S LICENCE

MODULE CODE:	       EL 101-1

MODULE TITLE:       ISSUES IN EDUCATION

DATE:               13th SEPTEMBER 2009


 * TOPIC 1: LEARNING ACTIVITY 1

''THINK and REFLECT: There is a key assumption (supposition) made about the nature of human beings when we define education as a process of deliberate transformation and growth. Identify and explain this assumption in not more than 100 words.''

It can be assumed that education as broadly as possible to be related to formal, informal and non-formal- in short, whatever the mode of acquiring knowledge. Education liberates the individual by sharpening his ability to understand and it makes him a better person socially.

It can also equally be said that education in its broadest sense is any act or experience that has a transformative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another in an attempt to transform an individual.


 * TOPIC 1: LEARNING ACTIVITY 2

''Read the following article by John Dewey “My Pedagogic Creed”. In what ways has this article changed your perspective on education and schooling? Write about 200 - 250 words.''

The Oxford dictionary defines education as “the systematic training and instruction designed to impart knowledge and develop skill”. John Dewey described education as rather being a social process which involves the participation of an individual in real life situation in order to develop one’s personality, ideas and feelings. For John Dewey education is an unconscious process rather than a formal and organized system of teaching. He states that the true sense of education comes when the child learns and eventually develops his mental and capacities to adjust oneself to meet the demands of the society in which he lives. Thus, education has the purpose to train a person so as to become a functional member of the society and also he reacts to the welfare for the community he belongs to.

He described education as two complementary phases: Psychological and Social. Psychology is primordial and forms the basis of education. It means the development of the mental powers, ideas and emotions. Whereas social aspect is concerned about how the person uses all these abilities in relation to the social conditions he encounters. So everything that a person learns instinctively has to be translated into social terms. For example the babbling of a baby is seen as the future communication skill. These pro-social behaviours are seen as an inheritance, hence, preparing for future life. Thus, school is more a social institution where the child is brought up by sharing this heritage. School shall be teaching the child the present society norms which he will use at home and surroundings. The main purpose of school is to facilitate simplify existing social life as existing life is itself very complex. But, somewhere it has failed in delivering the fundamental objective to construct the community life. Instead, schools are specializes in giving teaching literature, science, history and others. Teachers are guides and examinations test the child’s fitness for social life. J. Dewey believes in the constructive activities like cooking, sewing, manual training at school. These are fundamental training forms of social activities and help him to better understand civilization.


 * TOPIC 2: LEARNING ACTIVITY 1

''Select one issue which to your understanding has not yet been solved in the context of reform in education and state briefly why you think it has not been solved. Write about 400 words.''

The education policy of the previous government was based on a document titled “Ending the Rat Race” (Ministry of Education and Scientific Research: 2001) which draws heavily on the Action Plan. The philosophy of the government’s educational policy still today aims at providing for equality of opportunity and to use education as a vehicle for promoting social equity and integration. This is no small task since the education system inherited from the colonizers led to the development of a highly elitist culture. An important aspect of this culture is the myth of the star schools at both primary and secondary level.

Star schools are the ones that ‘produce’ the highest pass rates at the level of the three major examinations, namely the Certificate of Primary Education (CPE), School Certificate (SC) and Higher School Certificate (HSC). Since these schools are few in number, and located mainly in urban and suburban areas, demand for access is far superior to the number of seats available creating an extremely competitive situation. Many official reports on the state of education in Mauritius (Action Plan 1998:12) have deplored the fact that this intense competition has had detrimental effects on children and adolescents (in terms of time spent on private tuition) and it also leads to a very narrow understanding of what education is and what it should achieve.

The crux of the Reform plan was the abolition of the CPE Examinations which has the mechanism through which students ending their primary cycle were allocated to secondary schools. The government proposed and has implemented since 2002, a system of grading that, as it argued, allowed for more flexibility. Previously, the first 2000 boys and girls got enrolled in the best secondary schools mostly government and confessional Catholic schools. The remaining 10000 (with an average pass rate of 60% yearly) have to seek admission to a private school subsidized by the government through the system of Grant-in-Aid.

The reform aimed at a three-pronged approach to lessen the bottleneck situation created by the lack of good secondary schools. The government had, in the first instance, engaged in the construction of forty new secondary schools (Action Plan: Ministry of Education and Scientific Research: 2000) to ease off access in the secondary sector. It is now estimated that over 6000 students have access to a government secondary schools and an additional 3,300 students, who have not obtained the CPE, have been enrolled in the prevocational stream of those schools. Additionally, ranking as a mechanism of selection, has been abolished and admission to school is made on a regional basis.

In my opinion, this issue of abolishing ranking at the level of Certificate of Primary education has not been completely solved till date due to the following:

1. The so-called star schools are still identifiable and are constantly referred to as such. 2. Though most of the star schools are government owned and managed, there is strong lobby for privileged teachers to work in those schools; and even when he said teachers are transferred, the transfers, the transfers are within the closed circle of star schools. 3. The “rat race” is still on and will never end. It is present in very parent’s mind and we will transmit to our children. 4. The majority of the bureaucrats, not to say all, have been through the rat race and they believe it is the only way to success. No other alternatives exist. The developed countries have to copy our educational system and we are leaders in every sense of it. 5. The government officials and even the Minister of Education, who are claiming reforms at all levels, do not believe in the systems being proposed at all. We, as Mauritians, are proud of ourselves to be toppers in European, American and Australian universities. Only our rat race which enables to compete with foreigners. This is the general belief of Mauritians. 6. Tuition is as ever present and intense. In order to secure a seat in a star school, pupils are taking tuition as from Standard III. 7. Admission is made on a regional basis, yet parents fight to have a seat in a star school (even if it means travelling a long distance). 8. Every parent knows that the only way for their children to succeed (professionally) in Mauritius is by getting a white-collar job. Their children should be doctors, accountants, managers and directors, just to name a few. Nothing below that is worth a successful life. And to succeed their children should get the best. The best is obtained only by competing. 9. No parent will encourage their children to be a professional singer, dancer or have an alternative career. These jobs are meant for people who are “thrown out” by the system. Hopefully, we have football players in the UK who are degree holders or Paul LeGuen, a French football coach who holds a master degree in Economics.


 * TOPIC 3: LEARNING ACTIVITY 1

''What, according to you, are the features of globalisation which will impact directly on the world of education? Write not more than 150 words.''

Education is undergoing constant changes under the effects of globalisation. The effects of Globalisation on education bring rapid developments in technology and communications are foreseeing changes across the world as ideas, values and knowledge, changing the roles of students and teachers, and producing a shift in society from industrialisation towards an information-based society. The rise of a global society, driven by technology and communication developments are shaping children, the future citizens of the world into ‘global citizens’, intelligent people with a broad range of skills and knowledge to apply to a competitive, information based society. The future of the countries often lies within their ability to compete in a global market where industrial based economies are giving way to knowledge based industries, realising the importance of “knowledge, skills and the intellectual capacity to meet the challenges of accelerated change of uncertainty”. Education is becoming a lifelong learning, and training process, developing transferable skills and knowledge that can be applied to competitive markets where knowledge and information is being traded as a commodity.


 * TOPIC 3: LEARNING ACTIVITY 2

''How far will the various changes brought about by the evolving economic, social, political and cultural configurations impact upon the expectations and roles of the teacher? Write not more than 300 words''

In economic terms, a transition from Fordist to Post-Fordist forms of workplace organization; a rise in internationalized advertising and consumption patterns; a reduction in barriers to the free flow of goods, workers, and investments across national borders; and, correspondingly, new pressures on the roles of worker and consumer in society.

In political terms, a certain loss of nation-state sovereignty, or at least the erosion of national autonomy; and, correspondingly, a weakening of the notion of the "citizen" as a unified and unifying concept, a concept that can be characterized by precise roles, rights, obligations, and status. In cultural terms, a tension between the ways in which globalization brings forth more standardization and cultural homogeneity, while also bringing more fragmentation through the rise of locally oriented movements. Benjamin Barber characterized this dichotomy in the title of his book, Jihad vs. McWorld; however, a third theoretical alternative identifies a more conflicted and dialectical situation, with both cultural homogeneity and cultural heterogeneity appearing simultaneously in the cultural landscape.

Finally, there is a growing understanding that the neoliberal version of globalization, particularly as implemented (and ideologically defended) by bilateral, multilateral, and international organizations, is reflected in an educational agenda that privileges, if not directly imposes, particular policies for evaluation, financing, assessment, standards, teacher training, curriculum, instruction, and testing. In the face of such pressures, more study is needed about local responses to defend public education against the introduction of pure market mechanisms to regulate educational exchanges and other policies that seek to reduce state sponsorship and financing and to impose management and efficiency models borrowed from the business sector as a framework for educational decision-making. These educational responses are mostly carried out by teacher unions, new social movements, and critical intellectuals, often expressed as opposition to initiatives in education such as vouchers or subsidizing private and parochial schools.


 * TOPIC 4: LEARNING ACTIVITY 1

Work out a personal definition of what multicultural education is in not more than 50 words?

Multicultural education is a field of study and an emerging discipline whose major aim is to create equal educational opportunities for students from diverse racial, ethnic, social-class and cultural groups. One of its important goals is to help all students to acquire the knowledge, attitudes and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate and communicate with people from diverse groups in order to create a civic and moral community that works for the common good.


 * TOPIC 4: LEARNING ACTIVITY 2

Work out a personal definition of what moral education is in not more than 50 words?

Moral education provides students with the intellectual resources that enable them to make informed and responsible judgements about difficult matters of moral importance. It also nurtures in children those virtues and values that make them good people. For instance, they must be honest, responsible and respectful of one another’s well-being. If we are to live together peacefully in a pluralistic society, we must nurture those values.


 * TOPIC 4: LEARNING ACTIVITY 3

Explain in 100 how are the two concepts related.

Given that multicultural education aims at creating a balance in cultural differences so is moral education by preaching tolerance to people so that they can show respect and acceptance if other cultures. The ongoing practice of multicultural education aims at promoting the possibilities of plurality though education. It is a philosophical concept that promotes democracy. Moral education equally allows such approach to take place since the moral aim of education is to make the people irrespective of their caste, creed, colour, culture or religion to bring out to the limelight the good qualities of a human being. In other words, moral education helps to mould the personality of a human being by teaching him/her to be good, honest, tolerant, moral development and so forth, and thus, eradicating prejudices and biases.


 * TOPIC 4: LEARNING ACTIVITY 4

''How do you think a teacher teaching your subject area can cater to both? Give at least one concrete example. Answer in not more than 150 words.''

Mauritius is a multicultural society and definitely, at schools, we are exposed to students coming from different cultures, race and ethnicity. Being an Educator of English, it is imperative for me to be careful so that everyone feels at ease, that is, none of them should feel discriminated.

I have always tried to strengthen democratic values and I also guide the students how to be tolerant and instruct them with love, care and respect so that they can perhaps learn to live harmoniously and in a more democratic society. The best technique to promote both concepts is to be an example in the eyes of the students. I have never discriminated any student. So far all of them have gained equal attention. For instance, I always give equal chances to every student to participate and even if they have any problems in their studies, I do approach them to help them individually. At times, when assigning group work, I always make sure that there are students of different race and ethnicity so that they can learn from each other and learn to be tolerant and respect each other and this has really been so beneficial in shaping their personality.


 * TOPIC 5: LEARNING ACTIVITY 1

''In dealing with discipline problems, what two basic qualities do you think a teacher should demonstrate? Justify your selection in around 400 words.''

Teaching is a noble profession and teachers do a wonderful job in moulding the character and personality of individuals and shaping the nation. Apart from teaching the basic skills or their speciality, teachers are expected to inculcate not only facts but also attitudes. He acts as an agent for a social change. He has a difficult task exercising discipline. The two basic qualities that a teacher should demonstrate are to be communicative and be positive.

Initially, the teacher student relationship is very important for children. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals at either end. The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish a positive relationship in the classroom. Children have different strategies for learning and achieving their goals. A few students in a classroom will grasp and learn quickly, but at the same time there will be those who have to be repeatedly taught using different techniques for the student to be able to understand the lesson. On the other hand, there are those students who fool around and use school as entertainment. Teaching then becomes difficult, especially if there is no proper communication. Yet, teachers, creating a positive relationship with their students, will not necessarily control of all the disruptive students. The key is that teachers need to continuously monitor the student in order for him or her to be aware of any difficulties the student is having. Understanding the child’s problem, fear, or confusion will give the teacher a better understanding the child’s learning difficulties. Once the teacher becomes aware of the problems, he or she will have more patience with the student, thus making the child feel secure or less confused when learning is taking place in the classroom.

The communication between the student and the teacher serves as a connection between the two, which provides a better atmosphere for a classroom environment. Of course a teacher is not going to understand every problem for every child in his or her classroom, but will acquire enough information for those students who are struggling with specific tasks. A significant body of research indicates that “academic achievement and student behavior are influenced by the quality of the teacher and student relationship” (Jones 95). The more the teacher connects or communicates with his or her students, the more likely they will be able to help students learn at a high level and accomplish quickly.