Aims of Education : the Present Scenario
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
• 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
References: 1. OPPaoers.com: Research Papers and Essays for All, 2011. Education [online] Available at: http://www.oppapers.com/essays/Education/38288?topic 2. Directessays: get instant access, 2002. The Proper Aims of Education [online] (updated 2011) Available at: http://www.directessays.com/viewpaper/80715.html 3. UNESCO, Education for All Monitoring Report 2008, Net Enrollment Rate in primary educationSchofield, K. (1999). "The Purposes of Education", Queensland State Education: 2010, [Online] URL: www.aspa.asn.au/Papers/eqfinalc.PDF [Accessed 2010, Oct 28] 4. Maha Shuayb and Sharon O’Donnell: National Foundation for Educational Research, University of Cambridge, 2008. The Primary Review, Cambridge, United Kingdom. [online] Available at: http://www.primaryreview.org.uk/Downloads/Int_Reps/5.Aims-values/Primary_Review_RS_1-2_briefing_Aims_and_values_080118.pdf