Test: Education & Leadership (Aims of Education) - Software Development MCQ

The word ‘education’ is derived from the Latin word ‘Educare’ which means ‘to bring up or ‘to draw out or ‘to mold’. Education is the realization of individual potentialities. It helps in developing the hidden potential treasure in the individual to become real.

Key Points

• Every child is different from each other physically, mentally, socially, and emotionally. This difference also occurs in interests, strengths, ideas, and ability to work.
• Every school must provide such opportunities to the child keeping in view the interests, needs, and abilities of the child, based on which his basic tendencies should flourish and by proper development of all his powers and qualities, he becomes a good person.
• All good things in the world arise through the independent efforts of the individual.
• Therefore, the aim of education should be the development of personality.
• The culture and civilization of the social progress in a defined manner from one generation to the next through the individuals.
• In such a situation, personality development is an important objective of education.

Hence, we can conclude that the main aim of education is personality development.

School culture can be defined as the guiding beliefs and values evident in the way in which a school operates and can be used to encompass all the attitudes, expected behaviors, and values that impact how the school operates.

Key Points

• School culture refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that influence and shape school's functions in all aspects.
• It is the set of norms, beliefs, and assumptions with a calm and orderly atmosphere that promotes learners' ability for meaningful learning.
• It works as a general guideline for the stability of order and discipline through the involvement of students, teachers and parents for better academic outcomes. 

Hence, it could be concluded that school culture plays a crucial in achieving the aims of education. Here, school culture refers to beliefs, perceptions, relationships, and attitudes.

Failure is the state or condition of not meeting a desirable aim and may be viewed as the opposite of success. There are many cognitive, physical, intellectual, scholastical, emotional, and cultural causes for the failure of students.

Key PointsA child's failure is a reflection on the school system and its inability to respond to the child as:

• children are like clay, the way the system mold it the shape they acquire.
• children fail because teaching is not done in a way that is meaningful to them
• every child has the potential to excel provided that they are given proper guidance.
• the school system does not take care of the needs and interests of every student.

Hence, it becomes clear that if a learner 'fails' to achieve a certain goal in the classroom, then it shows 'Failure of school'.

Additional InformationOther Reasons for the Failure of Students in Schools are:

• Lack of adequate practice
• Teaching through incorrect teaching methods
• Non-coordination between teaching and learning
• Not being compatible with the school environment

International means the world, its countries, people, and system. International understanding means what we know and understand the people, systems, and other processes of the world and learn from them.

• International understanding is a feeling that the person is not only a member of a country but also of the world, this is a sense of world citizenship that enables individuals to hold a global perspective instead of a local or national perspective.

Objectives of International understanding are:

• To create brotherhood and peace.
• To prevent world wars.
• To promote human welfare.
• To maintain one's sovereignty, mutual understanding, and interdependence.
• International understanding is necessary to create a more humanistic environment in the field of education.

Key Points

The aims of education in promoting international understanding:

• The student's understanding largely depends on the competence of the education, knowledge, understanding, attitude, interest, critical thinking, and so on.
• Whatever satisfactory the curriculum and method may be unless the teachers have the adequate knowledge skills and sincerity for utilizing them, no objective can be achieved.
• Education imparts the facts and information about various nations or countries effectively. It can form suitable habits and create positive attitudes in students for the growth of internationalism.
• The education aims to evaluate the beliefs of the students and can modify them but can't force them to accept that belief. 
• Accepting things forcefully and believing as it is, should not be the aim of education or teaching. 
• The teacher should be imaginative and resourceful to make the best use of various occasions and opportunities in the schools for developing international understanding.
• Different co-curricular activities are to be organized by teachers for giving actual experiences in life situations.
• Dramatization, debate, discussion, exhibition, etc. on the theme will bring home the realities of world unity.
• So education should play an important role to eradicate poverty, ignorance, and prejudice among the people to promote the sense of "we feeling", brotherhood and cooperation.
• Above all awareness about the necessity of international peace and understanding in this Nuclear age.

Hence, we can say the education of international understanding does not focus on creating hatred about anything but aims at students' role as world citizens, creating brotherhood, peace, and justice for all equally.

Education is a lifelong process that modifies the behavior and personality of individuals thus develops them as a whole by providing nourishing and burden-free environments.

• 'Democratic school management' is one of the major types of school management and is opposite of the 'autocratic school management'.

Key Points

Let's understand it further: 

Hence, it is clear that 'planning is done cooperatively by all staff' is correct in the context of the question.

School is an agency for formal education that has its own structure and organization. It is governed by rules and regulations prescribed by the state. 

Key Points

• A child's thought gets acknowledged at school because it is a place, that puts students in the center.
• School paves the way for students to explore their knowledge and have a conceptual understanding of things.
• The school provides opportunities to develop social development among students through various learning activities.
• Teachers are responsible in organizing discussions, learning expeditions, and presentations in class, to develop a sense of socialization among the students, so they can discuss their feeling and opinions in the classroom.

Hence, we can conclude that Kritika who does not talk much at home talks a lot at school. It shows that her thoughts get acknowledged at school.

The concept of education is used in a variety of contexts with different meanings and viewpoints. Different educationists have different beliefs and opinions with reference to the origin of the word 'education'.

• Dropout refers to the practice of leaving schools before completing a certain level of schooling. Effective teaching happens when a teacher is successful in keeping the students actively involved in learning, otherwise, children tend to find ways to skip classes or escape from school.

Key Points

The reason of absence and escape from school is:

• Lack of Infrastructure
• Poor method of teaching & Ineffective teacher
• Inequality in education & Lack of quality education
• Expensive higher education & Lack of interest in the syllabus

Important Points

Ways to remove the hindrance in achieving educational aims:

• An effective teacher should focus on how well the students have understood a particular topic and motivate them to learn.

• The teacher should make use of interesting teaching methodologies to instill curiosity and inquisitiveness.
• An effective classroom is one where the teacher is a facilitator and a role model and not merely an instructor.
• It is a place where there is a lively and healthy interaction between students and teachers.
• The teacher can provide real-life examples to induce learners' interest in the syllabus so that they can have a connection with the subjects and the syllabus.

Hence, it could be concluded that all of the above are the reasons of absence and escape from school which hinder the achievement of educational aims include.

Student success is how well students are prepared to accomplish their current and future academic, personal, and professional goals.

Key PointsStudent' success is determined through the development of knowledge, a sense of responsibility and self-reliance, and a connection to the college and the wider community. 

• School climate is a leading factor in explaining student learning and achievement.
• "Success" in schools should be broadened beyond specific academic achievement within the school by including the development of socio-emotional capacities as an important part of education.
• Social-emotional capacities include the management of emotions and the ability to establish positive and rewarding relationships with others.
• The family of the child belongs to has a considerable influence on learning. Family factors such as child-rearing practices, reward, and punishment, the scope for freedom and independence in activities, play and study facilities, and discord among members, degree of maturity expected of the boy or the girl child, birth position such as eldest, youngest or single child have their definite influence on learning. 
• Regardless of the basic motivation, the anxiety aroused by disturbed family background shows itself in thinking difficulties, viz, daydreaming, inattentiveness, and difficulty in concentration.
• A child who comes from a very poor family and never had any intellectual stimulation at home remains dull and unresponsive in the class.
• By developing socio-emotional capacities as an important part of education, schools can remove those socio-emotional problems which hinder the learning and ultimately the success of students.

Hence, "Success" in schools should be broadened beyond specific academic achievement within the school by including the development of socio-emotional capacities as an important part of education.

School is a place designed to provide an adequate learning environment for an effective teaching-learning process. It is a miniature society where children learn by interacting with their environment.

• Individual difference refers to the difference which distinguishes an individual from another on the basis of psychological characteristics.

Key Points

Supports that a school should provide to achieve educational aims by addressing the Individual differences in students:

• providing multiple learning opportunities.
• following a child-centered and flexible curriculum.
• observing and diagnosing the learner's individual needs.
• working with specific and collaborative teaching models.
• using different pedagogy to meet learners' diverse needs.

Hint

The remaining options are not true because:

• Removal of individual differences is not possible and if possible then also it won't facilitate meaningful learning.
• Referring slow learners to special schools will make the child feel being segregated and could lead to low self-esteem.
• Following the same level of curriculum for all students will be an obstacle as every learner has their own individual learning needs. 

Hence, it could be concluded that 'providing multiple learning opportunities to students' is correct in the context.

School is an agency for formal education that has its own structure and organization. It is governed by rules and regulations prescribed by the state. 

Key Points

• A school will become a true second home for the child if its environment resembles that of the home environment.
• Children spend lots of time in school in learning and playing with peers and teachers.
• In school, teachers should try their best to provide them with such an environment that could make them feel familiar with.
• School's friendly environment develops the innate potentialities of the child by providing a nourishing and burden-free environment that makes learning fruitful.

Hence, we conclude that a school will become a true second home for the child if its environment resembles that of the home environment.

Education is the creation of a sound mind in a sound body. It develops man's faculty especially his mind so that he may be able to enjoy the contemplation of the supreme truth, goodness, and beauty.

Key Points

• According to Gandhi, "true education ought to be for them (boys and girls) a kind of insurance against unemployment". It is the economics of self-sufficiency that makes a man a useful citizen.
• The purpose of true education is not to generate literate citizens, it aims to use the knowledge as a tool to create an environment that is beneficial for the overall development of a child.
• A development that focuses on physical, mental, emotional, and social aspects so that the learners become important and contributing assets to society.
• In order to do that, learners are rigorously made to put effort so that they can develop coordination and harmony among various faculties of mind and body.
• True education equips individuals to live creatively, responsibly, and peaceably in society, and become agents of change for a better society.
• It is acquired, by way of 'doing things' rather than by 'learning ' things' which then cannot be imparted fully in schools that are identified as places of learning.
• True education can develop in students the ability to distinguish between right and wrong, good and bad, and what is desirable and undesirable.

Thus, it is concluded that true education works towards developing coordination and harmony among various faculties of mind and body.

Human behavior has a dynamic quality, it keeps changing in response to various stimuli it receives from the environment. From infancy, we are continually learning new skills, gaining information about the environment around us, and developing certain beliefs and attitudes. These are the area or  domain of learning.

Key Points

Affective domain: Affective domains deal with attitudes, interests, and values, it is very difficult to work on these principles. The main organizing principle in the affective domain is the degree of internalization, i.e., the extent to which the feelings or emotions are incorporated by the student as a part of his personality. The main organizing principles in the affective domain are:

• Receiving: This means the sensitivity of a student to certain stimulus patterns stimuli and his willingness to receive or attend to them.
• Responding: This level of learning goes beyond the receiving level. After giving attention to or perceiving the stimulus or object, the students actively respond to the object.
• Valuing: This level of the affective domain implies perceiving a concept having worth and consequently revealing a consistent preference or commitment in behavior towards it.
• Organization: For situations where more than one value is relevant, the student organizes the values into a system and also determines the inter-relationships among them.
• Characteristics: After the values have been organized in the individual's mind, they control his behavior to some extent. This stage of internalization depends upon the consistency of the internal organization of the student. 

Hence, we can conclude that motivational skills are not included in an affective domain.

Access is defined as a process of behavior modification through experiences, exercise, and efforts.

Key Points

There are three major scopes of access:

• Psychomotor: This pertains to the development of motor skills and physical movement, which are important in subjects such as physical education, arts, and certain technical subjects.
• Spiritual: This can refer to education that fosters spiritual growth or development, such as religious education or personal development programs that promote values or mindfulness.
• Cognitive: This refers to access to opportunities for cognitive development, such as traditional academic subjects that enhance knowledge, understanding, and critical thinking skills.

However, "Impressive" doesn't fit into these categories as it is not a recognized domain of learning or development. It's a term that might be used to describe something that is impactful or remarkable, but it does not define a specific scope of access in the context of education.

Aggressive behavior is always interpreted as normal or abnormal with reference to the context of the socio-cultural, setting in which it occurs, and the developmental age of the child.

Key Points

• The student behaves aggressively in the classroom, he needs help in the affective domain of learning.
• Learning in the affective domain includes changes in interest, attitudes, and values. 
• All these behaviors ultimately lead to better adjustment abilities in the student in society.
• The main organizing principle in affective learning is the degree of internalization which is the extent to with the feelings or emotions are incorporated by the student as a part of his personality. 
• The main organizing principles in affective learning are:
  • Receiving
  • Responding
  • Valuing
  • Organization
  • Characteristics

Hence, we can conclude that the student behaves aggressively in the classroom, and he needs help in the affective domain of learning.

Human behavior has a dynamic quality, it keeps changing in response to various stimuli it receives from the environment. From infancy, we are continually learning new skills, gaining information about the environment around us, and developing certain beliefs and attitudes. These are the area or domains of learning.

Key Points

Psycho-motor domain is also called the conative domain of learning.

• Psycho-motor domain pertains to the manipulative or psychomotor skills which can be developed under the supervision or guidance of an expert or skilled person.
• For example, the skill of driving a car can be acquired effectively under the direct supervision of a skilled instructor
• Learning psychomotor skills has three characteristics. They are:
  • Responsive chain: Learning of skills involves a chain of motor responses that one muscular movement leads to another muscular movement.
  • Coordination: The coordination of perception and motor acts is essential in skill learning.
  • Response patterns: Skill learning involves the organization of stimulus ad response patterns.

Hence, we can conclude that the Psycho-motor domain is also called as the conative domain of learning.

 The word "Education" is derived from the Latin words "Educare" and "educere". Educare refers to "to bring up or "to nourish", whereas the word 'educere" means "to bring forth" or "to drag out". 

Key Points 

Non-formal education is an organized system of education that includes a centralized body for operating the system, programs offered to a variety of clientele groups, curriculum and its transaction process, evaluation, and certification. This type of education is provided through the distance education system. Distance Education, Open and Distance Learning, Online Education, etc. provide non-formal education. The non-formal education system is also called an alternative system of education. 

• In a Non-formal education system, there is flexibility in terms of time schedule, classes, duration of the program, examinations, etc.
• This in spirit fulfills the objectives of lifelong and continuous education.
• Non-formal education has certain goals and objectives of the programs.
• It offers learners learning experiences that it intends to provide to them.
• The non-formal education system is flexible in terms of completing an academic program. 
• Curriculums and courses of study are formulated keeping in view the learning needs of the learners.
• The non-formal education curriculum is mostly customized and individualized as it caters to the needs of out-of-school children as well as the persons who are already in different professions.
• The teaching-learning process is generally learner-oriented and flexible in nature.
• Assessment of learning outcomes is also carried out in non-formal education system
•  No need for regular classes, even the courses can be offered through the distance education system.
•  There is flexibility in the duration of the program and its completion.

Thus, it is concluded that "Correspondence learning”, “distance learning” and “open systems”, are a part of Non-formal education.

Additional Information 

The learning process of education is concerned about experience acquisition, retention of experiences, and experience development in a step-by-step manner.

Key PointsSteps in the learning process of education:

• Setting objectives: The objectives of teaching a particular lesson should be stated as per the competency to be developed amongst children. Generally, teachers state only the general and specific objectives of the lesson.
• Planning activities: Setting objectives is followed by planning for the attainment of the objectives and the methods and strategies used to attain them. Perfect planning is a symbol of progress in school or college. 
• Activate the plan: It includes the practical implementation of the plan. It refers to presenting the concept using concrete objects for a quality experience.

Hence, it is clear that 'Following the plan' is not a step in the learning process of education.

The concept of education is used in a variety of contexts with different meanings and viewpoints. Different educationists have different beliefs and opinions with reference to the origin of the word 'education'.

• Education is a lifelong process that modifies the behavior and personality of individuals thus develops them as a whole by providing nourishing and burden-free environments.

Key Points

• Educational Objectives are general goals or targets to be achieved to form the base of a subject. An objective in teaching may better be defined as "the desired change in behavior in a person that we try to bring about through education".

Functions of educational objectives:

• help to make learning functional.
• help to achieve the learning outcome.
• provide the desired direction to educational activities.
• give unity and coherence to an educational program.
• help to structure the content of educational activities.
• help to organize specific topics or individual learning activities.

Hence, it is clear that 'sometimes creates burden and chaos in the curriculum' is not a function of educational objectives.