Test: Education & Leadership (Creating Community) - Software Development MCQ

It has been proved by research that there is a positive connection between parent’s involvement and student success. Effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of education reform.

Key Points

•  Parent involvement is considered to be one of the most important educational goals. 
• Every school should promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.
• School education professionals can help parents with their changing roles in all of the following ways:-
  • ​To provide expertise.
  • To provide advice.
  • To provide educational support.

​Thus, it is concluded that School education professionals can help parents with their changing roles in all of the following ways, except to provide food and medicines.

The National Council for Teacher Education as a statutory body came into existence in pursuance of the National Council for Teacher Education Act, 1993 on the 17th August,1995.

Key Points

• NCTE is a policy designed to achieve planned and coordinated development of the teacher education system.
• NCTE mainly designs 'Teacher Education Program' or 'Teacher Training Programme which emphasizes upon:
  • developing self-confidence in the teacher.
  • developing a proper attitude towards teaching.
  • equipping teachers with innovative pedagogic skills.
  • understanding of major principles of child psychology.
  • enabling the teacher to understand the significance of individual differences.

Hence, it is clear that the policies for the development of the teacher education system are designed by the National Council for Teacher Education.

Additional Information

A school is an integral part of society. It is set up by the society and in turn, it functions for the welfare of the society by preparing the young members as future citizens.

• Partnerships can improve school programs and school climate, provide family services and support, increase parents’ skills and leadership, connect families with others in the school and in the community, and help teachers with their work
• Partnership activities may be designed to engage, guide, energize, and motivate students to produce their own successes. Children benefit much when parents and teachers work together as partners in education.

Key PointsSchool-Parents' Partnership​

• Parents of the children studying in the school constitute an important chunk of the stakeholders in the educational enterprise. They are the first connection in the school-community relationship.
• They are closely linked with the school through their children. Hence, the growth and welfare of the school are matters of immediate concern for them. If the school has adequate material and financial resources, parents would be benefited the most.
• Parent-school partnerships provide opportunities to improve schools, strengthen families, build community support, and increase student success and achievement.
• Schools should provide an environment inclusive for all parents and their children, regardless of their socio-economic or educational background. Parents may be given guidance from the school about how they can help their children.

Hence, it is concluded that research and fieldwork show that parent-school partnerships improve(s) schools, strengthen(s) families, build(s) community support, and increase(s) students' achievement and success.  

In-service education can be defined as the relevant courses and activities in which a serving teacher may participate to upgrade his professional knowledge, skills, and competence in the teaching profession. Therefore, it encompasses all forms of education and training given to a teacher who is already on the job of teaching and learning.

Key Points

• In-service education is designed for the manpower development of the school system and the educational enterprise as a whole.
• If teachers are to perform their functions effectively and efficiently, it becomes imperative for them to require training in new skills and modern methodology.
• The higher the level of educational attainment by teachers, the higher the level of educational standard in the country. 
• To meet the growing needs of education in a global economy it becomes imperative to provide sound in-service education for teachers to update their skills, knowledge, and experience.
• New skills and modern methodology needs to be learned by every teacher so that they can teach their students efficiently and effectively.

Hence, it is concluded that f teachers are to perform their functions effectively and efficiently, it becomes imperative for them to require the training in new skills and modern methodology.

Hint

• Professional growth and development of the teachers are dependent on their performance, rather it is more dependent on the performance of the students. To effectively perform and to achieve professional growth and development, one needs to update new skills and adapt to modern technology.
• Content knowledge and teaching methodologies are basic skills required by teachers that cannot function. Without content knowledge, there is nothing a teacher can teach to the students while teaching methodologies are necessary for the transfer of knowledge.
• Without technical competence also, the basics of the teaching cannot be fulfilled.  These are required before a person becomes a teacher. To teach effectively, In-service teacher training is required which is to learn new methodologies and technology updates.

Teaching-learning materials (TLMs) are, therefore, tools, which are used by teachers to help learners to learn concepts with ease and efficiency.

• The role of TLMs in the classroom is to make learning real, practical, and fun for children.
• Teachers use TLMs to illustrate or reinforce a skill, fact, or idea. 

Key Points

A teacher uses it to make teaching-learning effective. TLMs also help learners achieve learning outcomes after classroom teaching and learning. Some of the reasons to use TLMs in the classroom are of various types as described below:

• Motivate learners – Capturing attention is the first step to any learning and TLMs help in capturing the attention of learners in the classroom. Once motivated to look at TLMs, the children are curious to learn new things and will be motivated to come to school. TLMs provide a variety of stimuli, which helps in making classroom teaching most effective.
• Help in longer retention of information – The more the number of sensory channels involved in interacting with TLMs, the longer will be the retention of information. Therefore, the learning will be effective and will last long.
• Facilitate holistic learning –  Learning objectives to be achieved through classroom teaching is in all domains- cognitive, affective, and psychomotor. Therefore, to achieve varied objectives, varied learning experiences need to be provided, which can be done through the use of TLMs.
• Help in organizing classroom teaching – As a teacher you need to organize learning experiences, making them as realistic as possible. You can use visual or verbal TLMs to present accurate data in a sequentially organized manner. This helps a teacher with verbal and visual communication in the classroom. Thus, you may use TLMs to overcome shortcomings in verbal or visual communication.
• Facilitate change in attitude – TLMs also help in changing the attitude of learners towards learning in general and subject content in particular. Pictures, models, and other items help in the inculcation of a positive attitude in learners.
• Practical applications – TLMs show the application of theoretical knowledge into practical applications. The theoretical knowledge studied in class is shown in concrete form through TLMs for effective learning.
• Making learning fun – TLMs help in making learning fun in the classroom. Students enjoy the novelty of handling new objects and learning new concepts through them.
• Concept formation – TLMs facilitate the formation and attainment of concepts among children. They concretize the abstract concepts; thus children can understand them and not resort to rote learning.

Hence, from the above points, it is clear that the use of teaching-learning material and Improving of the Teaching aids for the children, would be the best way to attract the children to the school.

Additional Information
Let us look into these major teaching-learning materials' categories in detail:

i) Audio TLMs: These TLMs primarily stimulate the hearing sense of the learner. It includes – the human voice, telephonic conversation, audio discs/tapes, gramophone records, and Radio broadcasts.

ii) Visual TLMs: These types of TLMs involve the sense of vision. They stimulate visual impulses. These can be of various types as given below:

• Visual (Verbal) Print. (the text is the main instructional or teaching-learning aid)
• Textbook, Supplementary book.
• Reference books, encyclopedia, etc.
• Magazine, Newspaper
• Documents and Clippings
• Duplicated written material
• Programmed material or SLM
• Case Studies/Reports, etc.
• Visual (Pictorial- Non-Projected)

iii) Audio Visual: TLMs are the projected aids, which use both auditory and visual senses to enhance learning. The greatest advantage of these is they are the closest representation of reality. These include – Motion Picture films, Television, Video discs/cassettes, slide–tape presentations, Multimedia Computer.

A school must be responsive to its constituencies in governance, sensitive to the diverse needs of all learners, an advocate for students and learning before the people of the community, and, as such, a vigorous ambassador for public education before all citizens.

Key Points

Responsibilities of school

• The school in consultation with staff establishes goals and directions for the school and leads staff to work cooperatively toward the achievement of these goals and directions.
• The school fosters a professional learning community.
• The school develops a sense of community.
• The school asserts its independence from the community in improving conditions.
• The school ensures that the school’s educational direction is consistent with and in harmony with the divisional goals and directions.
• The school works toward participatory decision-making involving all staff.
• The school strives toward developing an environment and climate that fosters student growth and academic excellence.

Hint

• Censor the radio, T.V., movies, and theatre programs is the responsibility of the censor board.
• Taking over the educative functions of home and religion is not the responsibility of the school.

Hence, we can conclude that it is the duty of the school to asserts its independence from the community in improving conditions.

Work Education aims at restoring dignity and respect to all types of manual work, promoting self-reliance in meeting one’s daily needs and those of one’s family and community.

• It increases productivity through the development of proper work skills and values and promotes commitment to the welfare of society through suitable programmes of social work or community service.

Key PointsThe content of Work Education comprises of three categories, i.e.,

• Self-help Activities: A programme for the satisfaction of the day-to-day needs of the students and their families.
• Community Outreach Activities: A programme for sensitization of the students towards their responsibility to satisfy the community needs.
• Pre-vocational Skill Development Activities: This is the most important programme as it is designed to prepare the students for the world of work. However, the actual selection of activities/projects/pre-vocational courses by school would depend upon the availability of natural, physical and human resources in the locality, the socioeconomic background of the community and the needs and interests of the students.  

Important Points​Following are the Community Outreach Activities:​

• Participation in the adult literacy programme.
• Plantation and care of shady/fuel/ornamental/avenue trees.
• Activities related to sensitization towards weaker sections of society.
• Volunteer work in hospitals and fairs, during natural disasters and accidents, etc.
• Studying the nutrition and health status of people in a village/city/slum/tribal area.
• Activities related to sensitization towards the needs of differently-abled and elderly persons.
• Participation in cleanliness drives in schools, community, and neighbourhood areas.
• Helping in community health programmes for enhancing the nutrition, health and environmental status of the community through door-to-door contact programmes.

Thus, it is concluded that activities related to sensitization towards the weaker sections of the society, participation in cleanliness drives in school and the neighbourhood areas, are the activities to be included in community outreach activities.

School management is the process of managing different aspects of education and school. School committee and authorities are responsible for school management and it involves things like over-viewing students' performance, curriculum management, etc. 

Key Points

• Bringing out partial improvement and efficiency in school is not a characteristic of good school management, rather bringing out complete improvement and efficiency in school is a characteristic of good school management.  
• Bringing out the best in the children and pushing them towards their best version is what good school management aims 
• Equipped in social, academic, and life-related aspects and being their best is good school management. 
• Reaching the highest potential and acing in life, is the aim of good school management. 

Additional Information

• Good school management is concerned with the quality of education 
• Good school management brings out the best in teachers and supervisors, along with students 
• Good school management is a continuous process, that is it continuously manages the school to be best in education and other activities. 

Thus, it can be concluded that bringing out partial improvement and efficiency in schools is not a characteristic of good school management.

A timetable is a detailed plan showing the schedule of time allotment to various subjects and activities. Usually, the timetable is prepaid for a week, to be repeated. All the work in school is carried out systematically in tune with the timetable

• Teacher's timetable: Every teacher has got a copy of his own program, showing the details of his academic and non-academic work. A consolidated timetable, containing the program of all the teachers in the school, is also prepared for the guidance and supervision of the Headmaster. A copy of this timetable is placed in the staff room and another copy in the Head's office. 

Key Points

Responsibilities of teacher of preparing timetable 

• Directives and policies are followed.
• Every teacher makes the optimum use of school resources.
• Clashes between individual teachers' timetabling demands are resolved amicably and fairly. 
• Maintain the timetable without any favoritism toward any teacher.
• Special education teachers are allocated classes appropriately. 

Hence, we can conclude that the teacher should prepare the timetable without any favoritism.

A school is a place where instruction in various subjects of the curriculum is provided to a group of students by the teacher with the help of specially planned and developed textbooks to suit the maturity level of children.

• It can also be defined as a place for providing continuous educational programs for children enrolled on a regular basis by professionally qualified teachers in cooperation with home.
• A community is a group of people sharing common social, economic, and cultural interests, purposes, practices, codes, understandings, and commitment.

Key Points

• ​No school can function effectively for a long time without a high degree of community interest, understanding, and participation.
• By interacting with the community, the students can develop an understanding and positive attitude towards community practices and the community too comes to know the school practices. 
• Community resources provide first-hand experiences to the child and s/he is able to develop proper concepts about various aspects of processes of community life. Community resources like press, TV, radio provide up-to-date information about the latest happenings in the world.
• School-community linkages involve universities, colleges, and educational institutions, government and military agencies, health care & faith-based organizations, national service and volunteer organizations, senior citizen organizations, cultural, civic, and recreational institutions, other community-based organizations, and community volunteers that can provide resources and social support to youth and schools.
• School-community collaboration can be utilized to:
  • expose the student to actual work situations in the community.
  • correlate and supplement theoretical learning with real-life experiences.
  • enable students to develop skills of observation, investigation, learning by doing, etc.
  • help students develop positive attitudes and values in their relationship with the community.
  • develop qualities of cooperation, self-help, helping others, adjustment, tolerance, democratic values, etc. among the students. 

Hence, it is concluded that coordinating resources and services for families, students, and the school with community groups viz businesses, agencies, cultural and civic organizations, and colleges or universities is called school-community collaboration.

School Community Partnership: An intentional effort to create and sustain relationships among a school or school district and a variety of both formal and informal organizations and institutions in the community.

Key PointsThis partnership implies:

• A formal contractual relationship to pursue a common purpose with each partner's roles and obligations is clearly defined. 
• The partnership may involve the use of school or neighborhood facilities and equipment, sharing resources, fundraising volunteer services, mentoring and training from professionals and others with special expertise, and information sharing and dissemination, networking, recognition, and public relations.
• Mutual support, shared responsibility for planning, implementation, and evaluation of programs and services, building and maintaining infrastructure, expanding opportunities for assistance, community service, jobs, internships, recreation, enrichment, enhancing safety, shared celebrations, building a sense of community.

Hence, both I and II statements are correct.

The school has to maintain good relations with the community because the community is one of the important resources for the teaching and learning process. Key Points

• The most important factor is the behavior of the teacher leader because the teacher will be considered as a true model to both the students and people in the community. People in the community come forward to extend relations with the school only if the behavior of the teacher is good.
• It is dependent on the values, characteristics, skills, and actions of the teacher leader due to which the teacher can make a good impact on the people of the community which in return is helpful to maintain a healthy relationship between school and community.

​Hence, it is concluded that both the statements "The most important factor is the behavior of the teacher leader'" and "It is dependent on the values, characteristics, skills, and actions of the teacher leader" are true.

Teaching is viewed as a comprehensive process, and there has been a tremendous change in the way of understanding teaching and a teacher's roles. It includes all the activities organized by a teacher to bring about learning, be it inside or outside a classroom, with or without the presence of the teacher.

Key Points
Teacher has to play diverse roles like a planner, facilitator, co-creator of knowledge, leader in the classroom and outside the classroom, manager, and counselor.

Role of the teacher:

• The teacher acts as a School-community bridge. School is a subsystem of the community in which it is located. It cannot be isolated from the community.
• The school will depend on the community for its resources and the community will be benefited from the school for its development and vibrancy.
• The teacher also acts as an agent of Social Change. This is the role that begins from school to the community and society at large.
• The teacher is the agent who translates these social goals into the classrooms of India and prepares the next generation for the vision of the nation.
• Teacher a leader who guides the class, school, and community as well. He/she should have leadership skills to lead the way toward development. 
• The teacher is a producer of Knowledge when he does research at the school level in the form of action research and the particular problem when solved leads to the introduction of new methods.

Thus, it is concluded that the teacher acts as a school-community bridge is correct with respect to the various roles of a teacher.

Community participation:
“An emphasis on participation has links with the interest in democracy in community organization and in self-help and political incorporation in the community developmental aspects.” 

The World Bank (2000b) describes participation as “a. process through which the stakeholders influence and share control over development initiatives and the decisions and resources which affect them”

In the educational history of education community participation in education is not new. It is important to discuss what community is in terms of educational points of view. 

• Communities can be defined by characteristics that members share, such as culture, language, tradition, law, geography, class, and race.
• Community participation in education is viewed as an effective means of promoting education both in qualitative and qualitative terms.
• Community is a group structure, whether formally or informally organized, in which members play roles that are integrated around goals associated with the problems from collective occupation and utilization of habitudinal space, second, members of the community have some degree of collective identification with the occupied space.
• Communities based on shared family or educational concerns, which include parents association and similar bodies that are based on families shared concern for the welfare of students.

Benefits of community participation in schooling:

1. Where communities participate, there are improved school facilities, increased accountability among school personnel, and improved capacity of participants.
2. Community participation in education helps to identify issues and problems in school education. 
3. According to a recent policy brief from the National Education Association (NEA), “when schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher-level programs”.

Conclusion: 

Community participation in education in India can be termed mostly as legislated participation, as people's participation is being promoted through constitutional provisions and program guidelines. The main objective of participatory development is to increase the involvement of socially and economically marginalized people in making decisions regarding their own lives. The assumption is that the participatory approach empowers people with the skills and confiden

Community Health Nursing (CHN) is the idea of integrating the nursing practices with public health practices in order to maintain the health of the people at the individual, family, and community levels.

Option 1 is incorrect: CHN monitors and ensures immunization of children.

Purpose of School Nursing:

1. Promote health and well-being of both student and staff
2. Provide case management services
3. Early detection of potential health problems
4. Collaborating with other stakeholders for generating health awareness
5. Ensuring holistic development of children

Another role of CHN in school health program:

• Assessing and intervening physical and emotional needs of children
• Perform comprehensive health assessment of children
• Planning and implementing school screening health services
• Providing referral services and follow up services
• Developing healthcare plan for chronic diseases cases
• Providing leadership for organizing health services in school health program
• Ensuring a healthy school environment
• Reporting of communicable diseases, its management, and measures to prevent further spread
• Preparing health care plan as per the needs of children at individual and group level.
• Provides education to family, children, and staff about healthy living pattern
• Data Analysis - CHN collects and analyze data to identify the pattern of health and disease in school and community.

Education has to be related to life at all points in response to the variety of forces that affect it. Education, therefore, cannot be regarded as an isolated activity. The school has to provide an idealistic vision of social life, reflecting within it all the worthwhile major activities that make up the life of any community.

• A community is a group of two or more people who have been able to accept and transcend their differences regardless of the diversity of their backgrounds (social, spiritual, educational, ethnic, economic, political, etc.). 

Key Points

• It is important that a community should participate in school-related activities as education is a social process, which prepares individuals to lead a meaningful and dignified life.
• Community resources are used to strengthen schools, facilities, and student learning. As part of the larger community, schools and other programs fulfill important community goals. 
• When schools and communities work together, both are strengthened in synergistic ways and make gains that outpace what either entity could accomplish on its own.

Hence, it is clear that it is important that a community should participate in school-related activities as education is a social process.

School education is a crucial aspect of development, which enhances the cognition and psychological development of the child. Community plays a crucial role in promoting and improvement of school education. 

Key Points

• The community can help to boost the morale of school teachers. 
• The community can enhance the confidence and self-worth of school teachers. 
• The community can also increase the retention of girls in schools. 
• Admission of girl children can also be enhanced by the community. 
• Community plays a major role in girls' education. Hence, community support can improve the quality and quantity of girls in school education and school. 

Thus, it can be concluded that both options I and II are correct.

The word community is derived from the Latin words com means together and munis means serve. Hence, Community means to serve together.

• A community is a group of people who live in a particular place with their culture, ideas, values, etc.

Key Points Community campaigns help to bring children to school. It includes:

• Aware parents and children of the importance of education for the progress of the individual.
• Emphasis on the education of girls. Aware them to let your daughters go to school.
• Campaign aware communities, not on the importance of education but also aware of its availability and accessibility.
• It is important to make people aware of the schemes of the government on how to access free and quality education and scholarships.
• Prioritize the safety and protection of the girls.
• Aware parents about education are most important and it can be easily availed without any unwanted burden.
• Community campaign helps to bring children into the schools.
• Awareness about education increases admission to schools.

Thus, it is concluded that community campaigns bring children to school.

The constructivist teaching-learning process is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.

• Learners are the makers of meaning and knowledge.
• In this process teachers observe students actively, learning the students are assessed in different methods by the teachers, teachers never judge the students as weak, intelligent, etc.

Key Points 
Teaching-learning process of the students can be emphasized by:

• Makes students active learners in the classroom, they take part in all the activities, programs, etc.
• Linking of the concepts and learning of the learners with the school, society, and community, because the community provides various ways to solve a single problem.
• improving the environment of the classroom according to the needs and interests of the students, 
• Classrooms should be child-centered instead of teacher-centered.
• Assessment of the student should be done using multiple ways.
• Students are the makers of the knowledge, they connect the concepts with their previous knowledge.
• Teachers should understand the feelings, environment, and culture of the students.
• Never judge the student by their marks, or denote them as weak students, low performers, etc.

Thus by all these references, we can consider that the teaching-learning process is much more effective when the linking of the concepts with the society, community, schools etc so that the learner can learn through interaction.

Community involvement can be assessed in terms of the active involvement of individuals, local leaders, institutions, and organizations to provide support. The community includes all the members of the families in the immediate neighborhood, community workers, and personnel working in various institutions.

Key Points  
The progressive involvement of the community would be reflected in increased mobilization and utilization of local resources, and enhanced contribution and participation by the individuals and beneficiaries.

The contribution of the community to education are:

•   Supply of food materials, like grains and pulses. These may be procured at the time of harvesting.
•  Local vegetables, especially green leafy and yellow vegetables.
• Local fruits.
• Providing financial assistance.
• Academic and administrative support 
•  Waste material from households or from artisans e.g., empty plastic boxes, cartons, beads, old toys, pieces of cloth, wool, old newspapers, magazines, pieces of wood, potter’s clay, and so on.
•  Remember to keep a record of any cash received as well as its use carefully.

Thus, it is concluded that providing financial assistance and academic and administrative support is correct with reference to the contribution of the community to education.