Education Development
by Education plays a very important role in the learning process of every individual in society. It is the foundation of understanding and knowledge, and serves as a basis for the success of each individual.
In relation to this, the contribution of teachers in the building blocks of education is very important. Teachers, alongside academic institutions are responsible for the effective education. With this, teachers must be equipped with a variety of effective teaching strategies or techniques to encourage many students to listen and become involved in the lessons, for effective teaching serves as the basis for effective learning, contributes to the efficient gathering of knowledge, and develops understanding (Merriam & Caffarella 1999: 392).
The overarching aims of education underlie the construction of the curriculum. Education, in the broader sense, aims to develop the individual, to enlarge an individual’s knowledge, experience and imaginative understanding, and thus his awareness of moral values and capacity for enjoyment (Waddock, 1995: 45) and also to enable an individual to take his place in society. The school education on the other hand, has the aim to provide opportunities for all students to learn and achieve, to promote spiritual, moral, social and cultural development and to prepare students for the opportunities, responsibilities and experiences of life.
Consider the school of the late 20th century. It has not changed a whole lot in the last fifty years or so (Lave & Wenger 1991; Matthews, 1991 and Waddock, 1995). Isolated from the rest of the world except for one or two school-business partnerships. Working at the edges of the school, these partnerships attempt to provide students with some insight into the working world or give some marginal discretionary resources for the principal to use. The resources are used on one of a multitude of unrelated programs that the school has set up to cope with the problems that society has dumped on the school.
The school itself has created barriers that shelter and isolate it from the work of the world that goes on around it. The technological innovations that are pervasive in the business world have yet to penetrate the classrooms except for a single computer in each classroom that the teacher barely knows how to use. Few business people, even the partners, ever come to school; those who do are shocked by the conditions they find and by the discipline problems with which teachers must contend. Still they are comforted by the fact that school feels pretty much like it did when they went to school. With these regard, this paper will evaluate the intended learning outcomes of the course that are to be achieved and how students will be supported in their learning taking into account their varying ability levels and differing professional needs.
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