Education and Culture

Education

• Education is a process where an individual intentionally creates a desired change in behavior through personal experiences
• It involves the development of behaviors society wants to see in individuals
• Education aims to cultivate individuals toward specific goals, shaping their personalities through the acquisition of knowledge, skills, attitudes, and values

Culture

• Culture can be transferred to individuals and it is the accumulation of historical experiences, and it's a way of life unique to an ethnic group
• Culture is also the general name for the material and spiritual values that a society creates, accumulates and transmits from generation to generation
• There are also ethnic elements, attitudes, beliefs or material objects (like tools)
• Culture refers to uniquely human aspects, where a community or population shares common values, beliefs, customs, behaviors, and artifacts

Aspects of Culture

• Forced Acculturation happens when an individual is forced to conform due to outside pressures
• Incidental Acculturation is developed from organic, unplanned transfers of knowledge or skills
• Intentional Acculturation transfers of knowledge or skills happens with specific intentions and planning, i.e., formal training or education is done with intent

Formal vs. Informal Education

• Formal education occurs within a predetermined program, intentional and planned, administered through teaching and instruction
• Informal education is acquired incidentally and is made up of experiences lived within the constraints of society

Formal education classifications

• Formal education is classifies as either academic or extra-curricular
• Academic refers to a set curriculum for a number of years
• Extra-Curricular is short term and can be attended at any age based on requirements

Formal Education

• Academic Education consist of pre-school, primary school, secondary school and higher education
• Extra Curricular Education consist of civic education, apprenticeship training, in-service training and military training

Education Program

• It is a list of subjects
• It is a class content
• It is the programming of studies
• It is a list of teaching materials
• It is the ranking of courses
• It is a group of target behaviors
• Anything taught in and out of school
• Everything planned by school staff

Program Structure

• Programs have goals, content and learning situations
• Programs conclude with an evaluation

Program Components

• Aim: The desired changes sought in an individual's behavior, encompassing their manifestations both inside and outside of school
• Content: The organization of experiences that are planned to instill certain things in an individual at school
• Education Settings: The full plan demonstrating how the objectives, planned within the duration of a lesson, will be attained by an individual,
• Evaluation: It is an all encompassing plan

Official Programs

• Official programs are programs that authorities mandate for implementation in schools
• These programs embody the educational philosophy and policies of the country in which they are implemented
• They can be officially standardized, measured, and evaluated
• Official programs can include programs prepared by the Ministry of Education and sent to schools

Operational Programs

• Operational programs are the programs that teachers enact in schools with their students
• These programs can become different from school to school, irrespective of the base level of standardization
• These programs represents a tangible and observable aspect of the official program
• The instructional programs involve learning and teaching activities
• The instructional program takes form when educators put official programs into execution at schools

Neglected Programs

• Neglected programs encompass aspects of the official curriculum that are intentionally or consciously omitted, skipped, or overlooked
• These areas of the curriculum are typically left out, reduced, or ignored during implementation

Hidden Programs

• Hidden curriculums comprise values, models, and rules shaping community beyond official and implemented programs,
• Hidden programs include the values, attitudes, beliefs and behavior patterns that students are expected to learn beyond the stated learning outcomes of the official lessons
• Hidden curriculums may foster learning that either supports or contradicts the official curriculum
• This type of hidden learning stems from school culture and atmosphere
• These experiences can often leave a more lasting impact compared to those from official programs

Extra-Curricular Programs

• Extra-curricular programs are educational activities like social, cultural, athletic, and artistic events
• Unlike hidden curriculums, which may be unplanned or unintentional, these programs are deliberately organized and systematic
• Examples are the celebration of certain days, athletic competitions, exhibits, projects, conferences, school-family liaison activities, guidance services, and club activities

Core Elements of the Education Program

• These can include; Objectives, content, learning-teaching processes, and assessment

Objectives

• Why Teach?: Addresses the needs of the individual, society, and natural environment

Content

• What to Teach?: Determines content geared toward achieving specified educational goals

Learning-Teaching Processes

• How to Teach?: The stage where educational strategies, methods, techniques, and resources are applied to achieve educational objectives

Assessment

• How Much Was Taught?: Determines the level of goal attainment and selects and administers relevant assessment tools

Reasons for Curriculum Development

• Changing student characteristics
• Advances and evolution in science and technology
• Shifts in educational paradigms
• Changes in societal and student needs, expectations, and lifestyles
• Global shifts in educational systems
• Evolving standards profession of teaching
• Results of international exams like PISA, TIMMS, and PIRLS

Phases of Curriculum Development

• Planning, Implementation, Evaluation

Curriculum Implementation Stages

• Planning the application and piloting schools and classes for the application stage
• Select school administrator and teachers.
• Introduce programs to be tested and make sure that the program meets its objective.

Program Evaluation

• Program evaluation is the process of determining the effectiveness of a program
• During evaluation, all components of the program and all learning stages is considered

Principles of Programs

• Programs align with a country's educational philosophy and broad educational goals
• It is a sustained, dynamic, comprehensive, and practical process
• Participation and teamwork are essential
• Anchored in scientific research and development activities
• Requires a scientific approach, expertise, and skill

Program Assessment

• An assessment is a compilation of data aimed at improving programs with a basis in research
• Program evaluations are for identifying strengths and weaknesses, addressing problems early on, determine educational needs, identifying resources, and achieve educational outcomes and also to gather financial data

Phases of assessment

• Assessment involves planning, which includes defining research designs and gathering data.

Program Literacy

• Program literacy involves understanding and interpreting teaching programs and the ability to apply it so that maximum outcomes are achieved
• By improving these skills among teachers, differences between the official and implemented curriculums can be reduced