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NIOS D.El.Ed
Important Long
Questions
Course
507 Block 1
BY
Dr.MUHAMMED
SALEEM MT
1 Question: Discuss the roles of different institution of society.
Answer: Every individual is a member one society or other society. As a
member of society, you must be aware of different institutions of society
playing significant contribution towards continuity. To understand society,
social relationship and its dynamics, it is pertinent to know its basic
constituent units i.e. social institutions and social processes. Social
institution refers to ‘a set of norms’ applied to various aspects of human
behavior regulated by well established, easily recognized and relatively stable
norms for smooth functioning of society and social relations. There are some
important institutions like family, education, religion, economy, polity which
play different roles following the norms and values of one particular society.
Family is
the first school where children start their initial learning. The role of
teacher played mother and other members of family. Even in the formal school
system, different roles like teacher, pupil and parents are members of society
and always carry their cultural baggage and values of same society. This common
cultural baggage also led to common reference of learning and similar
constructions. Throughout the ages the family has been a fundamental social
institution at the core of the society. Family is a basic unit of any community
and society which acts as joining institution between individual and society.
It has almost universal existence across the world. It discharges many
functions to society and individual from regulating marital bond, legitimate
reproduction, care for young, controls human behavior and functioning as an
economic unit at least for consumption. It discharges this role with other
associated institutions, like marriage and kinship. Family exist almost all human society, however, varies
in terms of structure and function from society to society and time to time.
2. Religion: Religion is also one universal institution that exists from
primitive to post-modern society. French sociologist Emile Durkhiem defined
religion as unified system of beliefs and practices related to sacred things.
Except Karl Marx, there is consensus that religion is functional role in
society However, sometimes its rigidity also becomes dysfunctional. One of the
most important functions of religion is social control.
3. Economy: Economy institution refers the rules, procedures and norms of
production, distribution, consumption as well as working system and patterns.
Economic activities and needs are very of any society irrespective of its
stages of development. Karl Marx considered economy is the basic structure of
any society on which other institutions are dependent.
4. Education: The process of education takes place in every society. However,
its forms may from one society to another society. There are two common
functions of education in every society. First universal function of education
is to socialize the members of society and transmit the culture to the next
generation. Second is to fulfill society’s needs pertaining to human resource.
Major socializing agencies are community, family, peer group and formal
educational institutions. Besides this, there are many other functions of
education are social mobility and intergenerational change. Present democratic
system based on the principle of equal opportunity, competition and
achievement, therefore, any educated and competent can enhance his/ her status.
5. Polity: Each society has some or other system of rules. Political
institutions are defined as a system of control through its organizations and
legal or legitimate use of force. According to T. B. Bottomore, polity is
mainly concern with division of power and authority in society.
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Question: Describe the features of unity in Indian society.
Answer: Unity in diversity a well known identity of India you must be
hearing since childhood. Since ancient period, this feature has been identified
by many foreign travelers – Megasthnese (315 BC), Fa Hsien (405-11 AD), Marco
Polo (1288 AD), Ibn Batuta (1325-51 AD) and others. Here we will discuss unity
in diversity with reference to its connotations and existing Indian social
reality. The factors of diversity in Indian society are multiple races,
numerous caste and sub-caste groups, all major religions, sects and cults,
distinct communities, different cultural regions and languages.
The features of unity played
significant role in Indian nation building.
1. One political entity: Politically, almost whole sub-continent was under one kingdom such
as Chadra Gupta Murya and Gupta period in ancient India. Since Mughol Period
and British period clearly marked as one political regime. Therefore, Indian
sub-continent from ancient period to modern period more or less has political
unity except few aberrations.
2. Territorial integrity of Indian
sub-continent: Geographically, whole subcontinent
has one identity separated by Himalayas and Indian Sea. Though
it varies within as Northern
Himalayan, Aravali ranges, Peninsular India and united by mighty river system
which encompasses entire sub-continent.
3. Common culture: Common cultural initiatives reflected throughout the Indian
history. The emperor Asoka worked for unit to India by achieving cultural and
religious harmony with non-violence principles. Mogul emperor Akbar projected
the concept of a religion Din-i-illahi, also called a synthesis of
Hinduism and Islam. Above all, we can observe our villages where different
religious groups live together share their lifestyle, joint each other
festivals and tied with one thread of Indianness.
4. Varna System: Single Varna model and Varna ashram system
encompassing whole India into one society. Varna model of social classification
is not restricted to any particular region rather explains all the social
groups of India and their specific role and status.
5. Historicity: Long common historicity of Indian sub-continent makes it unique
cultural tradition. More than 5000 years old society shows its uniqueness in
terms of cultural syncretism, assimilation, and absorption as well as formation
new socio-cultural groups. If we see the number of caste and sub-castes then
find many groups emerge in the process of social mobility.
6. The existence of caste system
outside Hindu religion: The castes and subcastes are
categories of Hindu social order whereas long
common historicity reveals the
existence of social stratification and caste other than Hindu believers.
3 Question: How
School and society correlated? Or Discuss the influences of society to
education process.
Answer: School is a part of society, teacher, learner, and parents are
very much drawn from same unequal and stratified society. Schools cannot be
taken in isolation. Society also play significant role in the development of
education system. The role of socio-cultural factors, political conditions and
economic milieu determines the nature of educational institutions, its
objectives and curriculum development.
The Influence of Society to Education
Process
(a) Socio- cultural influence: Education of any society has direct correlations with its
socio-cultural factors. The process of education evolved in its social
structure, social norms and values system. School is one such creation of human
society to transfer the existing cultural content from one generation to next
generation. In informal setting, socialization is a process through which
community transact or educate their members about the norms and values of the
society. Traditionally, education provided by religious institutions like
Christian missionaries, Islamic Madarsa, Buddhist monasteries and other
religious organizations. These institutions have the proselytizing feature and
they inculcate their religious ideals. These are not limited established
religions, each community transmit their norms and values. In this process of
education and socialization, we also transmit the biases and differences of our
society- i.e. hierarchy, stratification and inherent inequality.
(b) Economic aspects: Equality of opportunity is a core value of democracy and Indian
constitutional provision of education. Yet it has become increasingly clear
that equalization of opportunity is exceedingly difficult to achieve in present
economic condition. The economic process creating more and more as well
widening the gap between rich and poor. According to Apple (2004) certain
knowledge has linkages with economic production, areas of studies highly demand
in market situation like professional coursesengineering, medical MCA, MBA and
other applied courses are higher demand in Indian context. Therefore, economy
of society is important factor which has deep rooted implications on
educational development and human development of any region.
(c) Political conditions and its
influence: The nature of state, political
parties, its ideology and policy directs the nature of education system and its
policy in society. Democratic states profess ideals of democratic education
development; however, inherent inequality is the weakness of these states.
Indian democracy
could not achieve the goal the goal of common school system. All democratic
societies fail to provide education for all, particularly the deprive and
marginalized sections could not have equal access to education owing to
differential status. Contrary to this, socialist states claim for common
education system but inculcate their own political ideology rather secular
education. Communist regime of USSR and Nazi socialist principle of Germany are
two best example of this. In 1933, under Nazi German education system schools
were designed to mould children to get them unquestioningly accepts Nazi doctrines.
Similarly, USSR, after 1917, used education to continue their communist agenda
and educational institutions become the place of political socialization rather
the search of truth.
4 Question: Explain the linkages
between community and school.
Answer: Education has a social
context in which it must be understood. To begin with, this context is
observable in the local community which plays a vital role in understanding and
giving direction to the educational process. In India, the local communities are
varied depending upon nature of habitations that comprise it. The educational
needs of different types of communities vary according to their nature.
Community composition
The structural composition of
community determines education in many ways. Thus a community with a
heterogeneous population with diverse castes, languages, religions and
ethnicity may pose a challenge to education system in that community or may
enrich the system depending on the mutual relationship and harmony between
various population subgroups. The hierarchical caste or socioeconomic systems
may lead to exclusion of lower caste and poor people from the education system.
The attitudes towards minority ethnic or religious groups may influence the
education of these groups. The language spoken in the community should play a
deterministic role in the medium of instruction in the school.
Occupational and economic factors
Poverty may
impede education of many children due to other competing needs for survival.
People may not be able to afford to spend on education or may prefer to send
their children for work instead of school.
Customs, traditions and belief system
Community traditions and customs
based on and shaping its belief system may affect the education process in the
community children. For example, a community having belief that children are
disabled as a result of punishment by God for their (or their parents) sins in
previous lives, may consider education of disabled children as an interference
in “karma These children and their families may be stigmatized and excluded “
from the education system. Gender discrimination Community beliefs and
practices about the gender roles may be discriminative against the girls
leading to their exclusion from schools from the very beginning, or early
dropout.
Attitudes towards underprivileged and
marginalized groups
The community may have a negative
attitudes disabled, underprivileged and marginalized groups due to their belief
system sand exploitative practices which may hamper in proper participation of
these groups in education process. While the nature of local community
determines and influences, the nature of educational facilities to be provided,
the educational institutions also influence
the local community. From the
education perspective we cannot consider school as an island with no link to
the outside world i.e. community. Schools cannot and should not operate as
separate entities from the community. To bridge the huge gap between school and
community both should come closer. For this dialogue is fundamental Dialogue
between whom? Dialogue between community and school. Teacher is the most active
agent made this dialogue possible through school and community interface..
Since each group in the community plays a different role in contributing to
children’s education, there must be efforts to bridge the gap between them in
order to maximize the contributions. Education takes place most efficiently and
effectively when these different groups of people collaborate. For the
betterment of the community.
5 Question:
Illustrate the influence of community on the cultural development of the
learner.
Answer: Language makes link with the culture, which is one of the fundamental
right of all human beings to celebrate and enjoy their own culture. According
to Article 29 of the convention on the Rights of the child, Education of the
child shall be directed to the development of respect for the child’s parents
his /her own cultural identity, language and values.
National Policy on Education (1986)
and the Programme of Action (1992)
envisage a cultural perspective of
education for the development of child’s personality and discover his/her
inherent potentials. The objective of the cultural perspective of education to
inspire the teachers and students to collect folk song, folk tale, riddles,
local history, folk game and myths from the community which have rich learning
potentials for the child’ cultural development and overall personality
development and it is a source of self learning in the community by sharing
experiences with others. The Community plays a important role in the cultural
development of the child. The local culture if studied minutely reflects
another realm of learning which can be foundation of institutionalized
knowledge. The local history, its folk traditions, art,craft, etc. have immense
educational potentials and can be used by teacher to make the teaching
-learning process more enjoyable.
Examples from tribal social life and
village
For example, the Mahul Tree has a lot
of significance in the tribal socioeconomic and cultural life and children
could be taught about its importance in various spheres of life. The fruit of
the tree is used as a vegetable and cooked and eaten as a curry. While the seed
is used to extract oil, the by product of the seed (pedia) is used as manure in
the cornfield. It is also used as a medicine for cows during winter. The seed
when burnt emits smoke which is used to cure any swelling on the neck. Liquor
is extracted from the flower and apart from drinking purpose, it is used as an
antiseptic and also helps treat piles. The trunk of the tree is useful in the
household for firewood.
Festival-a facet of culture
Now let us talk about different
festivals which we celebrate in 12 months in a year . Every region and every
community has its own festivals spread over the year. There is festival to
celebrate every season and reason. So far the
celebration of
national festival i.e Independence day and Republic day which never had to do
anything with region and community .But now we can see the same spirit in many
religious or community specific festivals. Some such festivals which have cut
through all castes and communities i.e Christmas the , Diwali, Navratri/
Durgapuja, Lohri, Basant panchmi /Sufi Basant, and Id. As we know Christmas is
a beautiful festival of Christians spreading love and cheer all around. But
now-a-days we find every school celebrates this festival complete with christmas
tree, Santa distributing pleasantries to children, and singing carols etc. for
its cheerful spirit. Like this Diwali is the biggest festival of India but its
presence felt in other countries due to its beauty. The beauty of earthen lamps
candles on dark Amavasya night ,the fun of crackers lights up every heart. So
irrespective of Hindu and non- Hindu every house is decorated with lights and
enjoy the happiness.
5 Question: Explain how education and
socialization are interrelated? What is the influence of community in the life
skill development of the learners? Discuss
Answer: Education is generally seen as the foundation of society which
brings economic wealth, social prosperity and political stability. It is a
major aspect of development of any modern society and most significant
indicator of overall development of any region. Emile Durkheim emphasis the
role of education system in the preservation of society and culture,
particularly, it is very important in complex societies where families and other
primary groups are not fully equipped to prepare the young for adulthood that
is expected by larger society.
Social Functions of Education
Education is concerned with all
people and considered as basic social need of all societies. John Dewey viewed
that being a social need it performs major functions to the society as
following.
(a) Transmission of culture: Human beings are world building creature. The sum total of such
creations, its preservation and transmission to the next generation are the
core concern of any culture. The culture makes a distinction with other
creatures. Each society has its own cultural heritage which they preserve and
transmit to next generation. The most important role
of education is
to transmit the tradition, culture, skill and knowledge to the new members of
the society. Thus culture is the most common link between society and
education.
(b) Reduce inequality and disparity: Education gives us knowledge and knowledge is power. Education
plays a significant role to society by solving its problems. Rabindrinath
Tagore writes “In finding the solution to our problem, we shall have helped to
solve the world problem as well....If India can offer to the world her
solution, it will be a contribution to humanity.” Through education one can
acquire knowledge and participate in the process of empowerment. Indian
traditional education system was neither open to all nor it had any uniformity.
It was elitist in character and supported with religious purpose rather based
on rationality which has created socioeconomic inequality.
(c) Social mobility and social
change: Social stratification is a universal
social fact. Social mobility refers the movement of individual and group
position or status in the social hierarchy of any society. There are two
important factors of social mobility- education and income status. Now, free
and compulsory education to all provides opportunity to enhance one’s
educational and income status. In India, since independence Equality of
education opportunity has proved which was earlier restricted.
(d) Development of new knowledge: Education is the way to acquire knowledge to achieve success in
its life. Through education we develop new knowledge or addition to the
existing knowledge to fulfill our new necessity. As we know that necessity is
the mother of inventions. From simple savage society till present postmodern
society, we can observe the drastic changes due to many inventions and
discoveries.
(e) Individual development- Education is very important for an individual’s success in life.
Education provides pupils teaching skills that prepare them physically,
mentally and socially for the world of work in later life.
Meaning of life skills- Life skills are abilities for adaptive and positive behavior that
enable individuals to deal with the demands and challenges of everyday
living.(WHO) Life skills are individual skills/abilities that each one of us
passes and yet need to enhance in order to meet the challenges of life. Effective
acquisition of life skills can influence the way one feels about oneself and
others can enhance one’s productive, efficacy, self-esteem and self-confidence.
They also provide tools and techniques to improve interpersonal relations .Life
skills are needed for effectively utilising the existing folk lore, folk
traditions, local history, local belief, customs and discriminations, of the
community which
have immense educational potential to make teaching learning process more
enjoyable and effective.
Explanation of life skills
There are ten core skills which are
broadly divided in three general categories i.e. thinking skills, Social skills
and Emotional skills. As a teacher, you should explain each skill by using
simple language and giving simple examples. Life skills are put to use in
specific situations. Opportunities have to be provided
for developing these life skills
among the learners. The process is as important as the content. Life skill can
influence the way we feel about ourselves and the way others perceive us.
Thinking Skills
1. Creative thinking
2. Creative thinking helps us respond
adaptively and flexibly in our everyday life situation. It is about looking
beyond our direct experience, exploring available alternatives and the various
consequences of our actions or non action.
3. Creative thinking is a novel way
of seeking of doing things that is characteristic of four components
- fluency,
- flexibility,
- originality and
- elaboration.
Critical thinking
(i) Critical thinking enables us to
analyze information and experience objectively and assess the factors that
influence that way we think and act.
(ii) It is important for any of our
crucial life decisions e.g. What option do I have?
(iii) What can each option lend to?
(iv) Is this really what I want?
3. Decision making
(i) Decision making helps to deal
constructively with decisions about our lives.
(ii) These can have consequences for
health if adolescents actively make decision about their actions by assessing
the different options and the effects that different options and different
decisions may have.
4. Problem solving
(i) Problem solving skills empower us
not only to control our problem, but can turn them to opportunities.
(ii) It also leads to decision making
and managing emotions and stress.
Social Skills
1. Self Awareness
Self awareness is the ability to
understand our strengths, weaknesses, values, outlook character, our needs,
desires, aspirations, ourselves, feelings e.g. I like myself even though I am
imperfect.
2. Effective communication
Effective communication is the
ability to express, both verbally and nonverbally, in ways that are culturally
acceptable.
3. Interpersonal relationship skills
(i) It helps relate with people in a
positive way.
(ii) It also means being able to make
and maintain friendly relationships, which can be of great importance to our
mental and social well being.
(iii) It may also mean being able to
end relationships constructively.
4. Empathy
Empathy is the ability to be
sensitive to another person’s solution, as in the
case of AIDS sufferers, or people
with mental illnesses, who may be
stigmatized and ostracized by the
very people they depend upon for support.
Emotional Skills
1. Coping with emotions
(i) It involves recognizing emotions
within us and others, being aware of how emotions influence behaviour and being
able to respond to emotions appropriately.
(ii) Intense emotions like anger or
sadness can have negative effects on our health if we do not respond
appropriately.
2. Coping with stress
Coping with stress means recognizing
the sources of stress in our lives, recognizing how this affects us, and acting
in ways that help us control our levels of stress, by changing our environment
or lifestyle and learning how to relax.
6 Question: Describe the need of
involving the community in school education. Discuss how the community can be
involved in improving school education? Give at least five ways.
Answer: Community has been defined by Gins Berg in the following words,
“By community is to be understood a group of social beings living a common life
including all the infinite variety and complexity of relations which result
from common life,
or constitute it.” The members of the community have a common life. They hold
common social, religious and cultural functions. The festivals, social
gatherings, and religious rights are common features of a community. There is a
spirit of service, sacrifice and co-operation among the various members which
form a community. Every community has a culture of its own- its traditions,
customs, ideas, ways and manners. The social, economic, political and cultural
life of the community is unique.
The community exerts its own
influence on the growing child consciously and unconsciously. The community
moulds his nature, his habits and his ideas unconsciously but more effectively.
The child moves, out into the community as soon as he can walk and talk. He
imitates’ the manners of the people that surround him. For example- if he lives
in the community of enlighted people he develops tastes for reading, if he
moves in the society of artists he develops a taste for art. So, the community
exerts its own influence upon the child.
The patterns of different communities
are different. Their attitudes and modes of behavior are different from each
other. For example- there is a great difference between the rural and urban
communities. We have, therefore, a great difference between the rural and urban
children
Community has an educative
interaction on the child in a number of ways-
1. Community Sets its Own Schools:
Schools are set up by the community to educate its members. For example , the
missionaries run their own schools and train, thir children in their own way of
life. They have their own educational AIMS.
2. Cultural Influence: Every
community has a culture of its own. When the community runs its own school, it
wants that the students should become attached and devoted to it. It expects
from the persons receiving education in the schools preserve its culture. Even
language of the community becomes the language of the child.
. Community involvement helps to
raise a responsible child. It encourages parents/communities to actively
participate in their children’s learning in schools by visiting schools to
monitor hygiene and teaching/learning process in the classroom, discuss pupils’
performance with teachers and provide support to their children’s quality
learning. Oftentimes, the onus for providing a well-rounded educational
experience for every student falls directly on the shoulders of the school
administrators, teachers, faculty, and staff. However, this limited perspective
overlooks the fact that much of a child’s life and
education occurs
outside the classroom. What happens before the school day starts and after it
ends can be just as important and impactful in the lives of your students as
what happens during the traditional school day. This is why community
engagement and involvement in schools is such an important facet of the
educational process. Consistent community involvement and engagement at all
levels of the school have been shown time and time again to have significant
short and long term benefits.
According to a recent policy 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”.With these important benefits in mind, it’s clear that a
focus on increasing community involvement programs and opportunities should be
a consistent goal for your school.
Community can be involved through
different ways:
(a) Participation in the surveys for
out of school children, awareness building campaigns on issue of child labour,
enrolment drives;
(b) Participation in the school
mapping exercise, location of the school, availability of schooling
infrastructure like building, classrooms, toilet and drinking water facility;
(c) Involvement through the
contribution of money, materials, and labour;
(d) Involvement through ‘attendance’
(e.g. at parents’ meetings at school),
visiting schools to monitor hygiene
and teaching/learning in the classroom,
discuss pupil’s performance with
teachers;
(e) Involvement through consultation
on a particular issue like how to improve
the infrastructure or teaching
methodology;
(f) Participation in the delivery of
a service, teaching when the teacher is absent or teaching a vocational skills/
music to the students;
(g) Monitoring the attendance of
children, regularity of teachers;
(h) Monitoring the incentives like
free text books, uniform reach to the students, monitoring the regularity and
quality of mid day meal.
7 Question: What
are the main objectives of Right to Education Act, 2009? Discuss the
multifarious roles of a teacher under this act.
Answer: The Right of Children to Free and Compulsory Education Act or
Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4
August 2009, which describes the modalities of the importance of free and
compulsory education for children between 6 and 14 in India under Article 21a
of the Indian Constitution. India became one of 135 countries to make education
a fundamental right of every child when the Act came into force on 1 April
2010.
Salient features of the RTE Act 2009
(a) The Act makes education a
fundamental right of every child between the ages of 6 and 14 and specifies
minimum norms in elementary schools.
(b) The government schools shall
provide free education to all the children. Free education is to be given to
provide equal opportunity to all the children to
attend school and the expenses should
not become a hindrance in pursuing or completing elementary education.
(c) The State shall provide school in
the ‘neighbourhood’ within three years from the enactment of act. Children in
every habitation will have access to primary school within a walking distance
of 1km and to upper primary school within 3 km.
(d) Private schools shall admit at
least 25% of the children in their schools from poor families.
(e) The Act also provides that no
child shall be held back or required to pass a board examination until the
completion of elementary education i.e VIIIth standard.
(f) The act also mentions that each
child is given age appropriate education which implies that children will be
enrolled in the class that corresponds to their age. For example if nine year
old has not been to school or dropped out earlier, he/she will be enrolled in
class IV. To enable the 9 year to cope in class
IV ‘special training/ bridge course’
will be provided on the premises to bring the child upto the age appropriate
level.
(g) Schools shall have adequate
number of teachers and classrooms- there is a provision for a teacher for every
30 children at primary level
(h) Schools will have separate toilet
for girls and boys.
(i) Schools will be managed by School
Management Committees.
(j) RTE
reiterates that access not only denote physical access but also ensuring social
access by way of addressing exclusionary practices in the school, especially
those based on caste, class, gender and special needs.
(k) School mapping exercises will
have to incorporate social mapping which means that the children from socio
economic backward groups are enrolled. Community and other civil organisation
will help in the identification of such children and help in their enrolment.
Involvement of civil society organisation and community is desirable to reach
to the children living in remote areas, unsaved population in villages,
squatter settlements, in orphanage and on street.
A teacher has multifarious role in
educational system. He/she acts as a manager to the whole educational
transaction especially at the school and local level. The various roles are:
(a) Teacher as instructor and as a
facilitator of learning in the classroom. NCF
2005 talks that a teacher should be
co-constructor of knowledge in the classroom.
(b) Teacher as a manager of all the
activities of teaching and learning. A teacher has to act as manager who
organizes the educational activities of the classroom as well as the school.
Have you ever organised any function or activity in classroom. How many things
you need? Yes a long list of resources and you go about arranging for that. If
it is too long and time is limited? You depute someone to get it i.e. manage to
get the activity organised. So as a teacher you have to have to manage,
coordinate and provide leadership to students and other persons for successful
completion of the task at hand.
(c) Teacher as a Counselor helps the
students to reach their maximum potential in life. He/she helps the child to
make right choices with respect to courses career. He/she also works on
building capacity in the children to find solutions to their problems both
academic as well personal. Thus, the teacher guides the child to solve his/her
own problem and not give readymade answers. A teacher has to be sensitive,
observant, empathetic and objective besides being loving and caring to win the
trust of the students to come up with their problems. The journey from unknown
to known is lead by him/ her.
(d) Teacher as 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 introduction of new methods.
(e) Teacher acts as a
School-community bridge. School is a subsystem of community in which it is
located. It cannot be isolated from the community. RTE has given special
mention to this special linkage between the community
and the school.
The teacher should explore the symbiotic relationship between
the community and the school for the
benefit of both. School will depend on the community for its resources and the
community will be benefited by the school for its development and the vibrancy.
(f) Teacher also acts as an agent of
Social change. This is the role which begins from school to community and
society at large. When Nehru had emphasized on scientific temper it was for a
teacher to inculcate it in children. NPE had reiterated the fact that education
has an enculturing role and furthers the goals of democracy enshrined in our
constitution. Teacher is the agent who translates these social goals into the
classrooms of India and prepares the next generation towards the vision of
nation.
(g) Teacher as a leader who guides
the class, school and community as well. He/she should have leadership skills
to lead the way towards development. Leadership skills like decision making,
management of available resources, finding solutions to unforeseen problems. It
is also an important role of a effective teacher.
1 Question: What kind of facilities should be made available in school?
Discuss in the light f RTE, Act provision 2009.
Answer: FACILITIES FOR CHILDREN’S
SAFETY, SITTING SPACE
As per the RTE Act 2009 quality of
school infrastructure is a major determinant of school access. The Act
envisions an attractive, motivating and healthy environment of the school, so
as to attract, enroll and retain students. For this, the RTE Act lays down some
norms and standards for all aspects of school infrastructure. These are –
Schools will have a composite building, with specific features. It must have
requisite number of rooms, toilets and drinking water facilities, MDM scheme,
Kitchen shed, fence / boundary walls, playground, sport equipment, TLM, library
and laboratory. Barrier free access – This implies that design of the school building
should enable all children including children with disability to move around
freely and use all its facilities right from school entrance, classroom,
playgrounds, toilets, libraries, laboratories. If existing school buildings do
not have such facilities the RTE Act has provisions for them to modify them.
Schools must incorporate safety features for resistance against hazards. These
hazards may be natural like earthquakes, floods or human made like fires or
construction related. Safety features should be incorporated in the building
design itself.
FACILITIES FOR MID-DAY MEAL
We are aware that the mid day meals
(MDM) scheme is one of the world’s largest school nutrition programme that
extends to nearly 12 crore children across 12.65 lakh schools and EGS centres
across the country. The scheme
must be
operational in your school too. The school meal programme helps to boost
enrolment and is effective in promoting attendance. It is an incentive not only
for the children (who enjoy the meal) but also for parents (it is an implicit
subsidy). The MDM scheme serves as an attraction for children who are otherwise
reluctant to attend school. The RTE Act 2009 has special provisions for
drinking water and sanitation facilities in schools. As a school teacher you should
be aware of the existence of such facilities in the school premises as per
mandates of the RTE Act 2009. Most schools except some rural schools are
covered under SSA, for provision of toilets, urinals and drinking water supply.
The rural schools outside the purview of SSA, are catered to by the Department
of Drinking Water Supply in the Ministry of Rural Development.
2 Question: Explain the concept of
child-centered approach. What kind of role a teacher should play in this
approach? Explain.
Answer: In the traditional methods the teacher controlled the classroom
processes and the learners were passive recipients. The underlying philosophy
in child centered approaches is ‘costructivism’, according to which learners
construct new knowledge based on their previous experiences. Learners devise
their own learning strategies. The teacher’s role is that of a facilitator, who
designs the learning tasks and guides the learner during the process. Child
centered approach can be adopted through strategies like experiential learning.
Here the process of learning begins with action and promotes reflective
thinking by the learner. Another approach is problem solving where the students
formulate hypothesis, suggest solutions, conduct experiments, generalize,
arrive at solutions and compare their results. These approaches facilitate
development of thinking, observation and enquiry skills.
Role of a Teacher in child-centered
approach:
RTE Act recognizes the importance of
adopting child friendly, child centered pedagogy for holistic development of
child’s personality. The role of the teacher is visualized as a facilitator who
motivates children to relate learning with their daily life and construct
knowledge. Various aspects of the learner which the teacher should be knowledgeable
about are:
•
• Physical
development and health of the learner. Learning experiences specific to the
learner’s development stage can then be provided.
•
• Mental
abilities and potential of the learner. Learners differ in their linguistic,
spatial, mathematical, musical, kinesthetical abilities. Suitable learning
experiences can then be provided to build upon the existing levels.
•
• Culture.
Learning is greatly influenced by cultural experiences of the learner, i.e.,
experiences gained at home, in the community, in school and with peers. Teacher
needs to understand the cultural context and provide learning experiences
accordingly.
As a teacher we thus have a crucial
role to play as a capable facilitator in the holistic development of the child
by imparting quality education through the school. You should be aware of the
child’s entitlements and be prepared to understand the child’s world.
3 Question: Discuss the multifarious
role of a teacher in educational system.
Answer: A teacher has multifarious role in educational system. He/she acts
as a manager to the whole educational transaction especially at the school and
local level. The various roles are:-
• Teacher as instructor and as a
facilitator of learning in the classroom. NCF 2005 talks that a teacher should
be co-constructor of knowledge in the classroom.
• Teacher as a manager of all the
activities of teaching and learning. A teacher has to act as manager who
organizes the educational activities of the classroom as well as the school.
Have you ever organised any function or activity in classroom. How many things
you need? Yes a long list of resources and you go about arranging for that. If
it is too long and time is limited? You depute someone to get it i.e. manage to
get the activity organised. So as a teacher you have to have to manage,
coordinate and provide leadership to students and other persons for successful
completion of the task at hand
• Teacher as a Counselor helps the
students to reach their maximum potential in life. He/she helps the child to
make right choices with respect to courses career. He/she also works on
building capacity in the children to find
solutions to
their problems both academic as well personal. Thus, the teacher guides the
child to solve his/her own problem and not give readymade answers. A teacher
has to be sensitive, observant, empathetic and objective besides being loving
and caring to win the trust of the students to come up with their problems. The
journey from unknown to known is lead by him/ her.
• Teacher as 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 introduction of new methods.
• Teacher acts as a School-community
bridge. School is a subsystem of community in which it is located. It cannot be
isolated from the community. RTE has given special mention to this special
linkage between the community and the school. The teacher should explore the
symbiotic relationship between the community and the school for the benefit of
both. School will depend on the community for its resources and the community
will be benefited by the school for its development and the vibrancy.
• Teacher also acts as an agent of
Social change. This is the role which begins from school to community and
society at large. When Nehru had emphasized on scientific temper it was for a
teacher to inculcate it in children.
• Teacher as a leader who guides the
class, school and community as well. He/she should have leadership skills to
lead the way towards development. Leadership skills like decision making,
management of available resources, finding solutions to unforeseen problems. It
is also an important role of a effective teacher.
4 Question: Discuss the role of the
teacher in the context of community development.
Answer: In the context of the community, a teacher has a very dynamic
role. He works with the various aspects of community and in turns develops
his/her own professional skills. These include:
(i) Many children in the government sector
are first generation learners; one of the major challenges for a teacher is to
promote the importance of
education among
parents particularly those in rural areas so that they send their children to
school. A proactive role by teacher will build faith in parents so that they
will come forward and enroll their children in schools. Teacher should with the
help from SMC ensure fulfill enrolment in the schools. Teacher in turn develops
and exercises social, leadership, and managerial skills as part of professional
development.
(ii) Teachers should also be part of
the national literacy campaigns and adult education programmes organized to
educate adults who have not had an opportunity to go to schools in their
childhood. They can motivate them by bringing forward the advantages of being
educated in spite of the fact that it seems difficult at times. This will help
them to have a clear picture of the educational status of the community and
they will be able to assess the support they will get in total enrolment and
subsequent retention in school.
(iii) The community especially our
rural folk need awareness programmes regarding health and development issues
like vaccination, birth control measures, woman’ health during pregnancy and
child birth, cleanliness in and outside home, contagious diseases, personal
hygiene. Teacher, being an educated person with a wider perspective should
either directly inform people or lead them to proper sources of information like
a doctor. These awareness programmes are also applicable to school environment.
The health and hygiene of children needs to be taken care off.
(iv) Sometimes teacher is the highest
qualified person in the community. Therefore, community members especially,
parents of students expect a teacher to be a model for their children than they
are themselves. They want a teacher to be a role model for children to imitate
and follow. His/her personality develops to reach towards a humanistic
behavior.
(v) In rural community where a
majority of the adult population is likely to be illiterate or less educated, a
teacher is looked upon to play the role of a guide, philosopher and a
counselor. The community members when faced by any problem would approach a
teacher for seeking solutions to their problems. Teacher to begin with solves
problems based on theoretical knowledge he had and later experience makes him a
competent counselor.
(vi) In urban localities, the teacher
can be a binding force for the community which may be not be as cohesive as
rural community. Here his role as leader who motivates and brings everyone
together is very important.
5 Question:
Discuss the different style of leadership.
Answer: Leadership style connotes the manner and approach of providing
direction, implementing plans and motivating people. Simply stating leadership
style refers to a leader’s behavior. There are mainly four types of leadership
styles: Autocratic style, Laissez Faire Style, Easygoing Style and Democratic
Style.
AUTOCRATIC LEADERSHIP
Autocratic leadership style means all
decision-making powers are centralized in the leader, as with dictators.
Leaders do not entertain any suggestions or initiatives from subordinates. This
type of leader tells his/her subordinates what he/ she wants done and how
he/she wants it done and does not entertain any advice or suggestion. He/she is
a rigid disciplinarian and believes that praise and appreciation will spoil the
students. This style of leadership is indicative of a ‘tell and do’ manager.
Leadership here is usually a solo performance. The head of the institution runs
the show seeking little advice from the subordinates. He/she makes his/her own
decisions, delegating as little independent responsibility as possible.
Communication is usually one way: he/she talks and you listen. Autocratic
leadership is also more concerned with ends than means. What matters is result.
The process and people involved are less important. This type of leadership has
a distorting effect on the development of the employees or subordinates.
Frequent use of threats and punishment will reduce their effectiveness.
LAISSEZ FAIRE LEADERSHIP
A Laissez faire leader allows the
employees to make their decisions. The leader often busies him/her in paper
work so as to stay away from group members. The leader feels the big part of
his/her job is to keep students and staff from creating turmoil in the school.
Leadership is pessimistic about people. Its message is: “You cannot change the
way people work, so why try?”The leader is not an initiator of change. Rather
he/she spends time looking after the maintenance of the department and
protecting himself/herself. The leader only conveys the decisions that are made
by a higher authority without providing initiative or personal direction. This
type of leadership postpones decisions whenever possible. He/ she feels putting
decisions off is safer than making them. The leadership favours traditional,
tried-and-true
ways of doing things, because they are safer than the new or experimental. The
teacher leader dislikes taking risks, even calculated ones.
EASYGOING LEADERSHIP
Easygoing leadership means it is
loose and unstructured. It has little use for procedures, rules, regulations
and systems. The philosophy adhered to is that the job concerned with the
school and community will get done even without a structure if the members are
relaxed, happy and pleased with their jobs. The leader thinks the most
important job as a leader is to be friendly, tolerant and compassionate. If a
student or a community member makes a mistake, the teacher leader is likely to
overlook it. The leadership is undemanding; it prefers to keep them happy and
let them have their own way whenever he/she can. This type of leadership hands
out positive reinforcements too easily and would rather not talk about
unsatisfactory performance. Easygoing leadership invests much energy in direct
person-to-person contact. It spends much time in chatting about things that
have nothing to do with the job. Gossips on politics, sports, entertainment,
family matters and other trivial issues occupy most of his/her time.
6 Question: What is community
mobilization? Why it is important for a school system? As a teacher what
qualities and skills you need to have to become an effective community
mobilize? Discuss.
Answer: The community has an important role to identify and use available
resources and plan accordingly. Where there is a mechanism of local
self-government, important decisions are usually made at the local level by the
local people themselves. This is the best possible way for development of
community. This is called community mobilization where people plan and
do things. They take charge of transforming their community and their lives.
Thus community mobilization is a capacity building process through which
community individuals, groups or organizations plan, carry out and evaluate
activities on a participatory and sustained basis for their development, either
on their own initiative or stimulated by others. Community mobilization is very
important for the success of any intervention/ programme as it helps in:
(i) Creating demand for interventions
(ii) Increasing the effectiveness and
efficiency of interventions
(iii)
Contributing additional resources to the response
(iv) Reaching the most vulnerable
(v) Addressing the underlying issues
affecting education: gender disparities, lack of awareness
(vi)Increasing community ownership
and sustainability
A mobilizer is a person who mobilizes
i.e gets things moving. She/he is a catalyst that creates an atmosphere to
achieve a common goal of importance to the community by:
(i) Bringing the people together
(ii) Building trust
(iii) Encouraging participation
(iv) Facilitating discussion and
decision making
(v) Helping things to run smoothly
(vi) Facilitation in the community
mobilization process
Qualities and skills teachers need to
have to become an effective community mobilize:-
1.Self awareness: A good community leader should be knowledge of his or her
strengthens and weaknesses. This will enable the leader to exploit better his
abilities while seeking help from others for his or her weak areas. Leading
others with the knowledge of self ease’s a leaders job since it allows for the
selection of the best-fit roles and the sharing of responsibilities with
others.
2.Eagerness to learn and adap:. As a community leader, earning respect from members is one of
the key enablers of ones roles. To do so, learning to listen from others,
appreciating their input and changing courses of action is essential.
3.Empath:. As a leader its important that you recognize how the community
perceives you as their leader. Empathy allows one to imagine different
viewpoints from the community members as well as understand their feelings.
With this perspective, a leader may be perceived as one who cares and this will
increase his or her creditability in the community.
4.Honesty and integrity: A leader must ensure that he is trustworthy to the community and
to other leaders. Trust facilitates productive space for discussions and
desired social change. Once trust is broken, respect is diminished and
productivity is eliminated.
5.Dedication: As a community leader, who most likely is playing a voluntary
role, its important that you recognize your own benefits from the role. Time
spent on a community role can only be beneficial if it’s seen to create space
for desirable social change both for the leader and the community. This
recognition will
create energy and dedication to one’s roles given the sometimes difficulty and
draining role of community leadership.
6.Servic:. Involving oneself in general community services is a yet another
great quality of a community leader. As a leader being seen to serve your own
members creates respect and legitimatizes one’s role in the community.
7.Interpersonal skills: A community leader should be able to interact with other members
of the community with ease. This calls for good communication and collaboration
skills. Being able to negotiate, mediate, listen to others, and articulate
arguments and to work with members external to the community is essential.
8.Forward-thinking: Forward thinking is about being visionary as a leader, one
should dream for his community and effectively share the dream. He should be
able to think of the future and set sustainable goals by developing his/her own
critical thinking skills and involving the younger generations.
9.Intelligence: A competent leader is seen as one who can take care of the tough
stuff that may happen to him or the community. Intelligence here is beyond
being smart to include high levels of both emotional and social intelligence.
10.Motivation: Lastly, a great leader inspires as to create the desired social
change. He does this in a variety of ways but always remembers to include
others in his thought process and courses of action.
7 Question: Explain the concept of
human and finance resources in school management process.
Answer: There are three types of resources, which are needed to manage a
school-
Human Resources : Human resources are very important to create income or wealth in a
community or society or country. To some extent this also applies to the
schooling. Here the teachers and school man agreement puts human effort in
converting raw, students into educated and trained persons who are capable of
making their living and enhance their family’s quality of life and at the same
time contribute in country’s income. But the risk factor in schooling is not so
strong since the schooling of students is done on paid remuneration. Teachers
are paid remuneration and their risk factor is not comparable to the farmers.
Farmers lose their investment in case of failure of
crops as in case
of teachers this does not happen.
Material Resources: It means the material goods which are the possession of the
school. They are very important for academic excellence of the school. Material
resources of a school imply land, school building, classroom, library, and the
teaching material.
Financial Resources: All the goods and services so produced and then converted into
‘money form’ can be defined as financial resources. You should know that in an
economy, all the goods and services produced are either for personal
consumption or for sale in the market. The surplus of goods and services are
made available for sale in the market, then in return ‘one gets’ money for the
sold goods and services. These sold goods and services converted into ‘money
form’, are considered as financial resources. It also implies that when the
surplus of goods and services is more, this surplus volume of goods and
services generates more income and we can say that financial resources of the
country are higher. That is why, the capacity of generating more surpluses of
goods and services in a country for sale in the market generates more wealth in
the country and that country can become economically strong and provide more
financial resources for the development. The countries that generate more
wealth are considered more advanced. Countries which produce less wealth are
considered less advanced. This development can also be considered for education
in terms of more educational institutions, more physical facilities in these
institutions, more teachers etc.
8 Question: Explain Participatory
management and Non-Participatory Management.
Answer: The process of management is mainly a social process because the
activities performed to achieve the goals are concerned largely with relations
between people. The manager works with and through the people and achieves
results for the benefit of people. On the basis of peoples, participation there
can be two types of management processes:
Participatory management is the practice of empowering employees to participate in
organizational decision making. This practice grew out of the human relations
movement in the 1920s, and is based on some of the principles discovered by
scholars doing research in management and
organization
studies. When participatory management is practiced, employees are encouraged
to voice their opinions about their working conditions in a safe environment,
protected from the potential defensiveness. Participatory management encourages
involvement of stakeholders at all levels in analysis of problems, development
of strategies and implementation. We are likely to modify our own behaviour
when we participate in problem analysis and solution and likely to carry out
decisions. Participatory management means that staff, not only the designated
managers, have input and influence over the decisions that affect the
organization. In participatory management, the designated managers (or manager)
still have (or has) the final responsibility for making decisions and answering
for them, but members of the staff who are affected by those decisions are
actively sought to provide observations, analysis, suggestions and
recommendations in the executive decision making process.
Non-Participatory Management
In this type of management the
manager does not involve the employees in the decision-making process. He takes
all the decisions by himself and imposes the responsibility of actions on the
employees. This practice discourages the employees and their efficiency is also
negatively affected. Thus the output will also be not up to the expected level.
The relationship between the manager and the employees does not remain cordial
and there will be lack of belongingness among the employees for the
organization. This management practice does not empower the employees and their
professional growth also. The achievement of organisational goals is difficult
under such management. Here the manager is an autocratic leader who only
dictates the actions. In modern word this type of management is not supposed to
be successful.
9 Question: Explain the financial
sources of income for funding school development.
Answer:
GOVERNMENT
In a country, major financial sources
of income come from government. When
you consider government, it
constitutes the following:-
(1) Central Government
(2) State
Government
(3) Local-self-government (Local
bodies)
In India, there is federal system
which means that there is government at the Centre as per Indian Constitution
and State Governments as well. Under the provision of Constitution, Central
Government receives revenue (income) on some taxes, surplus profit from Central
Government Undertakings, external aid etc. Similarly, the State/UT Governments
also generate revenue (income) under the provision of Constitution. If we add
the revenue of both Central and State/ UT Governments then, we can say or call
it as revenue (income) of the Government. As we have in this Unit a separate
category of Local bodies it is explained separately though Local bodies is part
of the government, but by nature of their functional responsibility to provide
services to the community is categorized separately. This is explained later in
this section.
OTHER AGENCIES
In India, education is expanding.
Government (Central and State Government) cannot meet alone the demand of
education facilities on large scale in cities and towns. India is a vast
country. Think of providing primary education through opening new primary
schools in every nook and corner of the country. Right to Education Act (2009)
has become operational since 1st April, 2010. Children of age-group 6-14 have
to be provided schooling facilities on universal and compulsory basis. To
provide schools for Classes I-VIII, we require land to build schools, teachers
and other facilities. Government alone cannot meet this large amount of funds.
Under such circumstances, the government seeks finance (funds) from other
agencies. In recent years private bodies/organizations/trusts/societ- ies/ business
houses and even external agencies like World Bank, have been helping the
country for establishing primary and upper primary schools. To meet the
expenditure on school buildings, facilities, teacher’s salaries, books, etc.,
schools receive funds from these other agencies.
LOCAL BODIES
Local bodies constitute (i)municipal
boards/committee in urban areas, (ii)Zila Board/Parishad for rural areas, (iii)
Village Panchayats in a village. In a democratic India, there are three tier
system of government. At the Centre, there is a Central Government, at the
State level, there is a State Government and at the district, there are
Municipal Boards/Committees for urban territory of a district and Zila
Board/Zila Parishad for rural territory of a district. Rural areas have down
the line blocks/Talukas. At the village level, there is Village Panchayats. But
blocks/panchayats are governed by a District Collector. In
States/UTs,
administration down the district level may have different nomenclature of block
or panchayats. But for smooth running of administration, district is
sub-divided.
ENDOWMENT
Endowment is a ‘corpus fund’ endowed
by an individual or family or trust/society for a special purpose or general
purpose.. The idea behind such endowment is ‘charity’ to an institution for a
good social cause. In Indian context, educational institutions – schools,
colleges have been receiving ‘endowment’. This has been a good practice for
creating ‘endowments’. An institution from this endowment fund receives a
regular income from interest for meeting the expenditure of ‘specific purpose’
item. Say for example, ‘merit-cum-means scholarship’ or say maintenance of
school building (general purpose). But now the income from endowment has been
declining. Families are now establishing their own institutions.
SAVINGS
Savings are the surpluses of income
after meeting expenditure over a particular heads of expenditure. In a school
system, funds are received as block grant from time to time whereas expenditure
is incurred when the activity or programme is organized. Funds received as
‘block’ grant is deposited in a post-office or Bank, interest earned or savings
occur due to ‘surplus’ fund, may help the educational institutions (schools) to
meet other ‘miscellaneous’ expenditure. But these savings are legitimate source
of income and are adjusted to meet the ‘deficit’ (shortage) i.e. excess of
expenditure over income.
EXAMINATION FEES AND OTHER FEES
Primary or upper primary schools run
by the government do not charge any fee from students. But, government-aided or
private unaided schools charge different type of fees from students. These fees
may be of the following types:-
(a) Tuition fees (b) examination fees
(c) Computer fees (d) pupil’s fund,
etc.
10 Question: Describe the different
functions of management.
Answer: The
functions of management are discussed below:
PLANNING
Planning is the basic function of
management that involves setting objectives and determining a course of action
for achieving these objectives. It involves five questions i. e.What to do?
When to do? Where to do? Who is to do? How to do? Planning requires that
managers be aware of environmental conditions facing their organization and
forecast future conditions. It also requires that managers be good decision-makers.
As in the above example the Principal of the school observed the school
environment deeply to understand the functioning and problems of the school.
She was a good decision maker as she took quick decision after analysis of the
situation. She used democratic approach in decision making. Thus planning is
based on scientific estimates of future actions.
BUDGETING
A budget is defined as management’s
quantitative expression of plans for a forthcoming period. Budgets are prepared
at various levels of an organization. The master budget is defined as the
overall financial plan for the period, which reflects the organization’s goals
and objectives. Budgeting, when done properly, can serve as a planning and
controlling system. The school’s goals and performance objectives are
documented in financial terms.
ORGANIZING
After deciding the objectives and the
ways and means of achieving them, the next step is to bring together manpower
and material resources required for carrying out the plans. “To manage a school
means to provide it with everything useful for its functioning- raw materials,
tools, capital and personnel.” Organization structure (the network of
authority- responsibility relationships) serves as the framework through which
management coordinates individual efforts. Organizing function may be defined
as identifying and grouping the activities to be performed, assigning them
among the individuals and creating authority- responsibility relationships
among various positions.
DIRECTING
Ms. Laxmi , the
Head of School in the described story guided the teachers to implement the task
properly. Thus we can say that a manager may plan and organize, but no tangible
results can be achieved until the plan is implemented. This is done by
directing, which literally means moving into action. Directing is that part of
the management process which actuates the organization members to work
efficiently and effectively for the attainment of the desired objectives. It is
concerned with the execution of plans.
CONTROLLING
Controlling involves ensuring that
performance does not deviate from standards. Controlling consists of three
steps, which include establishing performance standards, comparing actua
performance against standards, and taking corrective action when necessary.
Performance standards are often stated in monetary terms such as revenue,
costs, or profits, but may also be stated in other terms, such as in above
example the % increase in the attendance of students is the performance
standard.
COORDINATION
An organization consists of several
persons, each of them performing a specialized job. Therefore, it becomes
necessary to create harmony between different individuals and tasks.
Synchronization of the specialized activities and efforts of members of a group
for the accomplishment of group objectives is known as coordination. It is the
orderly arrangement of group efforts to provide unity of action in the pursuit
of a common goal. It involves unifying, integrating and harmonizing the
activities of different departments and individuals for the achievement of
common objectives.
DECISION MAKING
You have observed
that Ms Laxmi, after joining the new school took decision to take action for
solving the problem which needed immediate solution at that time. Now you may
understand that. Decision-Making is an essential aspect of modern management.
It is primary function of management. A manager’s major job is sound/rational
decision-making. He takes hundreds of decisions consciously and subconsciously.
Decision-making is the key part of manager’s activities. Decisions are
important as they determine both managerial and organizational actions.
Decision making is an intellectual process which involves selection of one
course of action out of many alternatives. Decision-making will be followed by
second function of management called planning.
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