2021

Autumn Assignment
Foundation of Education (831)

Ismail Tariq
CC502935
2/10/2021
 ASSIGNMENT No. 1
Q.1 Discuss the significance of Hadith as Islamic foundation of education.
Ans:
The word Islam defined by the Quran itself means submission to the Supreme Being and
compliance with His laws, which constitutes Nature. Islam lays special emphasis on the
acquisition of knowledge. Concept of vicegerent of man: According to Quran. Allah has
made man as a vicegerent due to knowledge (Ilm-ul-Asma), when angels argue about the
vicegerent of man than Allah (SWT) taught Adam the names of some things and then Adam
told them and hence proved his ability for vicegerent on earth. This shows the importance of
acquiring knowledge from the Quranic point of view (Surah Al-Baqra Foruth Ruku).
It is obligatory alike for both Muslim male and female. Knowledge is of two types, revealed
knowledge and acquired knowledge. Revealed knowledge has been given to human beings,
through prophets by Allah. Acquired knowledge is that which is being acquired by the human
beings though the study of natural phenomena, attitude of man and through the study of
society. Quran says that for the prosperous life on earth both kinds of knowledge, revealed
and acquired is necessary. It shows the basis of the educational set-up in Islam where the
children are not only equipped with religious knowledge but also with acquired that is
scientific knowledge so that they can live a righteous and prosperous life.
That is why the knowledge in Islam is considered as the greatest gift of Allah to Man. It helps
man to attain righteous and prosperous life. Education is the process through which
knowledge is transmitted from a section of society to another section. It also reflects the
philosophy on which it is based. Islamic philosophy derives its origin from the spirit of
teachings of the Quran and Hadith (the saying of the Holy Prophet may peace be upon him).
The Qayas and Fiqqah, are also the crucial components. The word Quran literally means
reading or recitation Islamic education aims to discovering and formulating and Nature,
where he can find the answer is any question by his own efforts. We would appreciate that
how nicely Quran gives hunts in respect of various branches of learning and advises man to
use us as intellect, eyes and ears will enter the fire because they are inferior to animals. It
should be noted that the Quran explains the actual practical shape of life by demarking the
borders of various aspect of life. Quran being a The Quranic text is divided into 114 chapters.
Each chapter is called "Surah”.
In revealed on one occasion (peace be upon him) lived at Mecca for thirteen years and at
Medina for ten years. The revelations which the Prophet (peace be upon him) received in
Mecca period are mostly concerned with general precepts that urges strongly and earnestly
the man to righteousness. Quran is not a book of science or any other field of knowledge, but
it deals, mainly with basis principals of human life. Therefore, Quranic concept of education
is that it explicitly teaches its readers principles in each and every sphere of life so that its
followers have complete knowledge about their pattern of life. Quran is the fountain head of
wisdom, from which all other sources of knowledge derive their authority. It consists of very
words of Allah, revealed on Prophet Muhammad (Peace be upon him) in twenty-three years,
first in Mecca and completed in Medina. The Holy Quran says, "This day have I perfected for
you, your religion and completed.
My favour on your and chosen for you Islam as a religion. Islamic education system
comprises of the following principles:
1. Belief in the oneness, immateriality, absolute power, mercy and supreme
compassionateness
of the Creator
1) Charity and brotherhood among mankind.
2) Subjugation of passion.
3) The outpouring of a grateful heart to the Giver of all good.
4) Accountability of human actions in another existence.
5) Developing a sense of social consciousness i.e., enjoining what is right and forbidding
what is wrong.

Hadith
The next source of Islamic foundations of education is the Hadith, Ahadith as plural. Hadith
derives its authority and validity from Holy Quran. Quran says 'obey Allah and obey the
Messenger' (4:49). Thus, Hadith offers best explanation or interpretation to Quran.
Ahadith are not only explanatory to the Quranic text but also complementary to it. Prophet
(peace be upon him) is a teacher appointed by Allah who not only teaches the Book and
philosophy but purifies the soul as well. He (peace be upon him), himself was a role model
who presented idea practical life in the light of those limits enunciated by the Quran. Thus,
the Quran declared the Prophet (peace be upon him) to be the interpreter of Quran Texts.
Hadith is the index and vehicle of the Sunnah which gives concrete shape to the Quranic
teachings. A Hadith is a statement of the Prophet (peace be upon him). A sunnah may
embodied in a Hadith but is not itself a Hadith. His (peace be upon him) Sunnah is both an
instrument for the institutionalization and practice of Allah's will, as well as a strong focus
for the propagation of Islam. As we studied that the man is expected to learn foundations
given by the Quran and whose example in the seemed in the life, activities and saying of
Prophet (peace be upon him). The Prophet (peace be upon him) before emigration (Hijrat) to
Medina deputed a teacher, there to arrange the education of the believers. After the Hijrat, the
Prophet's Mosque in Medina became the center of education. A covered platform called
Suffa, was built front of the Prophet (peace be upon him house to give instructions in the
Quran and Hadith.
Children should not only be Duggar Ferrero 2012 for Islamic education is that them to adapt
in practical life. That is why prophet Muhammad (PBUH) was given the task to teach his
companions, Quran. practically. There are hundreds of Hadith which emphasize on necessity
and supreme value of gaining knowledge. Some of them are the following: He dies not who
takes from learning. The ink of the scholar is more holy than the blood of the martyr.
He who leaves home in search of knowledge walks in the path of Allah. The acquisition of
knowledge is a duty incumbent on every Muslim male or female. Seek after knowledge even
though it may in China. To be present in a circle of learned men is better than prostrating
oneself in prayer a thousand times or visiting a thousand sick persons and attend a thousand
funerals. A word of wisdom is like the lost treasure of a believer who has got the best right to
secure it wherever he might have found it. In Islam to acquire knowledge is an act piety,
he/she who speak of it praise Allah, he/she who seeks it adores Allah and he/she who imparts
it performs an act of devotion.
Q.2 Discuss the need for studying philosophical foundations of education.
Ans:
Educational philosophical is a subfield of philosophy. It takes theories, research, principles,
and knowledge from philosophy, and uses them in education.
Education includes a wide range of teaching and learning situations, from children being
taught by a teacher and learning in a classroom at school, to university students learning from
an instructor in a lecture or a tutorial, to individuals teaching themselves a new skill at home.
Essentially education can include any situation in which someone acquires knowledge by
means of a process.
When the word "teacher" is used in this book, it refers to any person who is involved in a
formal educational process. Thus, it includes professors, instructors, lecturers, coaches, and
trainers, amongst others. Further, while this introduction to Educational philosophical focuses
on the school and the school classroom, it is also relevant to other educational settings such
as universities and colleges.
Educational psychologists define the field. There are many varying definitions of Educational
philosophical in the literature. Robert Slavin defines Educational philosophical quite
narrowly as the systematic study of learners, learning, and teaching. Bruce Tuckman and
David Monetti's definition is slightly broader. They define Educational philosophical as the
study of human behaviour applied to the teaching and learning processes.
Investigations of another educational psychologist, Anita Woolfolk, show distinct changes in
the research focus of educational psychologists over time. In earlier decades educational
psychologists tended to study individual differences, assessment, and learning behaviours.
More recently they have studied cognitive development and learning, specifically concept
learning, memory, and retention. Most recently educational psychologists have focused on
studying the effects of society and culture on learning and development. How do educational
psychologists work? Educational psychologists work in a number of ways. They carry out
research to find answers to questions about teaching and learning. This research is often
based on observing classroom practice to find out what works best under what circumstances
and why. They use their findings (and the findings of other educational psychologists) to train
teachers to teach more effectively. To advise education policy makers on how to improve
education, and to help schools develop apply, and interpret diagnostic tests and enrolment
procedures such as school readiness tests. Some educational psychologists work more
directly with learners. For example, they often counsel learners on matters that affecting
academic performance, such as behaviour, or relationships with other people.
At universities and colleges educational psychologists develop and teach courses in
Educational philosophical, mostly in departments of teacher education. What questions do
educational psychologists research? Educational psychologists research many different
questions that might have an impact on teaching and learning. Finding answers to these
questions helps to make education more effective. Some questions to educational
psychologists try to answer include:
How do learners think and learn? Is one method of teaching better than another method of
teaching? If so, why is this? How does the way a learner thinks and learns develop as he or
she becomes older? Does the motivation of a learner affect his or her learning? What impact
does the relationship between a teacher and a learner have on learning? How does the social
or cultural background of a learner affect his or her learning? How can a teacher help an
earner overcome learning difficulties that are caused by a physical or mental disability or that
are caused by an emotional or social problem- that he or she has? How can a teacher control
the behaviour of learners in the classroom? What are the most effective ways of assessing the
performance of leaners?
Educational philosophical in an interactive context Tuckman and Monetti describe some of
the difficulties that teachers have to deal with on a daily basis. Teaching is a profession that
depends almost entirely on interaction with other people. Teachers have to manage this
interaction with students so that students learn what they’re supposed to learn. This is
difficult because interpersonal interactions are complex and have different dimensions. These
almost always have to be managed at the same time. For example, teachers have to schedule,
observe, record, evaluate, and react to a large number of students who may all be doing
different things. Further, teacher behaviour and student behavior are often dependent on each
other. This means that teachers cannot delay their actions in the classroom.
They must think quickly to react to the challenges that they face. Educational philosophical
prepares teachers for these challenges by providing them with theories and principles about
teaching and learning. It encourages teachers to reflect (think) about the needs of their earners
and to be sensitive to the issues that learners might be facing in achieving their learning
goals. In this way. Educational philosophical helps teachers become more effective and
improves the chances of their learners achieving success in the classroom. Research by
psychologists has shown that human behaviour is very complex. For example, although
developmental psychologists such as Erik Erikson insert dates) have suggested that there are
a number of key stages of human development that are the same for everyone, these stages
are not easily or clearly defined. This means that another example is that cognitive
psychologists have shown that. Similarly, humans have several identifiable dimensions, such
as a bodily or physical dimension, a cognitive or thinking dimension, an affective or
emotional dimension, and social and ethical or moral dimensions. The interplay of these
dimensions in specific people is highly complex. Each dimension affects the others in a
variety of ways. The factors which underlie individual behaviors and capacities are
interrelated in ways that are impossible to explain in terms of simple cause and effect. In
other words, it is difficult to identify what makes someone a good or poor learner, what
constitutes intelligence, or which are the most effective sources of motivation. The role and
function of Educational philosophical Berliner (1993, in Woolfolk 2010: 14) provides two
very good, yet closely related reasons why people practice Educational philosophical.
Educational psychologists develop educational theories that explain, for example, how
language develops, how learning takes place and under what circumstances, and what
activities motivate learners and what don't. Basically, they offer teachers many different ways
of understanding the challenges they face, thereby improving their chances of achieving
success in and outside the classroom. Educational philosophical aims to uncover the
principles of teaching in order to improve learning. Principles are uncovered when research
studies repeatedly come up with the same conclusions. These principles they can be used by
teachers to deal with specific problems. For example, one of the principles of classroom
management is to establish good interpersonal relationships with learners in order to build
mutual trust and respect.
Educational philosophical provides teachers with a body of knowledge. Educational
philosophical provides teachers with a body of knowledge about teaching and learning. This
body of knowledge includes knowledge of human development, intelligence, memory,
motivation, assessment, instructional strategies, and classroom management. It is made
available to trainees, including aspiring teachers, mainly at universities and colleges of
education to help them prepare for their teaching careers.
Educational philosophical contributes to better educational practice. Educational
psychologists are seldom satisfied with the body of knowledge they have uncovered or the
teaching methods they have experimented with, recommended, and implemented.
Educational psychologists are continually asking questions, and conducting research, about
how teaching and learning can be improved. By questioning current practices and
experimenting with new teaching methods, educational psychologists and professional
teachers can ensure that classroom practices remain at the cutting edge of educational
innovation.
Educational philosophical challenges teachers to disciplined enquiry and research
Educational philosophical constantly develops new theories and principles about teaching and
learning. With a dynamic and changing field, teachers are challenged to n keep up to date
with developments by reading articles published in educational newsletters and journals, and
by sharing and discussing-for example, at staff meetings, teacher centers, workshops, and
conferences-information about what works and what does not in their different subject areas.
This helps them improve their teaching and become ever more effective teachers as they
progress in their careers.
Educational philosophical encourages a reflective mindset. Effective teaching that results in
successful learning depends on thought and critical reflection. Educational philosophical
assists teachers to examine their own attitudes, teaching practices, and the outcomes of their
teaching.
Reflective teachers ask themselves before, during, and after every lesson why they do what
they do and the way that they do it. They check their performance against the background
knowledge provided by their training and their classroom experience. They examine their
teaching methods and experiment to find out if there are better ways of doing what they are
doing. Through reflective teaching, teachers develop the cognitive tools for creatively solving
problems that may arise in their classrooms.

Q.3 Write the nature of idealism as main philosophical thought.

Ans:
The question presumes that "Idealism, Realism. Pragmatism and Critical Realism" comprise
the "four major schools” of Philosophy. Actually, there are many other schools with just as
much right to be counted among any list of the four major schools." Existentialism and the
Dialectic are only two. Anyway, I would answer this question in this form: "compare and
contrast Idealism, Realism, Pragmatism and Critical Realism." To undertake this potentially
mammoth task in a brief space, I will make my text as terse as I can.
1. Idealism: Reality is ultimately Ideas, so that Ideas and Ideals not only predominate, but
also "rule" over Material objects. Plato was the first Westerner to write out this "dualist"
approach to Reality. Today we call it. "Mind over Matter," or "Spirit over Nature," or "Will
Power over the Appetites" and so on.
2. Realism: Reality is ultimately Material objects, which exist independently of Ideas and the
Mind. Matter predominates and even "rules" over Ideas. Aristotle is credited as the first
Westerner to imply this "dualist" approach to Reality. Today we call this being realistiol" and
"accepting things as they are." (Traditionally speaking, Idealism and Realism are opposites.)
3. Pragmatism: Reality is ultimately comprised of those Material object? that the Mind
choose to Experience. Some objects are important" and most objects are "unimportant Reality
is always lived in this ranking of objects, and the ranking is entirely Ideal, alebough the
objects are entirely Material. (Tradition: this view is a synthesis of Ideals and Realism.)
4. Critical Realism: Bedliny is ultimately comprised of those/Viatorial objects that the be
irrelevant, no matter opinion of it might be. This view presumes some degree of Science, no
matter how slight. (Traditionally, this view is an elaboration of Pragmatism). There, in very
brief terns a comparison and a contrast of these four generic schools of Philosophy.
I do not offer a complete answer to focus on what we are meaning. Realism is used as a
synonym for example of Materialism, therefore contrary to idealism. Yet in the Middle Ages
the ealists were those who believed that the universals had a disconnected and antecedent
existence to things. practically they were faithful to Plato's theory of ideas.
It must also be said that among the British Empirists, who were realists compared to the
rationalists of continental Europe, there were three great thinkers with very different
convictions. Locke was convinced of the material existence of the world and the function of
the senses of knowledge of external reality. Berkeley was convinced that matter did not really
exist, but that we were all inside the mind of God and everything was an idea.
Hume was convinced that reality existed in a way not fully cognizable by the human being,
who instead pursued certainties deriving from experience and sometimes from illusory
convictions. All three were considered realists, but they had very distant positions between
them. In the current of Logical Moody, Realism will take on a new incarnation, moving from
the unknowable of the Kant thing-in-itself. The problem, as anticipated by Hume, will move
on how much and how it is possible to know the world in a way that is not simply subjective.
Idealism doesn't have well-defined sub-schools, but here are some labels for the purpose of
this article:
a. Subjective Idealism:
For some idealists, it means that nothing is truly real other than consciousness and its
contents. That is, when you look out on the world what you are really seeing is a world
created by the mind. Perception, in other words, is reality. That doesn't mean that you're stuck
in your own mind, though, since we're lucky enough to have other minds that we can
communicate with. Thus, the truth may lie somewhere in between your mind and mine (but
still not in any external physical world). We can call this inter subjective idealism.
b. Divine Idealism:
Alternatively, the world may be seen as manifestations of some other mind, such as the mind
of one God. (However, remember that all of physical reality would be contained in the mind
of God on this view — so God would have to be a consciousness outside of the physical
multiverse!).
c. Ontological Idealism:
Others don't take it quite as far: they argue that the material world exists, but that at its most
basic level it's made out of ideas. For example, some physicists believe that the universe, at
its most basic level, is made of numbers. So scientific formulas don't just describe physical
reality, they are the physical reality. E=MC, for example, would be seen as a fundamental
aspect of reality which Einstein discovered, rather than a description that he invented.
d. Epistemological Idealism:
Maybe it doesn't actually matter whether there's a physical world beyond the mind. After all,
the mind is our only tool for understanding that world, and therefore all of our perceptions
and understandings will be constrained by the structure of the mind. When we try to
understand that structure, we may not be exploring the most basic truths of the universe (as
ontological idealists would claim); rather, we're just trying to understand the human
mechanisms and tools that make all understanding possible.
Idealism also has a place in the analysis of history. Historical idealists hold that human
history can be explained as a process of ideas changing and evolving, and that ideas shape
human beings rather than the other way around. This process, according to historical
idealism, will eventually reach a stage of "complete expression," when no more unfolding
will be possible. At this point, history will end as there will be no more changes to human
society (and, by extension, human consciousness). Very few historians accept this view
today, since it seems that chaotic historical change will go on forever, but in the past, many
historians believed that we would someday reach the end of history.
The opposite of idealism is materialism, or the view that reality is material instead of
conceptual. For materialists, the physical world is the only true reality. Our thoughts and
perceptions are part of the material world just like other objects. Consciousness is a physical
process in which one chunk of matter (your brain) interacts with another (the book, screen, or
sky that you're looking at).
Idealism and materialism are both impossible to prove or disprove, of course they're
unfalsifiable statements, which means there's no neutral test that could weigh them against
each other. The test, ultimately, has to be one of intuition, or "gut reaction." Many people
find that materialism makes more sense because, after all, everyone has the experience of
interacting with an outside world and believing that's really out there."

Q.4 Which cognitive teaching strategies a teacher can use for cognitive
development and better results of the students? Discuss.
Ans:
Teachers play vital roles in the lives of the students in their classrooms. Teachers are best
known for the role of educating the students that are placed in their care. Beyond that,
teachers serve many other roles in the classroom. Teachers set the tone of their classrooms,
build a warm environment, mentor and nurture students, become role models, and listen and
look for signs of trouble.
Teachers focus on whole child development - physical, social, emotional, and cognitive
development. Teachers facilitate the child's development and education by planning activities
and lessons based on the child's interests, asking questions to further understanding and
actively engaging in the activities alongside the child. Teachers are responsive and nurturing
to the needs of children. Teachers mentor and guide the process from inside the learning
situation.
As children interact with learning materials and other children, teachers scaffold learning by
giving children new vocabulary, suggesting possible solutions to problems, providing
resources, modeling behaviors, or showing them where to find more information.
While working on projects with the child, the teacher documents the child's learning by
collecting data and examples of learning that can be used at a later time to inform parents and
expand the child's learning.
The teacher is considered a co-learner and collaborator with the child and not just an
instructor. The role of educators is to observe children carefully, listen to their questions and
their stories, discover what interests them and then provide them with opportunities to
explore these interests further. The children lead the development of the learning
environment.
At CCPRE, teachers do not use "canned" curriculum, teacher manuals, or achievement tests
because curriculum emerges based on the interests of the children. The teachers are not
simply practitioners implementing a curriculum designed by experts. Instead, they, like the
children are valuable researchers who are not reproducing culture or knowledge, but rather
creating it together.
At CCPRE, our qualifications for teaching include a natural love for working with young
children, a natural passion for increased knowledge in teaching methods, and a desire to share
this acquired knowledge with others. We look for inherent curiosity and love for learning, not
the ability to acquire, recite and reproduce textbook knowledge.
Teachers are co-explorers, guiding, nurturing, learning, hypothesizing, and solving problems
side-by-side with the children. They are researchers and documenters, listening, observing,
recording, displaying, and learning by and from the project work and the playful learning of
the children. Teachers are learners, working collaboratively with other educators to improve
their skills. Teachers are storytellers, presenting the work of children to parents, other
educators, and community members.
Cognitive strategies are useful tools in assisting students with learning problems. The term
"cognitive strategies" in its simplest form is the use of the mind (cognition) to solve a
problem or complete a task. Cognitive strategies may also be referred to as procedural
facilitators (Bereiter & Scardamalia, 1987), procedural prompts (Rosenshine, 1997) or
scaffolds (Palinesar & Brown, 1984). A related term is metacognition, the self-reflection or
"thinking about thinking" necessary for students to learn effectively (Baker, Gersten, &
Scanlon, 2002).
Cognitive strategies provide a structure for learning when a task cannot be completed through
a series of steps. For example, algorithms in mathematics provide a series of steps to solve a
problem. Attention to the steps results in successful completion of the problem. In contrast,
reading comprehension, a complex task, is a good example of a task that does not follow a
series of steps. Further explanation is provided below.
A cognitive strategy serves to support the learner as he or she develops internal procedures
that enable him/her to perform tasks that are complex (Rosenshine, 1997). Reading
comprehension is an area where cognitive strategies are important. A self-questioning
strategy can help students understand what they read. Rosenshine states that the act of
creating questions does not lead directly to comprehension. Instead, students search the text
and combine information as they generate questions, then they comprehend what they have
read.
The use of cognitive strategies can increase the efficiency with which the learner approaches
a learning task. These academic tasks can include, but are not limited to, remembering and
applying information from course content, constructing sentences and paragraphs, editing
written work, paraphrasing, and classifying information to be learned.
In a classroom where cognitive strategies are used, the teacher fulfills a pivotal role, bridging
the gap between student and content/skill to be learned. This role requires an understanding
of the task to be completed, as well as knowledge of an approach (or approaches) to the task
that he/she can communicate to the learner.

Q.5 Describe the relationship between economic conditions and education.

Ans:
Improvements in economic performative. There are fibbed theories about how education
influences economic performance:
• The basic human capital approach is that education improves the overall skills and abilities
of the workforce, leading to greater productivity and improved ability to use existing
technology, and thus contributing to economic growth.
• The innovation approach links education to improving the capacity of the economy to
develop of new ideas and technologies. An extension of this is the knowledge transfer
approach, which sees education as a means of spreading the knowledge needed to apply new
ideas and make use of new technologies.
However, there is an important question as whether there is a causal link between education
and economic performance, and if so, in what direction. It may be that the two are associated,
but not causally linked. It also could be that better economic performance leads to an increase
in educational participation and achievement. Or it could be that having more people with
education leads to improved economic performance.
In general, education and economic performance are likely to be interlinked. Having a more
educated workforce enables firms to take advantage of new economic opportunities, leading
to improved performance. Also, economic growth can lead to greater national and personal
wealth, which increases the resources available and opportunities for education.
Economic analysis shows that on the whole, improvements in school-level education led to
improvements in economic performance, and more so than the other way around. Analyses
using international cognitive tests have shown that it is improvements in cognitive skills,
rather than years of schooling, which have a strong influence on economic growth. The
amount of schooling undertaken is not related to growth, unless it also results in improved
cognitive skills. Therefore, the quality of education is very important.
The evidence about the relationship between tertiary education and economic performance is
less clear. Long-run analysis of the New Zealand economy has shown that increased tertiary
education is related to economic performance. Razzak and Timmins (2010) showed that
increases in the proportion of employees with bachelor’s degrees and above are highly
correlated to increases in the average gross domestic product per person. However, it is not
clear if the growing economy attracted more degree-qualified workers or the increase in
degree-qualified workers stimulated economic growth, or a combination of both.
In such competitive world, education is a very significant tool for every person to succeed in
life. Education is must for both women and men equally as both together make an educated
and healthy society. It gives many purposes to the lifelike as the development of the personal
advancement, increases social status and health.
Much of what goes on in society disclosures into the school method, impacting students and
their learning and knowledge experience. School systems should identify what kinds of social
problems are of main anxiety and educate students regarding ways to fight them. Parents and
teachers can cooperate on plans for reducing social issues in schools.
1. Classroom racism
Racism is a social issue that is present in every aspect of society, from business atmospheres
to schools. That this problem has worked its technique into classrooms is proofed by biased
peers full of prejudiced notes towards classmates of minority backgrounds. However,
teachers can ban language conflicts at school, racism might continue to survive if parents
don't also assist to accurate the preconception behaviors of their children in the home.
Though, if students are learning their racist views & comments from their teachers, parents
will not be capable to depend on parents to assist resolve the problems.
2. Ethnic issues
Children have its place in certain ethnic groups, are incorrectly evaluated as being slower
learners when measuring up to other competitions. This is, obviously, not true for the reason
that one's learning capabilities not straightforwardly connected to their customs. Though by
reason of social or even geographical aspects, students from certain ethnic groups lack
sufficient disclosure to sources of learning. It puts the students belonging to them at risk of
increasing low self-esteem.
3. Unequal opportunity
Within the realm of judgment is the social issue of unequal education opportunities for
individuals who come from smaller backgrounds. Students who belong to this demographic
risk lost out on the similar stage of educational excellence as middle to higher class students
of non-minority backgrounds. The social problem here is that the offers disproportionate
opportunities and education system has inequities based on cultural affiliation and income
level when in an ideal world, all students should have exposure to an equal education.
4. Economy
The economy plays an important part in social issues that affect students. As children become
older, they begin to notice the financial burdens that their families experience. In an
economy, it can be hard for families. Subsequently, some high scholars drop out of school so
that they can assist support the family financially. Students who belong to deprived families
are most probable to attend public schools. These schools are not as sound prepared with
technology as a private school. This then automatically lay them at a difficulty when judge
against to other students who go to private schools.
5. Cultural issues
Students belonging to migrant families may not be sound proficient with the English
language. This makes an obstacle to contact students and teachers. Such students are not
capable to get an accurate education.
6. Ethical issues
There are certain extra ethical issues in education which have an effect on students. For
instance, whether to permit mobile in school or not, should school uniforms be made
compulsory, etc.
7. Gender issues
Social problems in education are the degree of difference treatment delivered on the cause of
gender. In certain parts of the society. girls are delivered few opportunities for studying, in
comparison to boys. Expectations from girls to achieve high in studies or study further less.
8. Substance abuse
Substance abuse and habits have become an epidemic. Many students have the way into
addictive substances, alcohol, and drugs. The use of such substances leads to trouble in the
type of criminal behaviors, violence and a withdrawing interest in education. This social issue
can be controlled through the supportive environment for students, both at school and home.
These are some of the social issues that impact education, it plays a great role in a student's
education. The social issues can impact education positively as well as negatively. so,
students and teachers should be careful towards these social issues.