Republic of the

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta Rosa del Norte, Pasacao, Camarines Sur
www.cbsua. edu.
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Module 1: The School as an Agent of Social Change

Schools play an important role in the development of individuals and societies. Schools are vital sources of
knowledge and innovations, they are contributors to economic development, they are agents of social and
cultural development, and they are warehouses of information. Schools also develop the manpower needs
of the society developing the necessary skills, values, and knowledge needed in everyday life particularly in
the industry. Furthermore, schools are national and regional symbols serving as repository of the people’s
history and culture. In a nutshell, a school is a dynamic social organization that develops every learner for
various social role. It is influenced by a system anchored on a philosophy, mission, and vision.
Upon finishing this module, the learner is expected to:
a. discuss how the school can serve as an agent of change;
b. discuss how teachers, students, administrators and other personnel could contribute in affecting
positive social change in the society; and
c. observe how innovative schools serve as agents of social change.

Pre-Competency Checklist

1. Which of the following is true about “school as an organization”?

a. Its main function is to help learners to learn and develop knowledge.

b. It has its own system of governance.
c. It is composed of teachers, administrators, students, staff, and other stakeholders.
d. It has its own unique and competitive culture.

2. Which of the following is true about “school as a learning organization”?

a. Its main function is to help learners to learn and develop knowledge.

b. It has its own system of governance.
c. It is composed of teachers, administrators, students, staff, and other stakeholders.
d. It has its own unique and competitive culture.

3. Which of the following is true about “school as a community”?

a. Its main function is to help learners to learn and develop knowledge.

b. It has its own system of governance.
c. It is composed of teachers, administrators, students, staff, and other stakeholders.
d. It has its own unique and competitive culture.

4. Which of the following is true about the structure of the school?

a. Its structure is artificial, closed systems and irrational.

b. It is created in a broken bureaucracy.
c. Its structure is rational, natural and open systems.
d. None of the above.
 5. Which of the following does not affect/influence the school culture?

a. Philosophy and Core Values of the school

b. Culture of every individual in the school
c. Hierarchical structure of the school
d. None of the above

6. Which of the following is not included in the 6 megatrends that continues to shape and influence our
society?

a. Digitalization and technological advances

b. Demographic and behavioural change
c. Prerajulisation of Business sector
d. None of the above.

7. Which of the following is not included in the characteristics of holistically developed and functionally
literate learners?

a. A healthy mind and body

b. Solid moral and spiritual groundings
c. Critical and creative problem solving disengagement
d. None of the above

8. Which best describes effective leaders?

a. Guided by moral purpose
b. Build relationships
c. Commit to knowledge creation and sharing
d. All of the above

9. Which of the following is an essential element to ensuring success in all education endeavours? a.
Creativity and Ingenuity
b. Perseverance and Will
c. Leadership and Collaboration
d. Strategy and Tactics

10. Which of the following problems are being catered by the noble contribution of different schools in
Nation Building?
a. To end the poverty
b. To end overpopulation
c. To end illiteracy
d. None of the above

Learning Resources
Pawilen, G.T et al. (2019). The School and the Community, School Culture, and Organizational Leadership.
Sampaloc Manila: Rex Bookstore Inc.
Explore
School as a Social Organization
Schools are important that prepare young children of their future roles as productive citizens in the country.
The way schools fulfill this function has a strong effect on the quality of education they provide. There are
several theories that try to explain the nature of the school organizations. The systems theory is best to
explain the nature of schools as a social organization. Under the systems theory, it is best to examine some
of the characteristics of schools including structure, culture, climate, leadership, decision-making and the
relationships among personnel (Bozkus, 2014).

• Structure: As social systems, schools’ structures have characteristics of rational, natural and open
systems. A school is structures in a seamless bureaucracy that includes positions and offices based
on the type of programs and services offered by the school. The size or the population of the school
also determines the structure of the school. Not only that the school is an integral part of the bigger
education system from district, division, region, and national level. The line of authorities and
responsibilities are clearly defined.

The bureaucratic structure of the school has received much criticism from the public especially
among the teachers and local school administrators. There was a clamor for empowering teachers
and principals in making classroom-based and school-based decisions. There is a need to
strengthen their positions in soliciting public support for their schools. They need to develop
innovative programs that are truly relevant and responsive to the context of the school. School
principals need more freedom to make decisions concerning their schools, and teachers need to be
empowered to make instructional innovations and decisions concerning their classes and students.

• Culture and Climate: The school culture is influenced by the philosophy and core values of the
school. It is also continuously shaped by the culture of every individual members of the school.
Private schools especially sectarian schools are famous for their ability to sustain their institutional
norms and culture especially among students.

Norms are influential in shaping students’ character and values system. Often times, the norms or
school culture create a sense of place among students. School has become not only a place for
learning but also a home for them. Much of who they are as a person including their views on
various issues are influenced by the hidden curriculum they got from the school. The institutional
culture is the thread that binds all teachers, students, staff, and alumni. It is their identity as a
school.

Climate on the other hand represents and organization’s distinguishing characteristics, feelings, and
behavior that can be presented with a framework which consists of four elements: (1) physical
frame is the physical factors of a school like equipment, classrooms; (2) social frame is the social
factor; (3) environment mostly related to social behavior of individuals within a school; and (4)
structural frame represents factors such as hierarchy, authority, role, and symbolic frame is the
parts of culture like believes, norms, values (Kowalski, 2010).

• Leadership and Decision Making: In social systems of schools and important aspect of leadership
is the quality and systematic effects of functions and behaviors of principals as leaders (Bozkus,
2014).

The Governance of Basic Education Act provided a way to enhance the system of leadership and
decision-making process in the school. Currently, principals are now the local executives in their
schools. They help to develop the vision and plans for improving the school and for helping students
improve their scholastic performance. Annually, the schools are mandated to submit their annual
school improvement plan (SIP), which serves as the basis for their budget and for their budget and
for evaluating their performance. Likewise, the teachers are now empowered to develop innovations
that will improve students’ achievement and performance.
 • Relationships: Social organizations like schools are stemmed from interaction among people both
within and outside of the organization. Relationships within school building and with the community
are essential elements of socialization and have a significant impact on many vital processes
(Bozkus, 2014).

Social Change and its Effect in the Educational System

What is social change?

Social change is a broad term and every society develops and evolves in a unique way as influenced by
various social factors and events. Change is always happening in every aspect of the society and it is
inevitable. The physical features of the society are always changing as a result of economic developments.
Human relationships and interactions and cultures also have changed as a result of various social forces
and events. Many can observe that with the influence of technology and advancements in science, we
expect more change to happen in the coming years. The future remains unpredictable due to these social
change forces.
Sociologists define social change as changes in the human interactions and relationships that transform
cultural and social transformation. These changes occur overtime and often have profound and long-term
effects for the society. The Financial Institutions 2025 Risk Index identified six megatrends that continues to
shape and influences our society.

• Digitalization and technological advances: Technological advancement is impacting the finance

industry as new challengers are emerging and growing customer expectations drives significant IT
infrastructure investment.
• Demographic and behavioral changes: the changing demographics, geographical, and behavioral
profile of customers are forcing financial institutions to deal with divergent customer expectations,
and new customer bases and workforces.
• Global talent and skills race: talent capable of navigating a rapidly evolving financial landscape
will be required to respond to increasing regulatory pressures, a changing approach to risk
management and the emergence of new markets.
• Business Operating Model pressures: regulation and the increasing cost of capital is exerting
pressure on business operating structures, driving segmentation, and disintermediation in the
financial sector.
• Regulatory changes and complexity: regulatory pressures arising from the financial crisis have
increased the cost of capital, prompted large-scale divestment, reshaped attitudes toward risk, and
redrawn the boundary between retail and wholesale banking.
• Changes in investment, capital sources and returns: non-bank financial institutions, fintech
companies, and new investors are bringing fresh capital into the sector while banks meet capital
requirements, manage stress tests, and spend on compliance upgrades.
These social changes, among others, demands that all educational institutions at any level must not only
respond to these changes but they also must also evolve and be changed.
1. New ways of teaching and learning must be developed and introduced
2. Instruction must focus on the holistic development of every learners
3. Technology must be utilized to improve access to quality education
4. Curriculum must be progressive and innovative
5. Alternative learning must be harnessed
6. New literacies and skills must be developed
7. Teachers must be equipped with high level of technological, pedagogical, content knowledge
(TPCK)
8. Classrooms must be equipped with technology
9. New subjects and courses must be developed to respond to the needs of the society
10. Old disciplines must evolve to embrace new research and developments in the field
11. Critical thinking, creativity, and innovation must be developed among students
12. Industry-school partnerships must be developed
Social Changes and Challenges brought by the 4th Industrial Revolution
The concept of Fourth Industrial Revolution, according to Davis (2016) builds on the Digital Revolution with
cyber-physical systems providing new mechanisms and allowing technology to be embedded within
societies and even the human body. It is marked by emerging technology breakthroughs in a number of
fields including robotics, artificial intelligence, nanotechnology, quantum computing, biotechnology, internet
of things, 3D printing and autonomous vehicles (Bernard et al. 2016).
Schwab (2016) describes how the 4th Industrial Revolution is fundamentally different from the previous
three industrial revolutions. Accordingly, these new and emerging technologies have great potential to
continue to connect billions more people to the web, drastically improve the efficiency of business and
organizations, and help regenerate the natural environment through better asset management. We are
facing a world transformed by technology, in which the internet, cloud computing, and social media crate
different opportunities and challenges in all social institutions and particularly for the global education
systems.
The Fourth Industrial Revolution brought significant social transformation that created a new world
economy characterized by:
a. Wider Employment Opportunities
b. Demand for Quality, Competitive and Flexible Workers
c. Globalization
d. Millennial Workforce
e. Mobility
f. Technological Advancement
g. New Behaviors

The 4th Industrial Revolution calls for the educational system to develop graduates who are equipped with
knowledge and new skills and prepared for responding to the various social challenges that may come. In
order to produce qualified graduates, the curriculum needs a new orientation. The old literacies (reading,
writing and math), have to be strengthened as well as by adding the new and emerging literacies, to
produce qualified human who can thrive in digital era.
Education should adjust itself to different social challenges and demands. There are three literation that
needs to be developed to prepare graduates for this 4th Industrial Revolution:

1. Data Literation – the ability to read, to analyze, and to use information in the digital world.
2. Technology Literation – the ability to understand mechanical (system) work, to use the application
of technology like (Coding, Artificial Intelligence, & Engineering Principles).
3. Human Literation – Humanities, Communication, and Design. This calls for development of
leadership skills, socials competence, collaboration and teamwork, professionalism, and new sets of
values to be developed among students.
With the changes and challenges of the 4th Industrial Revolution, schools need to revisit their academic
programs and focus on what are essentials skills that need to be learned for human beings to become
productive and enjoy the fullness of life. The World Economic Forum in 2016 identified examples of these
skills:

• Complex Problem Solving

• Innovation Skills
• Critical Thinking
• Creativity
• People Management
• Collaboration
• Emotional Quotient
• Decision Making
• Negotiation Skills
• Entrepreneurship
 • Cognitive Fluency

Change Forces
Sergiovanni (2000, pp. 154-155) identifies six forces affecting changes in schools: bureaucratic, personal,
market, professional, cultural, and democratic. Each of these forces is influential in implementing changes
in schools:
• Bureaucratic forces are rules, mandates, and other requirements intended to provide direct
supervision, standardized work process, or standardized outcomes that are used to prescribed
change.
• Personal forces are personalities, leadership styles, and interpersonal skills of change agents that
could push for changes to happen in school.
• Market forces are competition, incentives, and individual choice that are used to motivate change.
• Professional forces are standards of expertise, codes of conduct, collegiality, felt obligations, and
other professional norms intended to build professional community to compel change
• Democratic forces are democratic social contacts and share commitments to the common good
intended to build a community that is used to compel change
Due to these change forces, schools need to build internal commitment to change and positive social
transformation. Internal commitment is an essential contributor to school effectiveness. Internal
commitment is an essential contributor to school effectiveness. Internal commitment means all faculty,
administrators, and staff experience a high degree of ownership and a feeling of responsibility on the
changes that they wish to happen. Teachers, students, and staff must see their roles and responsibilities in
the changes that will happen. Cooperation, collaboration, and open communication is essential.
Responding to the different change forces requires empowerment of every member of the school
community. It also requires ethical and moral leadership from school managers and administrators.
Furthermore, all the members of the school must possess innovative behaviors and creativity.

Characteristics of a Good School as an Agent of Social Change

To effectively serve as an agent of social change, schools need to evolve and be a model of a good social
institution. Reviewing the current literatures on the characteristics of a good school makes us conclude that
good schools are generally described as being learner-centered. Good schools make an effort to serve all
types of students by providing a good physical and socio-emotional environment for all students. They
provide instructional support system to help students to learn effectively and to develop curricular program
to further enrich the knowledge and skills of the students. They respect the ethnic and linguistic differences
among students.
Indicators of a Good School from Six Composite Perspectives
Pupil
• Pupils are nice to each other
• Everyone is treated fairly
• There is a friendly atmosphere
• Teachers control the classes but not too strict
• Teachers help you with things you are not good at
Teacher
• Communication is good among all members
• Staff development is good
• The environment is good to work in
• Pupils are happy and well motivated
• All pupils are helped to achieve what they are capable of
Parent
• There is a welcoming friendly atmosphere
• Staff are caring and communicate well with pupils
• Discipline is good
• Extra time is spent with children who learn less quickly
 • Relationships are good between teachers and parents
Management
• Pupils are safe
• All members of the school community work toward clear objectives
• A high quality of information is given to parents and visitors
• Rules are applied evenly and fairly
• All pupils are helped to achieve what they are capable of
Support Staff
• Resources are good and up to date
• Classrooms are clean, warm and comfortable
• Support staff are given credit for their competence and contribution
• The environment is friendly and welcoming
• Staff development involves all staff
Board Member, Trustee
• Excellent reputation with the local community
• Strong leadership from senior management
• A happy and welcoming environment
• Pupils being helped to reach their individual potential • A safe place for pupils

As an agent of social change, a school must set an example of a good social institution. Schools need to
model a dynamic social organization characterized by the following:

• The school climate must be professional and friendly to all;

• There must be a positive relationship among students, faculty, staff, administrators, and
stakeholders;
• The classroom atmosphere must be mentally and emotionally engaging for learning;
• There is enough and adequate support for learning;
• The teachers and other staff received support for professional and personal growth;
• The school must be efficient in managing its resources;
• There must be an efficient communication system among teachers, students, administrators, staff,
parents, and other stakeholders;
• The school has a system to recognize good works and other achievements;
• There must be a strong school and home relationship; and
• All members of the school community must be treated with respect.

Responding to the Needs of the Country and Local Communities

In the Philippines, the genesis of community schools during the American period planted the seed for the
development of a good school-community partnership and the development of a functionally literate
citizenry. Community schools were expected to contribute to the economic and cultural development of the
people and the communities where they served. They are shrines of knowledge and wisdom when there
are only few basic education schools in the country. They are concrete reflections of the state’s
commitment to ensure equity and access to quality education. Many of these community schools have
evolved into community colleges and they became the pioneer units of the many state colleges and
universities in the country now.
Trade and agricultural schools are also good models of how a school can influence positive social changes.
These schools aim to contribute to the economic development of the people and the community. Over the
years, these schools have produced professionals and scientist who are helpful in the development of
agriculture and food production in the country.
Schools have done noble contributions to nation building. The following are just a few examples:

• The UP Baguio research on the indigenous peoples culture in the Cordillera region.
 • Ateneo de Manila University is also known for its contributions in helping the poor people in various
parts of the country and it has collaborations with other agencies and institutions, like Gawad
Kalinga, in its mission to end poverty and serve the poor.
• Miriam College partnership in developing children’s literacy in poor communities.
• St. Scholastica’s College program for empowering women and in promoting gender equity.
• The UP College of Law, Law center for providing free legal assistance to poor people.
• The Central Visayas Institute of Technology for developing science literacy by building a good
science and mathematics program in a small town of Jagna in the province of Bohol.
• Mindanao State University for advancing the Education of Muslims and other indigenous groups of
Mindanao.
• Mary Johnston College of Nursing for serving the health needs of poor families in Tondo, Manila.
• TESDA Schools all over the country, are helping to develop the vocational and technical skills of
millions of students.

All schools under K-12 Education Program are expected to function as agents of social change and
transformation. They are expected to contribute to nation building by developing holistically developed and
functionally literate learners characterized by:

• A healthy mind and body;

• Solid moral and spiritual groundings;
• Essential knowledge and skills to continuously develop himself/herself to the fullest;
• Engagement in critical and creative problem solving;
• Contribution to the development of a progressive and humane society; and
• Appreciation of the beauty of the world and cares for the environment for a sustainable future.

Responding to the Needs of a Culturally Diverse Global Community

We are witness to the fact that various countries in the world are becoming more and more interconnected
due to the growing influence of politics, technology, economic cooperation, educational collaborations, and
tourism activities. Shim (2011) pointed out that from a global perspective, people now live in the world
wherein entanglement is an inherent condition of human existence; constant border crossing among
cultural and language boundaries using technology becomes inevitable. As a result, people live in
countries, which are becoming more ethnically, racially, culturally, and linguistically diverse every year.
Thus, the growing case of immigration in various countries also has made the society multicultural.
In the study of Ball (2000), the enormous complexities of today’s world require a new vision for schooling
that responds to the needs of the global and multicultural society in which we live. There is a need to
prepare students who possess high level of knowledge and skills that include high level of cultural literacy.
To be culturally literate according to Hirsch (1987) is to possess the basic information extending over the
major domains of human activity from arts, sports, and science, needed to thrive in the modern world.
Certain provisions in the school curriculum should allow students to immerse to different cultures. The thrust
of the school curriculum should be focused on the development of learners who appreciate various cultures
and ideas among different countries (Pawilen et al., 2009).
Schools have great roles in addressing issues and demands of cultural diversity. Our classrooms too are
becoming more complex and diverse (Shim, 2011). Teachers therefore play a significant role in helping the
students to become cosmopolitan members of the society. It is therefore essential to study the preparation
of teachers who will accomplish this task. Merryfield (2000) also noted that despite the increasing demands
for teachers to teach for equity, diversity, and global interconnectedness, colleges of education are not
producing teachers who are internationally adept. Brodin (20100 also observed that the need for educating
all citizens and providing them with information about other cultures and countries has become imperative.
In the same note, Tilghman (2007) emphasized that instilling a global perspective among students;
exposing them to the histories, languages, religious traditions, and cultures of countries other than their
own; and building academic bridges between schools and colleges and their respective faculties around the
world is today a scholarly imperative, rather than a luxury. It suffices to say that internationalization of
education, which is a global concern among educators and governments, is the key in addressing various
needs, challenges and problems posed by cultural diversity.
Diokno (2010) observed that internationalization has opened the door for many countries to improve their
educational systems, especially in higher education. Specifically, internationalization in education ranges
from various activities such as faculty and student exchange programs, development of offshore campuses
or satellite campuses, establishment of joint research projects and university linkages, among others. Part
of these programs and projects mentioned is the development and promotion of cultural understanding and
respect to diversity.

Roles of Administrators, Teachers, and Students in Promoting Schools as Agents of Social

Changes and Transformation
Leadership and collaboration are essential elements to ensuring success in all education endeavors. The
kind of leadership that school administrators provide could inspire teachers, staffs, and other school
personnel to pursue important education goals which could be translated in the successful achievements of
students in their studies. When we speak of leadership, we mean effective leadership that pushes more
innovation in a creative organizational environment. And when we talk of collaboration, it should be
meaningful and constructive that allows creativity, critical thinking, problem solving, and decision-making.
Thus, it is important to understand what drives effective leadership and meaningful collaboration in schools.
What do effective leaders do?
1. Educational leaders must be guided by moral purpose. Moral purpose is about making a positive
difference in the lives of students and striving to improve the quality of working relationship in the
school.
2. It is essential for leaders to understand the change process. Any form of change in school or in the
whole education system is not easy. All stakeholders must understand the change that is going to
happen and be guided in the process. It is essential to understand that opposition, discontentment,
discouragement, negative feedbacks, is natural when undergoing some changes. An effective
leader is a coach, a mentor, and a teacher in the change process.
3. It is essential to build relationships. If relationships are improved, things will surely get better. Thus
leaders must be consummate relationship builder within the school with teachers, staff, and
students, and between school and with all stakeholders. Effective leaders constantly foster
purposeful interaction and communication.
4. Leaders must commit to knowledge creation and sharing. School leaders should commit themselves
constantly in generating and increasing knowledge inside and outside the school organization. They
also share vital information to all teachers, staff, and stakeholders.
5. Effective leaders seek coherence in everything they do. This is difficult considering the issues,
problems, and demands that schools and the total education system are facing. However, ensuring
coherence is important by constantly following logic and rationale thinking in making decisions,
being guided by the school values and philosophy, and being scientific and systematic in conducting
business in school.

There are other strategies that administrators, teachers, and other personnel can do to ensure success of
the school.
1. Strong principal leadership – the principal plays a vital role in the school. The principal ensures that
all educational goals, targets, and plans set by the school and by the Department of Education
should be implemented effectively.
2. Setting high expectations for students’ achievements – the business of the school is to ensure that
all students should be successful in their students; ensuring that all curriculum competencies should
be mastered by the students and this is measured by the assessment of their learning performance.
3. Empowerment and providing positive support to teachers – teachers need to be empowered in
making decisions for their classes and in the subjects they teach. Trust and support for teachers are
important morale boasters that drive teachers to do more innovations in their classes.
 4. Creating a clear vision and mission – any administrator should help the school community to create
a clear vision and great sense of mission. This sets the foundation of good leadership—a vision and
mission that is shared by all members of the school community.
5. Monitoring students’ progress and teachers’ performance – effective school leaders regularly
monitor students’ progress and evaluate teachers’ performance. This means providing instructional
leadership is important.
6. Establishing a positive school climate – ensuring transparency, integrity, and honesty in all school
transactions, establishing clear standards to follow, could do this exercising fairness, and supporting
professional growth of teachers and staffs.
7. Establishing linkages and collaboration with parents, community, and all stakeholders – there is an
old African proverb that says “it takes a village to educate a child” which simply means that ensuring
support and participation of all stakeholders in every school activity and encouraging parents to
have active role in the education of their children are essential.

Discussion Board
Using a concept map, identify strategies that schools can adopt to respond to the needs of the society.

New ways of teaching and New subjects and

learning must be Strategies that schools can courses must be
adopt to respond to the
developed and introduced developed to respond
needs of the society
to the needs of the
society

Industry-school Classrooms must be

Curriculum must be
partnerships must be equipped with
progressive and
developed technology innovative

Technology must be utilized to improve

access to quality education

What are the projects and programs of your school that are beneficial to the society or community where it
belongs?

1. Clean and Green programs

2. Medical programs
3. Teaching Volunteer programs
3 Agricultural programs
Post-Competency
Choose the letter of the correct answer.

11. Which of the following is true about “school as an organization”?

e. Its main function is to help learners to learn and develop knowledge.

f. It has its own system of governance.
g. It is composed of teachers, administrators, students, staff, and other stakeholders. ♥
h. It has its own unique and competitive culture.

12. Which of the following is true about “school as a learning organization”?

e. Its main function is to help learners to learn and develop knowledge. ♥

f. It has its own system of governance.
g. It is composed of teachers, administrators, students, staff, and other stakeholders.
h. It has its own unique and competitive culture.

13. Which of the following is true about “school as a community”?

e. Its main function is to help learners to learn and develop knowledge.

f. It has its own system of governance.
g. It is composed of teachers, administrators, students, staff, and other stakeholders.
h. It has its own unique and competitive culture. ♥

14. Which of the following is true about the structure of the school?

e. Its structure is artificial, closed systems and irrational.

f. It is created in a broken bureaucracy.
g. Its structure is rational, natural and open systems. ♥
h. None of the above.

15. Which of the following does not affect/influence the school culture?

e. Philosophy and Core Values of the school

f. Culture of every individual in the school
g. Hierarchical structure of the school ♥
h. None of the above

16. Which of the following is not included in the 6 megatrends that continues to shape and influence our
society?

e. Digitalization and technological advances

f. Demographic and behavioural change
g. Prerajulisation of Business sector
h. None of the above. ♥
17. Which of the following is not included in the characteristics of holistically developed and functionally
literate learners?

e. A healthy mind and body

f. Solid moral and spiritual groundings
g. Critical and creative problem solving disengagement ♥
h. None of the above

18. Which best describes effective leaders?

e. Guided by moral purpose ♥
f. Build relationships
g. Commit to knowledge creation and sharing
h. All of the above

19. Which of the following is an essential element to ensuring success in all education endeavours? e.
Creativity and Ingenuity
f. Perseverance and Will
g. Leadership and Collaboration ♥
h. Strategy and Tactics

20. Which of the following problems are being catered by the noble contribution of different schools in
Nation Building?
e. To end the poverty ♥
f. To end overpopulation
g. To end illiteracy
h. None of the above