Professional Documents
Culture Documents
Basic of Education
Basic of Education
OF
EDUCATION
Edited by
P. O. ADESEMOWO
BASIC
OF
EDUCATION
Edited by
P. O. ADESEMOWO
CONTENTS
Page
Dedication ………………………………………………………………………………………………………………… iii
Preface……………………………………………………………………………………………………………………… vi
List of Contributors…………………………………………………………………………………………………… vii
Chapter
1. The Meaning and Scope of Education………………………………………………………………. 1
- P. O. Adesemowo, & Sotonade O. A. T
2. Introduction to Educational Psychology……………………………………………………………. 10
- Niyi Adekoya
3. Introduction to Philosophy of Education…………………………………………………………. 19
- Ichado S. M.
4. A Sociological Perspective of Education……………………………………………………………. 34
- Taiwo Edun
5. Introduction to Educational Administration……………………………………………………. 43
- Taiwo Ajayi, Lasun Gbadamosi, Lasisi Fatola
6. The Role of Language in Education…….……………………………………………………………. 54
- Awodele Y. O. & Ojuola M. A.
7. Introduction to Educational Technology…..………………………………………………………. 65
- Tayo Omoniyi
8. The Place of Guidance and Counselling in………………………………………………………. 82
- P. O. Adesemowo & M. A. Ogunsanwo
9. The Role of Continuous Assessment in Education..…………………………………………. 90
- Ogunkola B. J.
10. Improving Teachers’ Productivity in Nigeria………....…………………………………………. 102
- M. Olalekan Arikewuyo
11. Towards Effective Supervision of Instruction………...…………………………………………. 113
- Adeyinka Adeniji
12. The Place of Discipline in Education………….. ………...…………………………………………. 127
- P. O. Adesemowo & Yomi Akindele-Oscar
iv
Page
Chapter
13. The Place of Library in Schools…………………………………………………………………………. 135
- O. K. Odusanya
14. The Basic of Adult Education……………………………………………………………………………. 148
- Rosemary Nwangwu
15. The Relevance of Value and Moral Education to the School 156
Child…………………………………………………………………………………………………………………..
- Francis Mbudiche Isichei, O. P. & M. Bassey Ubangha
16. Introduction to Curriculum Studies in Education………………………………………………. 171
- J. B. Bilesanmi-Awoderu
17. Concepts of Distance Education………………………………………………………………………… 186
- Oguntimehin Y. A. & Adeyemi O. B.
18. The Role of Social Work Services in the School…………………………………………………. 195
- H. Titilola Benedict
19. The Teaching and Learning of English as a Second Language: 203
Problems and Insights for the 21st Century Education……………………………………….
- Tunji Adepoju
20. Towards Greater Efficiency in Educational Administration in 212
The 21st Century……………………………………………………………………………………………….
- Mon Nwadiani & O. A. Sokefun
21. Educational Technology and the Teaching-Learning Process 221
In the 21st Century…………………………………………………………………………………………….
- Biodun Akinpelu
v
LIST OF CONTRIBUTORS
Dr. (Mrs.) P. O. Adesemowo, Associate Professor in Guidance and Counselling,
and current the Acting Director, Institute of Education, Ogun State
University, Ago-Iwoye. Principal Contributor and Editor.
vii
Mr. B. J. Ogunkola, A Research Fellow in Evaluation, Institute of Education,
Ogun State University, Ago-Iwoye.
Dr. (Mrs.) H. Titilola Benedict, the Head Mistress of Ogun State University
Staff School, Ago-Iwoye.
By
Adesemowo, P. Oluremi Ph.D
and
Sotonade, Olufunmilayo A. T. Ph.D
WHAT IS EDUCATION?
Education is an essential process in human development. It is
different from schooling. Schooling is just one of the ways in which
education is provided, whereas education deals with the total process of
human learning by which knowledge is imparted, faculties are trained and
different skills are developed. Education is also defined as the act or
process of educating or applying discipline on the mind or a process of
character training.
It is a dynamic instrument of change. Education is expected to
affect or condition the social behaviour of the person being educated.
Education is a life-long process which is always used to imply a
positive state of mind. According to Bamisaiye (1989), Education is
“ a cumulative process of development of intellectual abilities,
Skills and attitudes, all of which form our various outlooks
and dispositions to action in life generally” (p. 9)
education is the pristine essence of learning which makes us permanently
able and disposed to benefit ourselves and other members of the society
in the use we make of such learning.
Schooling may lead to negative behaviour, knowledge can be
negatively used, learning too can also be negative, but education must be
positive. The type of school attended do influence one’s behaviour.
One can succeed in carrying out a negative, anti-social behaviour like
“pen-robbery”, armed robbery, examination malpractices, raping, or
activities of secret cult members in higher institutions which are acquired
1
through negative learning, but for one’s behaviour to have educational
worth, it must be positive.
The various stages of learning which one goes through in school do
not in themselves constitute education. However, each of the stages plays
significant roles in making one educated.
Education, broadly speaking consists of all the influence involved in
shaping the development of an individual. The whole life of an individual
is education and it ceases when one die. Education can be given at
home, in school, church or mosque, community village or town. Only the
literacy aspect of education is best given at school. There are many
types of education, viz:- literacy education, mental education, social or
moral education. Mental education is the development of a child mentally
while in literacy education, the child must be able to develop a sound life.
Mind and be God-fearing in all aspects of life. The educated person must
adjust himself to any environment.
Education is sometimes referred to as imitation in the sense that
anybody that comes into society does not know the norms and the other
essential things to be known in a society. The only way to do this is by
imitation. Education is also the means by which we transmit culture,
norms, tradition, rules from one generation to the other and this is done
so that the society can continue to exist.
The idea of education in any developing country which has undergone
a colonial experience in terms of the transmission of culture should be
different from that of a country that has not got this experience. Hence
in the transmission of culture in the developing country, it must not
constitute only the alien culture but also the indigenous culture. Education
is being regarded therefore as a veritable tool for inculcating in the
individual the skills, abilities, aptitudes, attitudes, interest, values and skills
which are necessary for functioning effectively in the society. Education
is also essential for salvaging virtues of all shades in a way that is
beneficial to the society.
It is a known fact that not all learning can be defined as education.
Farrant (1982) identified three characteristics that distinguish true education
from such things as role learning, purely mechanical training, indoctrination
or brainwashing. According to him, true education:
- Deals with knowledge that is recognisably worthwhile and capable
of achieving a voluntary and committed response from the learner.
2
- Leads to a quality of understanding that gives rise to new mental
perspectives in the learner.
- Uses methods that encourage the exercise of judgement by the
learner and the use of his critical faculties.
TYPES OF EDUCATION
Formal Education
In our present day society, the saying that education is a fundamental
human right is no more news to the hearers. However not all parents
would agree that their children are entitled to schooling. In some of the
tribes of Nigeria, most especially where superstition is strong, they see
formal education as the enemy of superstition. The educated people
sometimes feel reluctant to accept the authority of elders who are
illiterates.
A lot of obstacles have befallen universal formal education. Some
thought that informal system of education is enough: that all necessary
education can be obtained from the family and that one can live a
satisfactory life through the knowledge acquired from the traditions,
customs and folk-love of the community, and also through the ability to
perform elementary skills to gain a livelihood. In a society where priority
is not given to formal education, a high educated minority has been seen
to rule the illiterate majority. The illiterate ones engage in manual or
unskilled work where formal education is unnecessary for them. In view
of the need for development these days, the training of people through
formal education calls for priority.
3
What Then is Formal Education?
Formal education is a planned and structured type of education.
Learning is carried out in specially built, purposely designed institutions
such as schools especially primary, secondary schools (private and
public), special schools’ for the handicapped, Colleges, Colleges of
Education, Colleges of Technology and universities.
The instructions to be taught are carefully planned and well structured
through the use of syllabuses, scheme of work, course outline, lesson plan
and time-tables. The instructor is a certificated and qualified personnel
who provided his teaching under the supervision of both internal and
external administrative bodies. At the end of each stage of formal
education, certificate is awarded to recognise the achievements of the
trainees.
Formal education is also characterised by its special features which
are highly structured programmes with prescriptive content to the
curriculum. This is provided by both private and public primary and
secondary schools, colleges and the universities. Its other side consists of
moderate by structured programme with prescriptive content to the
curriculum and some flexibility in method. This is also provided by special
schools, Arabic Schools and demonstration schools. Formal education is
also referred to as Western Education.
4
formal school system.
Under this mode of education, what is learned is structured but not
as strict as that of formal education, more so there is more flexibility to
the venue, methods of learning and the instructor or trainer. Non-formal
education is characterized by being loosely structure programmes in which
the public is free to participate as they desire. The types include
government information units, extension services, social development
programmes and rural development programmes. The other types are
moderately structured learning programmes conducted by institutions
which may have only scheduled contact links with the students. Examples
where these take place are correspondence schools, adult education
programmes, community centres where vocational training take place, for
example, social Development Centre, Iperu, Ogun State.
Informal Education
In a non-literate society what is being practised is informal education.
This is so because it does not have the formal education system and the
characteristic features of formal educational system. For instance, there
is no specially trained teacher as in a formalised situation or classroom or
curriculum specially drawn out for particular subject. However, the child
learns as he grows from one stage to the other. Sometimes it is referred
to as traditional educational system.
Informal education involves type of education that comes naturally.
It is neither planned nor structured. There is no specific trainer/instructor.
Supervision is not required; most of the learning is unconscious and
involuntary. Examples are the various types of learning the child
experiences from his family, religious affiliation, peer groups, friends,
association’s experience, mass media, cooperative and environment.
Most of the learning are completely unstructured learning which
individuals are free to follow out of their own free will once they are
interested whereas the learning from the cooperatives, societies, religious,
application, associations are learning organised by established bodies in
order to further their aims and interests. Informal education evolved as early
as creation.
Even when a society becomes literate, informal system of education
still exists. Education in non-literate society is different from that of
5
Literate society because of the following reasons: -
1. Informal education has a collective social nature.
2. It is intimately related to the social life of people and the economic
development of the community.
3. It has at its centre-piece the teaching of morals.
4. It is utilitarian and functional in the sense that the society knows its
means and the products of informal education system were never
jobless. They produce exactly for their needs since they believe
more in practical rather than in theory.
5. It is also based on the successive stages of the physical, emotional
and mental development of a child.
(b) 6-10 years: The children are separated into various services and
are made to do duties relating to their sexes. The female child
follows the mother while the male child follows the father.
6
Aims of Education
When one discusses or mentions aims of education, what promptly
comes to mind is either the goals or the objectives of education. These
two words have been used as mixed up sometimes causing confusion to
either the instructor or the learner. “Aim” according to Webster
International Dictionary (p. 19) means to point, direct a missile, or a
weapon that propels a missile towards an object or spot with intent to hit
it; or to direct one’s endeavour or effort to the achievement of a purpose.
Educational aims are more or less the targets as used by military
personnel in shooting practice, because they indicate the precise direction
that educators must follow in all or part of the educational system. Aims
express one’s goals in narrower and move specific terms.
Goals can be induced to mean the end to which a design tends to.
Educational goals are the ends that society sets for the education system
it operates. The goals are sometime expressed in broad political,
cultural and economic terms such as citizenship, democracy or national
unit or equal opportunity.
Objective means the desired end to an action purpose in mind or
desired end to be reached. Educational objectives are the intended
outcomes of the process of education. They depict what individuals will
be able to achieve as a result of the teaching received. Objectives which
are either stated in specific terms or general terms try to spell out in some
detail exactly what is intended.
Educational aims can be perceived differently by different people at
different levels. Parents tend to think in terms of career prospects as the
aim of education, the religious leaders think that education should be for
the moral growth of the children. The politicians tend to look for
developments that have national significance, whereas the pupils and the
teachers that are directly involved may have different aims entirely from
the ones stated.
Educational aims, according to Farrant (1982), can be considered in
terms of:
- Personal development including intellectual and spiritual growth.
- Vocational preparation in terms of necessary practical skills and
character qualities.
- Social training in which young people are initiated into society at
7
local and national levels.
The aims of education therefore involve a number of tasks at the
level of the individual which must include helping each individual discover
a philosophy in which he himself has a significance; at the level of the
community which assist the young individual to be fit to cope with the
future. This includes the ability to be independent through growing of
their own food, building their own homes and living a life that is largely
independent of the world outside.
The greatest and most essential aim of education is seeking to
integrate each new generation into its own society. Each generation must
not be cut off completely from the heritage of its past, there is need for
continuity, hence the great need for education.
In summary, education should entail the following:
(a) Making a child grow to the full status of a man in sound, mind and
body;
8
REFERENCES
Awoniyi, T. A. (1976): Principles and Practice of Education.
Great Britain: Hodder and Stoughton Ltd.