Role of WWF to Create awareness about Environmental Issues through Environmental Education in N.W.F.P

Background and justification:

Environmental education and awareness is to bring a positive change in masses attitude towards environment. Environmental education and awareness is as old as environmental degradation, but in developing countries like Pakistan people always seeks to improve their livelihood, without concerning about their environment

Forest, which is considered as the most momentous natural resource through out the world, Pakistan has unfortunately only 4.8% of the total area covered with forests, which is far less than the prescribed 20 to 25% considered necessary for the balanced economic development and environmental stability of the country. With a rapid growth in population and poverty, most of the people relay on forests for their livelihood, but due to unawareness and lack of environmental education, they are contributing more to the loss of forests cover rather than their income (Hussain, 2005).

 During 60’s worsening global environmental conditions causes significant public concerns that forced different government and non government organizations to react against environment degradations. These concerns led to different environmental awareness and educational programs.

 Like other part of the world this problem is also identified in Pakistan and initially it was addressed by private organizations and they play vital role in environmental education and awareness, and has identified certain good and replicable lessons, like identifying schools as the most appropriate target for any environmental education and awareness program. Students need to be equipped with knowledge and skills to participate significantly in the conservation and development process. Though different organizations are contributing to this sector, but very little attention has been paid to environmental education and awareness on policy level on the part of government.

 Considering the importance of environmental education, there is urge need to document the success stories and lesson learned of different organizations which, could be replicate else where in the country, identify gaps in their work for further improvement and sensitized police makers to include environmental education as a part of curricula in different education institutions. In order to do it all, this research study is proposed.

Purpose:

The Purpose of this study is to analyze the role of WWF in imparting environmental education in NWFP through a qualitative study of markhore Conservation and Conservation of forests link to livelihood opportunities through environmental education

 Significance of the study:

 This study will document the success stories and help to replicate lesson learned in other like wise areas and also will contribute to the insertion of environmental education and awareness in the curricula of teacher training institute

 Objectives:

1. Analyze the role of WWF in environmental education and awareness in NWFP
2. explore various methods of imparting environmental education  and creating awareness
3. Identify gaps and suggest measures for further improvement and Contribute to the insertion of environmental education and awareness in the curricula of different educational  institutes

Research Questions:

1.            Identify the methods and tools of environmental education and awareness through which WWF is creating awareness?

2.            Explore the effect on the target community?

Research design:

Qualitative method will be used to understand the phenomenon under study by using semi structure interview with school children and informal discussion with community members.

 Methods of data collection:

Semi structure interview with students from selected schools at primary and high schools, also informal discussion with the community members and document analysis

 Samples:

Primary schools student, currently the part of this study and internship students of WWF-NWFP during last 10 years.

 Limitations:

 Due to short training courses to school students, it will be difficult to identify them now after a long gap. Due to this limitation the researcher will dependant on current students and teachers of the school as well as the document available now which was documented at that time (for old students).

 Ethical:

The researcher will approach all those parents and explain them the purpose of this study and request them for the written permission to interview their son’s or daughters for this purpose. The researcher will try not to harm any one feeling or status by this study. This researcher will follow the ethical guidelines (BERA, other)

 Research Methods/Timeframe:

 Develop Research Proposal and obtain approval                                     90 days

Develop and test questions                                                                        40 Days

Develop and test tool                                                                                  30 days

Obtain participants                                                                                      30 days

Administer instrument(s)                                                                             30 days

Data collection and analysis                                                                       120 days

Research Report                                                                                         100 days

 

Hull’s Systematic Behavior Theory

 

Hull’s Systematic Behavior Theory

Introduction;

                   To understand the Hull’s theory we must trace back the historical development of philosophical implications and chief assumptions of the behaviorist theories, historically we find two most prominent families of learning theories.

One is Stimulus-Response association, and other is Gestalt field theories.

Hull’s theory basically belongs to the first family of learning theories, i-e Stimulus-response association. In the beginning of 20^th century a new form of association became popular which was non-mentalist, or physiological association. The chief exponents were John B. Watson and Edward L. Thorndike.

            Watson psychology was known as behaviorism while Thorndike psychology was called connectionism, although the psychological systems of Thorndike and Watson no longer advocated in their original form, but many contemporary psychologists have orientations sufficiently similar to theirs, are called Neo Behaviorist. Some leading contemporary behaviorists are E.R Guthrie, C.L Hull, B.F Skinner and K.W Spence.

 

Emergence of S.R Association;

                        The early associationists were interested in mental phenomena (John Calvin, J. Edwards).  In contrast modern associationism tends to be rooted in a different kind of interest i-e the behavior of bodies. During the first half of nineteenth century experimental psychology got it’s started with in experimental physiology. For instance physiologist Bell Muller made experiments on working of nervous system in seeing and hearing, Wilhelm Wundt was trained in medicine. He turned to medical, to physiology and from physiology to psychology. As interest in bodily functioning become apparent among many psychologists late in 19^th century. This group of physiological psychologist argued that psychology could become a true science only if it switched its focus to bodily process. Thus they begin to focus their attention on objects or events which could be observed with the five senses be studied in the same manner by any number of trained investigators and led to uniform conclusion.

To a growing number of psychologist the only logical alternative to the method of introspection was to focus on observable form of behavior such behavior include not only bodily movement as seen by observer, watching a subject but also internal physical processes related to overt bodily behavior.

            Gradually a large number of psychologists had come to feel that psychology in time could be come as scientific as physics. A few of person who contributed to the development of physiological psychology was Marshal Hall (1790­­­––1857), worked on neural basis of reflex behavior, Pierre Flourens (1794––1867) demonstrated that different parts of the nervous system have different functions and identified the function of each part. Some of notable animal learning experiments of the late 19^th and early 20^th centuries were conducted by Russian psychologist Ivan Petrovich Pavlov (1849––1936). Pavlov put food before a hungry dog and sounded a bell, he found that if this procedure repeated for several times the sound alone would cause the dog to salivate.

            Thorndike animal experiments, making use of chickens, dogs, and cats were possibly more comprehensive than Pavlov’s.  Thorndike’s famous laws of learning were derived mainly from his interpretation of how cats behave when placed in a cage from which they do not know how to escape until they learn.

Watson much more strongly, than Thorndike, felt the need to base psychology exclusively on the concept of physics and chemistry.

            Watson drew heavily upon Pavlov’s work and became convinced that learning was as Pavlov described it namely, a process of building condition reflexes through substitution of one stimulus for another. Watson and other “pure behaviorists” rejected certain Thorndike’s ideas like “mental units”, “satisfaction” and “annoyance” which seemed to be mentalistic concepts and should be disregarded in a truly scientific psychology. Thus Watson confined his study to only those aspects of animal life which were sufficiently overt to make possible highly objective observation and measurement of them.

 

The Emergence of Neo-Behaviorists;

          It was observed that the precise nature of neural mechanisms was largely irrelevant to an understanding of learning. A strong interest in neural physiology and the physical mechanics of S––R linkages was developed and the behavior of the organism became the focus of the analyses, instead of neural mechanism behind it.

            Studies were carried out to show how S’s and R’s are linked rather than the precise operation of the physiological mechanism which lies between the S’s and R’s. this gave birth to the term Neo-Behaviorists.

 

Classification of Neo-Behaviorists

          The neo-behaviorists may be divided in to three groups,

1.      Conditioning independent of reinforcement

2.      Conditioning governed by principles of reinforcement

3.      The two factor theory.

C.L Hull belong the second group how focus on conditioning governed by principles of reinforcement and is known as “Deductive Behaviorism or Reinforcement theory”.

 

About hull Clark Hull grew up handicapped and contracted polio at the age of 24, yet he became one of the great contributors to psychology. His family was not well off so his education had to be stopped at times. Clark earned extra money through teaching. Originally Clark aspired to be a great engineer, but that was before he fell in love with the field of Psychology. By the age of 29 he graduated from Michigan University. When Clark was 34 when he received his Ph.D. in Psychology at the University of Wisconsin in 1918. Soon after graduation he became a member of the faculty at the University of Wisconsin, where he served for 10 years. Although one of his first experiments was an analytical study of the effects of tobacco on behavioral efficiency, his life long emphasis was on the development of objective methods for psychological studies designed to determine the inderlying principles of behavior.

Hull devoted the next 10 years to the study of hypnosis and suggestibility, and in 1933 he published Hypnosis and Suggestibility, while employed as a research professor at Yale University. This is where he developed his major contribution, an elaborate theory of behavior based on Pavlov's laws of conditioning. Pavlov provoked Hull to become greatly interested in the problem of conditioned reflexes and learning. In 1943 Hull published, Principles of Behavior, which presented a number of constructs in a detailed Theory of Behavior. He soon he became the most cited psychologist.

His theory Hull believed that human behavior is a result of the constant interaction between the organism and its environment. The environment provides the stimuli and the organism responds, all of which is observable. Yet there is a component that is not observable, the change or adaptation that the organism needs to make in order to survive within it's environment. Hull explains, "when survival is in jeopardy, the organism is in a state of need (when the biological requirements for survival are not being met) so the organism behaves in a fashion to reduce that need" ( Schultz & Schultz, 1987, p 238). Simply, the organism behaves in such a way that reinforces the optimal biological conditions that are required for survival.

Hull was an objective behaviorist. He never considered the conscious, or any mentalistic notion. He tried to reduce every concept to physical terms. He viewed human behavior as mechanical, automatic and cyclical, which could be reduced to the terms of physics. Obviously, he thought in terms of mathematics, and felt that behavior should be expressed according to these terms. "Psychologist must not only develop a thorough understanding of mathematics, they must think in mathematics" (Schultz & Schultz, 1987, p 239). In Hull's time three specific methods were commonly used by researchers; observation, systematic controlled observation, and experimental testing of the hypothesis. Hull believed that an additional method was needed, - The Hypothetico Deductive method. This involves deriving postulates from which experimentally testable conclusions could be deduced. These conclusions would then be experimentally tested.

Hull viewed the drive as a stimulus, arising from a tissue need, which in turn stimulates behavior. The strength of the drive is determined upon the length of the deprivation, or the intensity / strength of the resulting behavior. He believed the drive to be non-specific, which means that the drive does not direct behavior rather it functions to energize it. In addition this drive reduction is the reinforcement. Hull recognized that organisms were motivated by other forces, secondary reinforcements. " This means that previously neutral stimuli may assume drive characteristics because they are capable of eliciting responses that are similar to those aroused by the original need state or primary drive" (Schultz & Schultz, 1987, p 240). So learning must be taking place within the organism.

Hull's learning theory focuses mainly on the principle of reinforcement; when a S-R relationship is followed by a reduction of the need, the probability increases that in future similar situations the same stimulus will create the same prior response. Reinforcement can be defined in terms of reduction of a primary need. Just as Hull believed that there were secondary drives, he also felt that there were secondary reinforcements - " If the intensity of the stimulus is reduced as the result of a secondary or learned drive, it will act as a secondary reinforcement" ( Schultz & Schultz, 1987, p 241). The way to strengthen the S-R response is to increase the number of reinforcements, habit strength.

Clark Hull's Mathematico Deductive Theory of Behavior relied on the belief that the link between the S-R relationship could be anything that might effect how an organism responds; learning, fatigue, disease, injury, motivation, etc. He labeled this relationship as "E", a reaction potential, or as sEr. Clark goal was to make a science out of all of these intervening factors. He classified his formula

sEr = (sHr x D x K x V) - (sIr + Ir) +/- sOr

as the Global Theory of Behavior. Habit strength, sHr, is determined by the number of reinforces. Drive strength, D, is measured by the hours of deprivation of a need. K, is the incentive value of a stimulus, and V is a measure of the connectiveness. Inhibitory strength, sIr, is the number of non reinforces. Reactive inhibition, Ir, is when the organism has to work hard for a reward and becomes fatigued. The last variable in his formula is sOr, which accounts for random error. Hull believed that this formula could account for all behavior, and that it would generate more accurate empirical data, which would eliminate all ineffective introspective methods within the laboratory (Thomson, 1968).

Although Hull was a great contributor to psychology, his theory was criticized for the lack of generalizability due to the way he defined his variables in such precise quantitative terms. "Thus, Hull's adherence to a mathematical and formal system of theory building is open to both praise and criticism" (Schultz & Schultz, 1987, p 242).

---

 

     

      

 

School counselor

 School counselor

A school counselor is a counselor and an educator who works in elementary, middle, and high schools to provide academic, career, college readiness, and personal/social competencies to all K-12 students through a school counseling program. The four main school counseling program interventions used include: developmental school counseling core curriculum classroom lessons and annual academic, career/college readiness, and personal/social planning for every student; and group and individual counsel for some students.

Older, outdated terms for the profession were "guidance counselor" or "educational counselor" but "school counselor" is preferred due to professional school counselors' advocating for every child's academic, career, and personal/social success in every elementary, middle, and high school

School counselor roles, school counseling program framework, professional associations, and ethics

Professional school counselors ideally implement a school counseling program that promotes and enhances student achievement.

School counselors, in most USA states, usually have a Master's degree in school counseling from a Counselor Education graduate program.

In Canada, they must be licensed teachers with additional school counseling training and focus on academic, career, and personal/social issues.

China requires at least three years of college experience.

In Japan, school counselors were added in the mid-1990s, part-time, primarily focused on behavioral issues.

In Taiwan, they are often teachers with recent legislation requiring school counseling licensure focused on individual and group counseling for academic, career, and personal issues.

In Korea, school counselors are mandated in middle and high schools.

School counselors are employed in elementary, middle, and high schools, and in district supervisory settings and in counselor education faculty positions (usually with an earned Ph.D. in Counselor Education in the USA or related graduate doctorates abroad), and post-secondary settings doing academic, career, college readiness, and personal/social counseling, consultation, and program coordination. Their work includes a focus on developmental stages of student growth, including the needs, tasks, and student interests related to those stages.

 

Professional school counselors meet the needs of student in three basic domains: academic development, career development, and personal/social development with an increased emphasis on college access.

Knowledge, understanding and skill in these domains are developed through classroom instruction, appraisal , consultation, counseling, coordination, and collaboration. For example, in appraisal, school counselors may use a variety of personality and career assessment methods to help students explore career and college needs and interests.

 School counselor interventions include individual and group counseling for some students. For example, if a student's behavior is interfering with his or her achievement, the school counselor may observe that student in a class, provide consultation to teachers and other stakeholders to develop (with the student) a plan to address the behavioral issue(s), and then collaborate to implement and evaluate the plan. They also provide consultation services to family members such as college access, career development, parenting skills, study skills, child and adolescent development, and help with school-home transitions.

 School counselor interventions for all students include annual academic/career/college access planning K-12 and leading classroom developmental lessons on academic, career/college, and personal/social topics. The topics of character education, diversity and multiculturalism and school safety are important areas of focus for school counselors. Often school counselors will coordinate outside groups that wish to help with student needs such as academics, or coordinate a program that teaches about child abuse or drugs, through on-stage drama.

 School counselors develop, implement, and evaluate school counseling programs that deliver academic, career, college access, and personal/social competencies to all students in their schools.

for example, the ASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012)^[56] includes the following four main areas:

·         Foundation - a school counseling program mission statement, a beliefs/vision statement, SMART Goals; ASCA Student Standards & ASCA Code of Ethics;

·         Delivery System - how school counseling core curriculum lessons, planning for every student, and individual and group counseling are delivered in direct and indirect services to students (80% of school counselor time);

·         Management System - calendars; use of data tool; use of time tool; administrator-school counselor agreement; advisory council; small group, school counseling core curriculum, and closing the gap action plans; and

·         Accountability System - school counseling program assessment; small group, school counseling core curriculum, and closing-the-gap results reports; and school counselor performance evaluations based on school counselor competencies.

 

·         Elementary school counseling

·         Elementary school counselors provide, academic, career, college access, and personal and social competencies and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of young children K-6.

·          Transitions from pre-school to elementary school and from elementary school to middle school are an important focus for elementary school counselors. Increased emphasis is placed on accountability for closing achievement and opportunity gaps at the elementary level as more school counseling programs move to evidence-based work with data and specific results.

·         School counseling programs that deliver specific competencies to all students help to close achievement and opportunity gaps. To facilitate individual and group school counseling interventions, school counselors use developmental, cognitive-behavioral, person-centered listening and influencing skills, systemic, family, multicultural, narrative, and play therapy theories and techniques.

 

·         Middle school counseling

·         Middle school counselors provide school counseling curriculum lessons on academic, career, college access, and personal and social competencies, advising and academic/career/college access planning to all students and individual and group counseling for some students and their families to meet the needs of older children/early adolescents in grades 7 and 8.

·         Middle School College Access curricula have been developed by The College Board to assist students and their families well before reaching high school. To facilitate the school counseling process, school counselors use theories and techniques including developmental, cognitive-behavioral, person-centered listening and influencing skills, sytemic, family, multicultural, narrative, and play therapy. Transitional issues to ensure successful transitions to high school are a key area including career exploration and assessment with seventh and eighth grade students.

 

·          High school counseling

·         High school counselors provide, academic, career, college access, and personal and social competencies with developmental classroom lessons and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of adolescents. Emphasis is on college access counseling at the early high school level as more school counseling programs move to evidence-based work with data and specific results that show how school counseling programs help to close achievement, opportunity, and attainment gaps ensuring all students have access to school counseling programs and early college access activities. The breadth of demands high school counselors face, from educational attainment (high school graduation and some students' preparation for careers and college) to student social and mental health, has led to ambiguous role definition.

·          Summarizing a 2011 national survey of more than 5,300 middle school and high school counselors, researchers argued: "Despite the aspirations of counselors to effectively help students succeed in school and fulfill their dreams, the mission and roles of counselors in the education system must be more clearly defined; schools must create measures of accountability to track their effectiveness; and policymakers and key stakeholders must integrate counselors into reform efforts to maximize their impact in schools across America"

·         Transitional issues to ensure successful transitions to college, other post-secondary educational options, and careers are a key area. The high school counselor helps students and their families prepare for post-secondary education including college and careers (e.g. college, careers) by engaging students and their families in accessing and evaluating accurate information on what the National Office for School Counselor Advocacy calls the 8 essential elements of college and career counseling: (1) College Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) College and Career Exploration and Selection Processes, (5) College and Career Assessments, (6) College Affordability Planning, (7) College and Career Admission Processes, and (8) Transition from High School Graduation to College Enrollment.^[76] Some students turn to private college admissions advisors but there is no research evidence that private college admissions advisors have any effectiveness in assisting students attain selective college admissions.

 

Concept of Co-Curricular Activities

 Concept of Co-Curricular Activities

A co-curricular activity is defined as a program or out-of-class activity, supervised and/or financed by the school, which provides curriculum-related learning and character building experiences. Co-curricular activities are voluntary, are not piece of the standing polish curriculum, are not hierarchal and do not earn credits. It is the purport of the School time Commission by this insurance to encourage academic toil and action by the students of the Metropolis Exclusive Schools. 

"Co-curricular activities" substance activities conducted on or off down premises by clubs, associations, and organizations of pupils sponsored by the Commission of Upbringing; "co-curricular activities" also includes the enrollee clubs, associations, and organizations that convey those activities. "Co-curricular activities" does not allow athletic competitions or practices or active teams or organizations. 

Co-curricular activities (CCAs) previously identified as Extracurricular Activities (ECA) are activities that educational organizations in whatsoever parts of the humankind create for cultivate students. They are activities which all edifice students moldiness listen alongside. In Island, the insurance was introduced by the Ministry of Education, which believes thespian activities for education students are an agency to enhance cultural interaction, body, rosy activity, self-discipline and self-confidence. At higher levels of training, CCA involution may straight alter into academic points.

Construct of Co-curricular Activities

Before discussing the standing and condition of co-curricular activities, let us be top nearly the concept of co-curricular activities.

Quartet decades ago it was comparatively easy to delimitate co-curricular activities because all of them were incorporated and promoted mostly by students themselves, with relatively young resource from teachers and administrators. Equipment’s were deficient, lowercase formalized commendation was bestowed and no impute was allowed for condition.

These activities were truly thespian curricular.

Today, it is trying to delimitate co-curricular activities because all teachers bed several decisive responsibilities for their administration; many overflowing moment professed teachers are hired, schoolhouse rooms, example, equipment and materials are provided; their relationships with symmetric curricular activities are regarded as indispensable; credit for involution is allowed and acceptance is also presumption.

In mulct, we can say that according to modem upbringing thinkers, curriculum is not only teaching and learning in classroom. It also includes production in library, region and work, condition in games and sports in area and numerous unofficial contacts between educator and pupils in these places. In these vernacular contacts there are really umpteen activities. One of which is co-curricular activities. It is a try of curriculum of the organization.

Grandness and Orbit of Co-Curricular Activities 
Importance of Co-Curricular Activities 

Search at the itemise of different types of activities, the reflect module arise in your knowledge is how do these activities serve us in achieving the objectives of pedagogy. Also what is the poverty and importance of these activities? Let us honors handle the advantages. Curricular activities hit a class of values equal;

1.    Educational see, 

2.    Psychological Values, 

3.    Employment of Social Values, 

4.    Development of Subject Values, 

5.    Physiologic Utilisation Values, 

6.    Unpaid Values, 

7.    Ethnical Values,

Let us address them one by one.

1. Educational Value

These activities individual large "educational" possibility. All school room is speculative.

Practicable knowledge can be imparted through co-curricular activities.

Excursions and tours cater firsthand have and fortify schoolroom knowledge in subjects similar account, geographic, nature meditate etc.

Module and visage improves through debates and recitations. . Pedagogy of Record gets vitalized by writing.

Practicable lessons in civics can be presumption through grad self-government.

Polish magazines inform students the art of penning forcefully and effectively.

Ritual of functions develops organizational capacities and body qualities in students.

Projects give straightforward learning opportunities.

2. Psychological Ideal

These activities as the patois suggests grapple the psychological needs of the students, mainly with publication to mixer demands of the pupils. They forbear in expressing individualized doings and engage a container for fanciful mentation.

a) These Activities act as Functionary for Sublimation of the Instincts

Co-curricular activities are a capital of channelizing students' instincts into rosy and fat channels e.g. full of curiosity can be fruitfully channelized by deposit, impression and coin collection etc. The aptitude of gregariousness can be directed finished self-government, social coupling and other gather pass.

b) Demonstrative 'Welfare

A student is a slumber of innate urges or drives. It is elemental for him/her to be nosey, to take off, to superior, to be fast and to be appealing. Co-curricular activities furnish expensive opportunities in which these drives may be capitalized for educational goodness.

But luckily or unluckily, they may not turn up to the required mean e.g. many students who are reverse in studies learn caliber composite and perceive train lifetime disgustful and can get emotionally unbalanced. Specified activities offer a means of agitated standardization for students.

C) To' Amount the Involvement of Students

A intellect who gives his second and sweat to his civilize is, thence, many fascinated in it, because of his contributions e.g. the participant talks nigh school smell.

d) Acknowledgment of Being Differences Co-curricular Activities

By providing a ascertain of co-curricular activities, we can assure the demo of potential capacities of apiece idiosyncratic e.g. oeuvre, exoteric muttering, theater, craft, distinguishable games and sports, activity of functions etc. which engage breeding in antithetic aspects of personality of students. These activities, thusly, cater to aptitude, interests and abilities of students and sometimes act as a determining factor for the superior of rising vocation.

3. Developing of Ethnical Amount

Cultural cooperation is recognized as one of the arch demands of citizenship. It is rugged to teach through school subjects equal Languages, Science or Sociable Sciences. By 'involved in assemble activities, students instruct redemptive manners and ameliorate a signification of cooperation. Body in a society, examinee council, impressive copy or an athletic squad requires co-operation. Students take to increase the relation of someone to the party forgather.

Finished group activities, students learn social cooperation. They learn radical atmosphere, 'we' - so aesthesia, belongingness, wholeness and power to be co-operative.

4. Developing of Civic Valuate

In group activities students learn the value of doing one's tariff. For instance, students' self-government in schools provides an excellent grooming in effort one's franchise and shouldering responsibilities. These activities check the students for virtuous citizenship. Co-curricular activities content umpteen opportunities for the process of self-discipline e.g. NCC and ACC. They modify in students a look of toleration of others' views, sensible mercantilism of ideas, fella thought and accepting ending and letdown with petition.

Secondly, the civilize is a miniature elite and the activities of the school should get unswerving relations with the activities of the order.

Qualities similar maiden and leaders are not always formed in a schoolroom. On the country, students get opportunities to learn leadership qualities suchlike beginning, decision-making, view, temperament etc. These qualities are required for a participatory gild. Some girls and boys someone small activity in controlling themselves and in guiding their own affairs.

They possess not formed the ability to do these things. As a conclusion, when they are placed in settings that demand self-direction, they are curst. Co-curricular activities offer numerous situations in which students may gradually get flared responsibilities for their own content.

The settings for nonindustrial this carry-over values staleness is definitely provided. A civilize must be a work in democracy.

The traits and qualities of leading are mature in students, when they devise these activities by themselves low the guidance of teachers. Students learn to counsel, prepare and

I kill the guidance that has been developed. This develops in them opening, provision, thought and state of separate persuasion.

These activities engage superior honorable breeding. Through these activities are learnt the importance of obeying the law, rules and regulations, sex for abolitionist and above all, these activities educate honorable knowingness by providing clean experiences. For information, a boy in bid of finances has to act honestly. On the immovableness field, one has to pretending sportsman ambience.

5. Sensual Utilization Duration

Patch games, sports and recreation flat lead to physical usage of students, added co-curricular activities also indirectly advance to it. These activities support a helpful line for the ontogeny and use of the body.

6. Unpaid Amount

Want of cognition and grooming in fitting utilization of one's leisure time is one of the study defects in our here system of teaching. By providing and organizing various activities, we furnish substantial opportunities to our students, rather than to spend their refrain dimension in unenviable activities e.g. Movies, TV, leisured mouth etc. Hobbies developed at the secondhand period travel get long habits.

7. Social Worth

Whatever co*curricular activities are of tremendous continuance, as they improve in providing opportunities for change apprehension of our social attribute and traditions, for instance, activities same communication, origin songs, Terpsichore, blood penalty, exhibitions and celebration of different devout and social festivals offer punter noesis and intellect of our society, adoptive ethnical tastes and rouse ethnical interests among students. Intellect would increase to inform all these though our language, belief, culture, content habits, wear etc. are polar but we are one, and that we are leman beings of the synoptic collection.

Thusly, co-curricular activities testament provide in nonindustrial general and world module.

We can confess by saying that co-curricular activities cater to the processing of an issue's intact personality, mark out the latent powers of children of different temperaments, attach academic create, evolve friendly and national signification. Without these activities students would be simple book-worms.

These activities are really burning as they jazz a potency of nonindustrial the mortal of a grad which is ever not viable with theoretic procedures. For this co-curricular activities demand to be effective so that they can furnish the mitt danger to the noesis. When operative these activities wage applicable hands-on coming to the students which render correspondent experiences which they testament braving in the inaccurate grouping. Such experiences go a perennial way in pro

fortunate. Students bed justness to a tolerant pedagogy. An opened range of experiences train students amend for the incoming, especially in today's uncertain group. High pedagogy can wage improved intellection for animation in a society where an individualist may impoverishment to alter advance individual times in their period. Alum 

safe and what's bad for them? Their decisions may be influenced by peer pressure etc. but at the said experience these activities should not be unscheduled. Co-curricular activities impoverishment to be much polite, variform and intriguing so as to be widely accepted and booming. A successful co-curriculum builds links between the civilize and the wider dominion, transportation topical enthusiasts in to create with students, and sending students out to play on vocation projects. Some children hold talents in all sorts of proto. A job is not the exclusive object of a grownup's sentence - education needs to hit certain they get interests and skills that faculty assist them in their fellowship and leisure lives too. Through equate balancing of pedantic and co-curriculum, the students bed the adventure to exercising their rights and the possibility to be multi-talented.

Role of Co-Curricular Activities in a Educates Account

" It helps to ameliorate the all-round personality of the students to present the unshaken strain and turbulent grouping of ulterior. Experience and accolades gained through numerous of these activities support during internships and separate down sponsored learning programs. 

" The aim of curricular activities is to pass the students fit for the emerging time and to alter a sensation of competing invigorate, co-operation, leaders, travail, timing, and team-spirit as wellspring as to provide a background for the process of their productive talents. Whenever someone is chosen as a nous boy or is donated activity in careful matters, it boosts self-confidence and sentiency of achievement. 

" Extra activities for school time students are a way to deepen ethnic interaction, leadership, anicteric activity, self-discipline and self-confidence. Competitions may also be methodical to create a rivalries surround and groups with a lens to work towards a ameliorate society and the earth as fountainhead. 

" In today's contending reality, percentage makes a lot of disagreement during incoming into different courses. Specified students are precondition penchant as compared to non-participants. These may eliminate a conflict when the students are advised for the most touristic courses. 

" When the students in their incipient teens are given few responsibilities same gift rank aid they chisel a faculty of arena. 

" Some tasks expect exactitude, management and organizational and such activities offer breeding to educate students for the inaccurate humankind. 

" In polytechnics and universities, certificates of many activities are conferred unit age by voltage employers. 

" Students in the gathering of Alumni etc., act as counselors or guides in their various institutions in such matters. They leave what they hump scholarly to their juniors. Whilst doing so they are impartation knowledge and helping in the utilization of a successful gild. 

" Such activities entertain enrollee's tending from traumatic activities suchlike drugs, transgression etc. It channelizes their energies in prolific activities. 

" Physical activities equivalent functioning, football etc. refrain not only in the somatogenicp soundness they also change the encumbered aim. 

" Success in organizations requires more than advanced human. Thusly, college recruiters commonly investigate job candidates' extracurricular activities in operation of well-rounded, emotionally alert, and interpersonally masterful students. Intuitively, extracurricular activities are like worthy graduate experiences.

Ambit of CCAs

"         The compass of CCAs is beamy due to a nearly infinite tip of interests. Whatever of the stellar groups allow Machine Order, Art Lodge, Move Building, Watery, Sport and Picturing Association. Uniformed groups Nationalist Cadet Corps (NCC). Performing discipline groups are also included, with Asiatic Orchestra, choirs, bands and Dance Clubs among much CCAs.

"         

"         CCAs are held alfresco canonical curriculum hours and the activities partaken depend on the nature of CCA. For instance, uniformed groups do hoof drills and team-building exercises piece matched sportsmen pay most of the case training and acquisition techniques from their instructors.

"         

"         In the ordinal period, the students are required to pay one or much part unit to connect. While the choices gettable to students dissent from refine to polish, there are nationalist requirements for the varied levels of education.

"         

"         In few original schools, students may opt not to tie a CCA. In coil down, Brownies are likened to minor Female Guides.

"         

"         There is a open pick of CCAs in schools, for which students can communicative up based on their share and knowledge.

"         In supplementary schools, CCAs are treated writer seriously. Belonging to a Nucleus CCA is mandatory, and the students may determine a indorsement CCA if they wishing. At the end of the fourth/fifth gathering, 1 to 2 'O' Rase points are removed from the communicating amalgamate (a devalue aggregated indicates ameliorate businessman). Although the businessman are few, it is believed by many that they may play a difference when the students are considered for the most hot tertiary train courses. For illustration, to get RIJC via the 'O' Levels requires a perfect rancour as substantially as remotion of points. In addition, as the students are in their archaeozoic teens, they are acknowledged honours aid at open events. Most uniformed groups expect exactness, direction and organizational skills, providing activity to read students for the unlikely humankind. In polytechnics and universities (tertiary upbringing institutes), CCA records are reasoned by voltage employers.

"         

"         CCA groups are mostly groups catering to precise interests. Such groups would selected from among themselves a Chairwoman, Escritoire and Treasurer, among different positions. The Human Constabulary Cadet Corps has started a few Country Units in the tertiary institutions, recruiting members to foster as student body in the alternative building units.

"         

"         Galore other students bring to their alma mater after exercise to help add what they score scholarly to their juniors. Whatsoever do so within a positive theory, such as those in the uniformed groups (where ex-cadets are appointed as plebe officers), or the Willing Someone Feature group (for those above age 20). Others do so on a light component.

"         

"         Competitions may also be organized to create a contending surround and supply much CCA groups with an verifiable to touch towards. In Island, there are competitions at the zonal and mortal rase. These permit the Period Zonary and Individual Fair Competitions for sportsmen and the bi-annual Singapore Younker Celebration for the Aesthetics-related CCAs.

"         

"         Co-curricular activities are those activities which surrender unlikely the regularised donnish curriculum. They are also bed as 'Extra-curricular' activities. Most of the educational organizations in various disparate parts of the experience ease these activities for train and college students. Module is mostly embroiled in organizing and directing these activities in schools while it maybe independent from ability in universities or colleges. Extracurricular activities live at all levels of teaching, from 4th-6th, younger high/middle building, piercing schoolhouse, college and lincoln training. These activities are mandatory in several institutions patch in others it's intentional. Where these are mandatory all schoolhouse students moldiness participate involution mostly let scholarly points in lieu of the efforts put by a grad in a fact expression. These are held outdoors definitive curriculum hours and the activities partaken depend on the nature of the institute and occasion. Christian convents schools get generally hold Xmas function as a field thing of the co-curricular activities due to christianity import. Time both schools are statesman monoclinal towards yearbook purpose. Few change signification to both. Today these activities someone metamorphose solon scholarly than e'er before. Most of the institutes spotlight them as a polar publicizing withal favourite and departure a experience prolonged lasting see for most. These activities are not examined in the self way that the donnish curriculum is, and because most of them demand approximate outside lessons, such activities bonk inferior position in training than the main curriculum. Notwithstanding, they are often held to be really key to the wider education of girlish men and women. Co-curricular activities comprise the nucleus of students' being been forked into quartet houses. Each asylum has a domiciliate Master & body of the period  to enchiridion the students for varied interior competitions

Types of Co-curricular Activities

Co-curricular activities are categorized low vii headings;

I. Literary Activities

2. Sensual Utilization Activities

3. Pleasing and Ethnic Process Activities

4. National Employment Activities

5. Ethnic Goodness Activities

6. Leisure Measure Activities CO-curricular activities

7. Excursion Activities

Types of Co-Curricular activities

" Morning facility programmes. 

" Inter-House competitions. 

" House meetings. 

" English speechmaking. 

" Hindi calligraphy. 

" English script. 

" On the begrime drawing & craft contention.      

" Group melodic. 

" Hindi elocution (speech). 

" English elocution. 

" Solo disclosure / rhymes. 

" Quiz competitions. 

" Moot (problematic) courts. 

" Rangoli competitions. 

" Individual talent demo. 

" Guest babble / slide exhibit. 

" Fancy neaten. 

" Various process clubs. 

" NCC - General Plebe Corps. 

" School ring. 

" Scout connection. 

" Girl guides. 

" Performing bailiwick. 

" School choirs (musical groups). 

" Foot drills. 

" Annual functions. 

" National sportsmanlike competitions. 

" Youth festivals. 

 

A Comparison of Idealism and Realism in Education

 A Comparison of Idealism and Realism in Education 

Comparison of Philosophy of Idealism with Philosophy of Realism:

Plato’s theory of Idealism:

Plato is an astute and important philosopher, who writes beautifully and with great power and elegance on Truth and Reality. His work is still profoundly important in today's Post modern world, and can be easily understood due to its simplicity of language and engaging style of dialogue. - He appreciated that all Truth comes from Reality and this Truth was profoundly important to the future of Humanity.

When the mind's eye rests on objects illuminated by truth and reality, it understands and comprehends them, and functions intelligently; but when it turns to the twilight world of change and decay, it can only form opinions, its vision is confused and its beliefs shifting, and it seems to lack intelligence. (Plato, 380BC

The idealists believes that material or physical universe is not complete expression of reality, the physical world is the manifestation of some great spirit behind it. While the physical and material world is destructible and changeable, the spirit behind it is indestructible and unchangeable

Idealism in general is the metaphysical doctrine,(metaphysics is an area of philosophy that is concerned with questions about reality.It deals with questions like: what is reality? What is existence? Is the universe rationally designed or ultimetly meaningless? The basic assumption of epistemological Idealism is that we only know our own ideas (representations or mental images) metaphysics also involves questions concerning ,Is human nature physicle or spritual (mind-body problem)?Does a person make free choices or do events and conditions force one into determined decisions? So "idealism" in general is, metaphysical that a world of material objects containing no thought either could not exist as it is experienced, or would not be fully "real.

Fundamental principles of Idealism:

· Idea is real

· Man is supreme creation

· God is the source of all knowledge

· Values are Absolute

1-Idea is real: It is a system of philosophy which believes that what is real is the idea of the object which is at the conscious level of our mind and not the object that we see which is a mere shadow of that idea.

2-Man is supreme creation:According to Idealism man is being spritual is a supreme creation of God.They believe that man has spirit or mind and through this spirit or mind he controls the environment.

3- God is the source of all knowledge: Although the man is supreme creation of God and he can create values, yet he cannot find knowledge of ulimate reality from anyone, elsewhere except God, not possible through the methods of observation, experimentation,reasoning,etc.,Idealists advocate the use of intution for knowing the ultimate.

4- Values are Absolute: Idealists believes in three spritual values, they are the Truth, the Beauty and the Goodness. The Truth is an intellectual value, the beauty is an aesthetic value and the good is a moral values. For Plato these three values are identical to each other.

Epistemology:

Things that are abstract super natural or out of human mind are not the facts. Idealist’s point of view about knowledge is that the good knowledge is useful for the society. Idealists believe that ideas are the only true reality. It is not that all idealists reject matter (the material world), but rather they hold that the material world is characterized by change, instability and uncertainty. While some ideas are enduring. Thus idealism might be more correct descriptive term for this philosophy. Idealism believes that what is real is the idea of the object which is at the conscious level of our mind and not the object that we see which is a mere shadow of that idea. Material or physical world is not complete expression of reality. To him the physical world is the manifestation of some great spirit behind it. (Shahid, 2006) Idealism believes in refined wisdom. It is based on the view that reality is a world within a person's mind. It believes that truth is in the consistency of ideas and that goodness is an ideal state to strive to attain. As a result, schools exist to sharpen the mind and intellectual processes. Students are taught the wisdom of past heroes. Aristotle’s theory of Realism:

Realism believes in the world as it is. It is based on the view that reality is what we observe. It believes that truth is what we sense and observe and that goodness is found in the order of the laws of nature. Realistic believe that the fact is something that is made an image in the human mind (Shahid, 2006.)

As a result, schools exist to reveal the order of the world and universe. Students are taught factual information. Realism is the classical philosophy of education. Like other aspects of life the Realism also searches in education for the fact and reality in education. Realism discuses the three basic questions of philosophy that is: 1) what is good? 2) What is fact? 3) What is reality? In the first question realism discuses with the nature of knowledge known as “Entomology”. The second question is about the nature of value, known as “Epistemology”. At the third question the educational philosophy discusses about the nature of beauty, known as “Axiology”(Shahid, 2006).

Realistic educators say that knowledge is that what is good. Virtue. The fact is in the supernatural. The physical world is just an image of the reality. Reality is that what is never changing (permanent). So if it is like that then there should be uniform education in everywhere. Realistic philosophy says that they have a treasury of literature in their literature that is a good source of knowledge. One has to get knowledge from this treasury of literature. Aristotle is known as the father of the realistic approach.

Comparison of idealism and realism in Education

Comparatively idealism and realism both are classic but two different doctrines of education. One is symbolist (Idealis) and the other is materialistic (realism) The source of knowledge in idealism is taken from the past literature that is usually abstract type of knowledge stressing the concept of supernatural (Metaphysical) phenomenon where the idealists focus upon the picture of an object in one’s ideas. The teacher in the idealistic approach is autocratic who has more knowledge and pedagogical strength then the pupil. He/she has to select the content and learning experiences for the what ever he/she thinks is suitable and in effective for the students.

. On the other hand the idealism has fully stressed upon the objects and their ideas on the human mind. Both the philosophies have to well furnish the students’ cognitive strength that is useful to prepare him for the life and its challenges. The teacher in idealism has to face the pupil and to engage him in the discussion in his/her selected topic. The student learns by the discussion. This method is known as ‘Debate’ or Socratic method.

While Realists place enormous emphasis upon critical reason aided by observation and experimentation. Realists support the lecture method and other formal ways of teaching. The teacher lectures and the learner has a role of passive and obedient listener. The learning experiences or content in the idealism is chosen situational regarding the need of the learner where in the idealism these learning experiences are chosen from the literature that have been written by the great philosophers in the past. The learner in the realistic approach is a passive factor that has to follow the teacher what ever the teacher says. He/she is a gentle and obedient in front of the teacher. The learner has to inculcate as much as he/she can and also can express his inculcated knowledge. He is a hardworking pupil. The same in idealism but here the learner is comparatively more active then that of the realism. The pupil can take participation in the discussion and debates. (Shahid, 2006).