pillars of education

 Four pillars of education

The ‘Four Pillars of Education’ were originally set out in a report for UNESCO by the International Commission on Education for the Twenty-First Century chaired by Jacques Delors (UNESCO, 1996). These pillars underline the very breadth and depth of UNESCO’s vision of education within and beyond schooling. Education, the report holds, must be organized around four fundamental types of learning throughout a person’s life:

1. Learning to know,
2. Learning to do,
3. Learning to live together, and
4. Learning to be.

Although they can be defined separately, they form an integrated whole and should ideally be present in all pedagogical encounters and the curriculum as a whole (Scatolini, 2010). The Four Pillars are programmatic and can be summed up as follows:

Learning to know: ‘Learning to know’ lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects. Learning to know implies learning how to learn by developing one’s concentration, memory skills and ability to think.

Learning to do: ‘Learning to do’ refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. Learning to do enables us to turn our knowledge into effective innovations.

Learning to live together: ‘Learning to live together’ is the pillar that the UNESCO Commission emphasizes more than any other. It refers first of all to developing an understanding of others through dialogue leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. ‘Learning to live together’ is also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.

Learning to be: ‘Learning to be’ is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person. As a means of personality training, education should be a highly individualized process and at the same time an interactive social experience.

By speaking of learning to know rather than of knowing, UNESCO indicates that this is a never-ending process that is both personal and shared. Education is not only about know-what, but also about know-why, know-how and know-what for. Said otherwise, learners are not called to merely become experts in their field, but also coworkers in knowledge production processes and managers of meaningful, responsible and sustainable development (Burgoyne & Reynolds, 2002)

 

direct method of teaching

 Direct method

The direct method of teaching, sometimes called the natural method. Not limited to but often used in teaching foreign languages, the method refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are:

·         teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials

·         teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)

·         centrality of spoken language (including a native-like pronunciation)

·         focus on question-answer patterns

Principles

1.    Classroom instructions are conducted exclusively in the target language.

2.    Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase.

3.    Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.

4.    Grammar is taught inductively.

5.    New teaching points are introduced orally.

6.    Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.

7.    Both speech and listening comprehensions are taught.

8.    Correct pronunciation and grammar are emphasized.

9.    Student should be speaking approximately 80% of the time during the lesson.

10. Students are taught from inception to ask questions as well as answer them.

 

Pedagogy

 

The key Aspects of this method are:

I. Introduction of new word, number, alphabet character, sentence or concept (referred to as an Element) :

• SHOW...Point to Visual Aid or Gestures (for verbs), to ensure student clearly understands what is being taught.

• SAY...Teacher verbally introduces Element, with care and enunciation.

• TRY...Student makes various attempts to pronounce new Element.

• MOLD...Teacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth.

• REPEAT...Student repeats each Element 5-20 times.

 

NOTE: Teacher should be aware of "high frequency words and verbs" and prioritize teaching for this. (i.e. Teach key verbs such as "To Go" and "To Be" before unusual verbs like "To Trim" or "To Sail"; likewise, teach Apple and Orange before Prune and Cranberry.)

II. Syntax, the correct location of new Element in sentence:

• SAY & REPEAT...Teacher states a phrase or sentence to student; Student repeats such 5-20 times.

• ASK & REPLY IN NEGATIVE...Teacher uses Element in negative situations (e.g. "Are you the President of the United States?" or "Are you the teacher?"); Students says "No". If more advanced, may use the negative with "Not".

• INTERROGATIVES Teacher provides intuitive examples using 5 "w"s (Who, What, Where, Why, When) or How". Use random variations to practice.

• PRONOUNS WITH VERBS Using visuals (such as photos or illustrations) or gestures, Teacher covers all pronouns. Use many random variations such as "Is Ana a woman?" or "Are they from France?" to practice.

• USE AND QUESTIONS...Student must choose and utilize the correct Element, as well as posing appropriate questions as Teacher did.

III. Progress, from new Element to new Element (within same lesson):

A. Random Sequencing:

1. After new Element (X) is taught and learned, go to next Element (Y).

2. After next Element (Y) is taught and learned, return to practice with Element (X).

3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go to 3rd Element (Z).

4. Go back to 1 and 2, mix in 3, practice (X-Y-Z; Z-Y-X; Y-Y-Z, etc.) and continue building up to appropriate number of Elements (may be as many as 20 per lesson, depending on student, see B.1), practicing all possible combinations and repeating 5-20 times each combination.

B. Student-Led Limits:

1. Observe student carefully, to know when mental "saturation" point is reached, indicating student should not be taught more Elements until another time.

2. At this point, stop imparting new information, and simply do Review as follows:

C. Review: Keep random, arbitrary sequencing. If appropriate, use visuals, pointing quickly to each. Employ different examples of Element that are easy to understand, changing country/city names, people names, and words student already knows. Keep a list of everything taught, so proper testing may be done.

D. Observation and Notation: Teacher should maintain a student list of words/phrases that are most difficult for that student. List is called "Special Attention List"

IV. Progress, from Lesson to Lesson:

• LESSON REVIEW The first few minutes of each lesson are to review prior lesson(s).

• GLOBAL REVIEW Transition from Lesson Review to a comprehensive review, which should always include items from the Special Attention List.

V. Advanced Concepts:

• Intermediate and Advanced Students may skip some Element introduction as appropriate; become aware of student's language abilities, so they are not frustrated by too much review. If Student immediately shows recognition and knowledge, move to next Element.

• Non-Standard Alphabets: Teaching Student to recognize letters/characters and reading words should employ same steps as in above Aspect I. and alphabet variations may be taught using Aspect III. Writing characters and words should initially be done manually, either on paper or whiteboard.

• Country Accents: Any student at intermediate stages or higher should be made aware of subtle variations in pronunciation, which depend on geography within a country or from country to country. It should be noted that an integral aspect of the Direct Method is varying the setting of teaching; try different scenarios using the same Element. This makes the lessons more "real world," as it will bring some confusing distractions to the student and employ organic variables common in the culture and locale of language use.^[1]

Historical context

The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language.

There was an attempt to set up conditions that imitate mother tongue acquisition, which is why the beginnings of these attempts were called the natural method. At the turn of the 18th and 19th centuries, Sauveur and Franke proposed that language teaching should be undertaken within the target-language system, which was the first stimulus for the rise of the direct method.

The audio-lingual method was developed in an attempt to address some of the perceived weaknesses of the direct method.

 

 

allha and islam

 ALLAH (GOD)

 Allah is an Arabic word.  Allah (God), the one and only God in Islam.  Etymologically, the name Allah is a contraction of the Arabic al-llah, “The God”.   The name’s origin can be traced back to the earliest semitic writings in which the word for God was il or el.  Allah is the standard word for God and is used by Muslims.

Allah is the pivot of the Muslim faith.  Islam holy scripture, the Qur’an, constantly preaches Allah’s reality, his inaccessible mystery, his various names, and his actions on behalf of his creature.  Three themes preponderate:

(1)   Allah is the Creator, Judge and Rewarder;

(2)   He is unique (Wahid) and inherently One (Ahad);

(3)   He is Omnipotent and all Merciful.

Allah is the “Lord of the worlds”, the most high, nothing is like unto him, and this in itself is to the believer a request to adore Allah as the Protector and to glorify his powers of compassion and forgiveness.

Allah is often conceived as the Supreme and principal object of faith. Allah, says the Qur’an,  “loves those who do good, and two passages in the Qur’an express a mutual love between him and humanity.

The Muslims piety has collected, in the Qur’an and in the Hadith (the sayings of the Prophet Muhammad SAW), the 99 “most beautiful names” (al-Asma, al-Husna) of Allah.  These names have become the objects of devoted recitation and meditation.  Among the names of Allah are the One and Only, the Living One, the Subsisting (al-Hayy- ul-Qayyum), the Real Truth (al-Haqq), the sublime (al-Azim), the Wise (al-Hakim), the omnipotent (al-Aziz), the Hearer (al-Sami), the Seer (al-Baseer), the omniscient (al-Aleem), the witness  (al-Shahid), the Trustee (al-Wakil), the Benefactor (al-Rehman), the merciful (al-Rahim), and the constant forgiver (al-Ghafoor, al-Ghaffar).

The most fundamental concept in Islam is Tauheed (meaning “oneness” or “uniqueness”).  God is described in the Qur’an as: “say: He is Allah, the one and only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotton; and there is none like unto him.  In Islam, God is beyond all comprehensions or equal and does not resemble any of his creations in anyway.  Thus Muslims are not iconodules, and are not expected to visualize God. 

At all times there have been free thinkers in Islam, but rare has been the Muslim thinker who has denied the very existence of Allah.  Indeed the profession of faith (Shahadah) by which a person is introduced into the Muslim community consists of the affirmation that there is no God but Allah and that Muhammad (SAW) is his Prophet.  For pious Muslims, every action is opened by an invocation of the divine name (Bismillah).  The formula Insha Allah, “if Allah wills”, appears frequently in daily speech.  This formula is the reminder of an ever present divine intervention in the order of the world and the actions of human beings.  Muslims believe that nothing happens and nothing is performed unless it is by the will or commandment of Allah.  The personal attitude of a Muslim believer, therefore, is a complete submission to Allah, “whom one does not question” but whom one knows according to the Qur’an to be a fair judge, at once formidable, benevolent and the supreme help.

The Muslims who have/had weak beliefs, some questions arise in their minds. The Holy Qur’an answers us about these questions.  For example:

Q:        If God created everything, then who created God?

A:         According to Qur’an:  Allah tell us that he is the only Creator and sustainer of all that

exists and that nothing and no one exists alongside Him, nor does He have any partner.  He tells us that he is not created, nor is He like His creation in any way.  He calls Himself by a number of names and three of them are:

 

(a)   The First:  (Al-Awal)

(b)   The Last: (Al-Akhir)

(c)    The Eternal, who is sought after by His creation, while He has no need from them at all. (As-Samad)

 

He always has existed and He never was created, as He is not like his creation, nor similar to it, in any way.

 

Q:        How can you believe in God, when you can’t see, hear, touch, smell, taste or even imagine what He is?

 

A:         We know from the teachings of Muhammad (SAW) that no one has ever actually seen God, at least not in this life time.  Nor are we able to use our senses to make some kind of contact with Him.  However, we are encouraged in Islam to use our senses and our common sense to recognize that all of this Universe could not possibly come into existence on its own.  Something had to design it all and then put it into motions. That is beyond our ability to do, yet it is something that we can understand.  We don’t have to see an artist to recognize a painting, correct.  So, if we see painting without seeing artist’s painting them, in the same way, we can believe that Allah created everything without having to see Him or touch, or hear, etc.,

 

 

Q:        Where is God? 

A:         Some other religions teach that “God is everywhere”.  This is actually called “Pantheism” and it is the opposite of our believe  system in Islam.  Allah tells us  clearly that there is nothing anywhere in the Universe that resembles Him, nor is He ever in His creation.  He tells us in the Qur’an that He created the Universe in six “Yawm” (periods of time) and then He “Astawah, Ala Al-Arsh” (rose up, above His throne).  He is there (above His throne) and will remain there until the end times.

 

Q:        Why did God create everything?

 

A:         Allah says in his Qur’an that He did not create all of this for any foolish purpose. He tells us that He created us or the purpose of worshipping Him, alone and without any partners.

 

Q:        Is God pure, good, loving and fair?  If so, then where does Evil, hatred and injustice come from?

 

A:         Allah tells us that He is pure, loving, and absolutely just in every respect.  He says that He is the best of judges.  He also tells us that the life that we are in is a test.  He has created all the things that exist and He has created all that happens as well.  There is nothing in this existence except what He has created.  He also says in the Qur’an that He created Evil (although He is not evil).  He is using this as one of the many tests for us.   

     

 Q:       Does God really have power of things?  If so, then why does He let people become sick, oppressed and die?

 

A:         Allah has created all that we call the universe as a test for us.  This is not our final destination. What we might consider to be “bad” or “good” could actually be quite the opposite.  As regards oppression, this is something that Allah forbids for Himself to do to anyone and He hates it when any one oppresses someone else.  He does have absolute power over everything.  He allows sickness, disease, death and even oppression so that we can all be tested in what we do.

 

Q:        Can you prove there is a God?

 

A:         Can you prove that you exist? Yes, of course you can.  You merely use your senses to determine that you can see, here, feel, smell, taste and you have emotions as well.  All of this is a part of your existence.  But this is not how we perceive God in Islam.  We can look to the things that He has created and the way that He cares for things and sustains us, to know that there is no doubt of His existence.

            Think about this the next time that you are looking up at the moon or the stars on a clear night, could you drop a drinking glass on the sidewalk and expect that it would hit the ground and on impact it would not shatter, but it would divide up into little small drinking glass, with iced tea in them?  Of course, not.

            Can a fast food restaurant operate itself without any people there?  That is crazy for anyone to even think about.

            After considering all of the above, how could we look to the universe above us through a telescope or observe the molecules in a microscope and then think that all of this came about as a result of a “big bang” or some “accident”.

 

Q:        If there is only one God, then why are there so many religions?

 

A:         Allah does not force anyone to submit to Him.  He has laid out a clear path and then made it known to them the two ways (Heaven or Hell).  The person is always free to make his or her own choice.  There is no compulsion in the way of “Islam”.  Whoever chooses to worship Allah without partners and is devoted to Him and is obeying His commands as much as possible, has grasped the firm hand hold that will never break.  Whoever denies God and chooses some other way to worship or not to believe at all, for them there is an eternal punishment that is most horrible (Hell).

            All religions originated with Allah and then people began to add or take away from the  teachings so as to take control over each other.  Man made religions are an abomination before the Lord and will never be accepted. He will only accept true submission, obedience and in purity and peace to His commandments.

 

Q:        How do you know that the Qur’an is really from God?

 

A:         Muslims have something that offers the most clear proof of all – the Holy Qur’an.  There is no other book like it anywhere on earth.  It is absolutely perfect in the Arabic language.  It has no mistakes in grammar, meanings or contexts.  The scientific evidences are well known around the entire world, even amongst non-Muslims scholars, predictions in the Qur’an have come true;  and its teachings are clearly for all human beings, all places and all times to come.  No one has been able to produce a book like it, nor 10 chapters like it, nor even one chapter like it.  It was memorized by thousands of   people during the life time of Muhammad (SAW), and then this memorization was passed down from teacher to student for generation after generation from mouth to ear and from one nation to another.  Today every single Muslim has memorized some part of the Qur’an in the original Arabic language that it was revealed in over 1400 years ago, even though most of them are not Arabs.  There are nine million (9,000,000) Muslims living on the earth today who have totally memorized the entire Qur’an, word for word, and can recite the entire Qur’an, in Arabic just as Muhammad (SAW), did 14 centuries ago.

 

Q:        Why does Qur’an say “He” when referring to God (Allah) if God is not having Gender?

 

A:         The word “He” is used when referring to Allah out of respect dignity and high status.  It would be totally inappropriate to use the word “it” and would not convey the proper understanding of Allah being who Allah is; alive, compassionate, forgiving, patient, loving, etc.  It is not correct to associate the word “He” with gender, as this would be comparing Allah to the creation, something totally against the teaching of Quran.

 

 What is the Importance of Time Table?

 Second school clock, spark plug and a mirror: Time table is said to be the second clock which indicates all the activities undertaken in a school. It shows the hours of school work, kind of work or subjects, the teachers at work and at rest, the rooms being used in a certain period, recreational time, time of roll call, time of morning assembly, time of drill, games and other co curricular activities and time of interval. The school is the spark plug of the school which sets into motion its various activities and programmes. Time table is a mirror that reflects the entire educational programme followed in the school. It serves the following purposes:

(1) Eliminates Wastage of Time and Energy:

Undoubtedly all planned programmes eliminated wastage of time and energy and it equally true in the case of a school time-table. The work is and by is large,

equitably distributed among the members of the staff. It directs the teachers and students energy and attention to one thing at a time by placing proper persons at their proper place at the proper time and in die proper manner.

(2) Ensures due attention to every Subject or Activity:

The framing the time-table, due attention is given to every subject. Periods are allotted to different subjects according to their importance and their nature.

(3) Develops Moral Values:

It helps to develop Qualities like punctuality and regularity both in the teachers and the taught by placing before them a set programme of activities.

(4) Brings System in the School Life:

It provides work for students and keeps them busy and thereby helps in maintaining discipline. In the absence of any time-table there is found to be chaos and confusion in the school.

(5) Ensures Regular and Even Progress:

Regular and even progress is ensured because time­table prevents laxity and shortages.

(6) Psychological Value:

It has got a psychological value leading to the removal of fatigue which may occur due to prolonged hours of teaching and learning.

(7) It ensures equitable distribution of time to different subjects and activities:

Time-table helps in avoiding the allotment of too much or too less work to any teacher.

(8) Develops Good Habits:

It helps in developing regular habits of work.

(9) Advance Planning by the Teachers and Students:

Time-table helps in chalking out plans in a systematic manner.

Form of a Time-table:

The form of a time-table depends upon the nature of activities carried in a school the more the number and variety of activities, the more type of time-tables. In an ordinary school four forms of time-table i.e. consolidated time-table of the school, class time-table, teacher's vacant period time-table and teacher's time­table will serve the purpose. Time-table for co curricular activities is coming into vague in view of their importance in the field of education. Similarly in school where games are properly organised, the need for games, be stressed. The time-table for home-work is also maintained by sonic schools.

Ideally speaking there should be seven types of time-table:

(1) Master time indicating the entire programme of the school

(2) Class time-table.

(3) Teacher's time-table.

(4) Vacant period time-table.

(5) Games time-table

(6) Co curricular activities time-table.

(7) Home-work time-table.

One copy of the class time-table should be kept in the classroom concerned. A copy of the teacher's time­table should be put in the staff room. One copy of each time-table should be kept in the Head Office, so that he may know at a glance what work a particular class or teacher is doing at a given time.

 Meanings of Management

The term ‘management’ encompasses an array of different functions undertaken to accomplish a task successfully. In the simplest of terms, management is all about ‘getting things done’. However, it is the way and the process of how one achieves ones target or goals and it is in this respect that management is considered an art and a science as well.

The term management may be recently defined, but it existed at a time when men started learning the art of organizing, strategizing (during wars) and/or simply planning. At the core of it, management was quintessentially considered as an art of ‘managing men’ and hence the term “manage-men-T.”

Management in all business and organizational activities are the acts of getting people together to accomplish desired goals and objectives efficiently and effectively. Management comprises planning, organizing, staffing, leading or directing, and controlling an organization (a group of one or more people or entities) or effort for the purpose of accomplishing a goal. Resourcing encompasses the deployment and manipulation of human resources, financial resources, technological resources, and natural resources.

Rousseau (1972) pointed out “A real knowledge of things may be a good thing in itself, but the knowledge of men and their opinions is better, for in human society.”

Peter Drucker(1993) defined management as “Supplying knowledge to find out how existing knowledge can best be applied to produce results is, in effect, what we mean by management. But knowledge is now also being applied systematically and purposefully to determine what new knowledge is needed, whether it is feasible, and what has to be done to make knowledge effective. It is being applied, in other words, to systematic innovation.”

Management today combines creative, business, organizational, analytical and other skills to produce effective goal-oriented results! Some of the key functions in management includes learning to delegate, planning and organizing, communicating clearly, controlling situations, motivating employees, adapting to change, constantly innovating and thinking of new ideas, building a good team and delivering results which are not just figure -bound but results that also focus on overall growth and development.

Management focuses on the entire organization from both a short and a long-term perspective. Management is the managerial process of forming a strategic vision, setting objectives, crafting a strategy and then implementing and executing the strategy.

Approaches

In general terms, there are two approaches to management:

-The Industrial Organization Approach: This approach is based on economic theory which deals with issues like competitive rivalry, resource allocation, economies of scale. This approach to management assumes rationality, self interested behavior, profit maximization.

- The Sociological Approach: This approach deals primarily with human interactions. It assumes rationality, satisfying behavior, profit sub-optimality.

Management theories can also be divided into two sets. One is the set that concentrates mainly on efficiency and another is the set that concentrates mainly on effectiveness. Efficiency is about doing things the right way. It involves eliminating waste and optimizing processes. Effectiveness is about doing the right things.

Basic functions

Management operates through various functions, often classified as planning, organizing, staffing, leading/directing, and controlling/ monitoring, Motivation .i.e

• Planning: Deciding what needs to happen in the future (today, next week, next month, next year, over the next 5 years, etc.) and generating plans for action.
• Organizing: (Implementation) making optimum use of the resources required to enable the successful carrying out of plans.
• Staffing: Job analyzing, recruitment, and hiring individuals for appropriate jobs.
• Leading/Directing: Determining what needs to be done in a situation and getting people to do it.
• Controlling/Monitoring: Checking progress against plans.
• Motivation: Motivation is also a kind of basic function of management, because without motivation, employees cannot work effectively. If motivation doesn't take place in an organization, then employees may not contribute to the other functions (which are usually set by top level management).

Hierarchy of Management

The management of a large organization may have about five levels:

1. Senior management (or "top management" or "upper management")
2. Middle management
3. Low-level management, such as supervisors or team-leaders
4. Foreman
5. Rank and File

Top-level management

• Require an extensive knowledge of management roles and skills.
• They have to be very aware of external factors such as markets.
• Their decisions are generally of a long-term nature
• Their decisions are made using analytic, directive, conceptual and/or behavioral/participative processes
• They are responsible for strategic decisions.
• They have to chalk out the plan and see that plan may be effective in the future.
• They are executive in nature.

Middle management

• Mid-level managers have a specialized understanding of certain managerial tasks.
• They are responsible for carrying out the decisions made by top-level management.
• finance, marketing etc comes under middle level management

Lower management

• This level of management ensures that the decisions and plans taken by the other two are carried out.
• Lower-level managers' decisions are generally short-term ones.

Foreman / lead hand

• They are people who have direct supervision over the working force in office factory, sales field or other workgroup or areas of activity.

Rank and File

• The responsibilities of the persons belonging to this group are even more restricted and more specific than those of the foreman.

 

Principles of School Management

 

1.      The policies of the school have been developed according to educational principles, government policies and the goals of elementary school education.

2.      Reinforce administrative organization, maintain job responsibilities and boost work efficiency.

3.      Follow a democratic approach, make personnel, funds, opinions, rewards and punishment public in an attempt to lead the school toward united and harmonious direction.

4.      Strengthen personnel management, increase employees’ motivation. Look, listen and understand more. Promote a focus on mobile management.

5.      Emphasize delicate campus planning, improve working environment, and inspire employees’ professional spirit.

6.      Encourage in-service teacher education to improve teaching methods and counseling skills in order to more effectively implement educational functions.

7.      To respect and serve rather than manage

8.      Focus on teachers’ sense of honor and responsibility

9.      Focus on research, experimentation, innovation and the teaching profession. Invigorate teachers’ spirit and stimulate educational renovation.

10.  Enhance teaching equipment and make good use of social resources in order to create modern well-developed citizens.

11.  Incorporate the five main themes of education, and teach students in accordance with their aptitudes to maximize their talents.

12.  Focus on the planning and delivery of special education services.

13.  Strengthen life education, moral education, and traffic safety education in order to develop a harmonious atmosphere.

14.  Develop good relationships with communities, make use of social resources, and continue school development in order to make the school a center of community development.  

Principles of Management

What is principle? It is a generation that is widely accepted as true system. Principles always are to be considered helpful for several reasons.

First: They help to make more accurate decision, applying in any situation and eliminating guesswork.

Second: it saves time. Principles provide guidelines for actions.

Third: principles enable the people to pass information from one generation to another.

There are few Principles which are to be adapted in management.

1. Planning Principles

a)      Principle of the Primary Objectives

b)      Principle of adequate alternative

c)      Principle of contingencies

2. Organizing Principles

a)      Unity of Command principle

b)      Adequacy of authority principle

c)      Scalar (chain-of-command) principle

3. Staffing Principles

a)      Principle of developing a successor

b)      Principle of manager evaluation

c)      Principle of management development

4. Directing Principles

a)      Principle of harmony of objective

b)      Principle of manager’s example

c)      Principle of motivation

5. Controlling Principles

a)      Principle of standards

b)      Principle of measurement of performance against standards

c)      Principle of corrective action