UNIT ONE

After successful completion of this unit, the students

will be able to:
 Define the essence of society
 Explain how schools are organized
 Portray the purpose of schooling in addressing the
contemporary goals of education
 Describe the unique nature of educational
organizations and the schools
 Explain the different segments/components of the
society around the school
 State the major objectives of creating close school
society relations
 Discuss the rational for school-society relations
1.1. DEFINITION OF SOCIETY

Society is a group of people related to each

other through persistent relations who are
sharing geographical or virtual territory,
subject to the same political authority and
dominant cultural expectations.
Understanding the society may require
 analyzing the society in terms of physical
location,
 the climatic conditions,
 the people (customs & traditions, population
characteristics, communication channels,
community groups, leadership & economic
conditions).
 Society can be explained as a state of fellow- feeling,
cooperation, friendship & sympathy among two or
more persons who together with common feelings,
bonds & aspirations
 Variety of interactions
 Feeling of Solidarity
 Total culture
 Social Organization
 Functional differentiation
 List down the identifying features of society and
discuss them.
 How a society does benefits its members.
 What are the issues to be analyzed for the better
understanding of a given society?
 According to the describing characteristics of a society,
think of a society you belong to and describe it.
1.3.3 Function of schools

Dear students what do you think the

importance and function of Schools?
 transmit the huge treasure of knowledge or
extensive cultural heritage to the rising
generation.
 ensure the harmonious development of child
personality through pre-planned objectives.
 agency to for the propagation of ideals &
ideologies of state
 traditional
 modern or progressive schools.
Traditional schools
 impart only formal education
 came into existence when family failed to impart the needed
education to its children
 It was given by the church in early time when church and
state were together
 more importance is given to the subject matter than the
child.
 dozens of content are forced down into the minds of
children without paying attention to their interests,
inclinations and capabilities
have emphasized child centered education.
The entire educationists have opposed the traditional
schools in which ready-made knowledge is thrust upon
the minds of child forcibly without caring for their
individual differences.
in progressive schools, the personality of each child is
honored
Each child is provided such pleasant and conducive
environment in which he develops his personality
according to his innate tendencies, capabilities and
speed.
In traditional schools more importance is given
to the subject matter than the child. Hence,
dozens of content are forced down into the
minds of children without paying attention to
their interests,
Empowering communities requires
 a level of decentralization to give localities
meaningful decision-making & administrative
power, while holding these communities
accountable also requires a level of
centralization of power in order to regulate.
 What do we mean by a school?
 What are the differences between traditional
schools and progressive schools?
 Explain the importance of schools and their
functions to the society.
 Discuss in brief the two major purposes of
schooling in a given society.
 Discuss the problems of our schools in view
of how the schools should be organized.
 Public visibility & sensitivity
 Crucial to the society
 Intimacy of necessary relationship
 Complexity of functions
 Difficulty in appraisal
 Staff professionalization
 Bush et al (1980) also identified the following
four unique features of educational
institutions:
 Difficulty in defining school objectives as
compared to defining industrial objectives
 Human beings are the raw materials for
schools
 Difficulty of measuring educational outputs in
a similar way with other institutions
 Similarity of the training of the staff
 Discuss in brief what really makes
educational organizations & schools unique
social institutions. What do you think is the
implications of these unique features in view
of the management of educational
organizations & schools?
 Policy making
 Service delivery
 Community development
 Individual development
 Organizational effectiveness
 Performance of students
UNIT TWO
After successful completion of this unit you will
be able to
 Explain the purpose of schooling
 Appreciate the different forms of education
 Explain the major goal of education
 Define diversity in education
 Appreciate strategies to address diversity in
education
 Explain the relationship between school
culture and leadership
 Two primary opposing views exist regarding
the purpose of schools.
 Some, such as the Business Roundtable (A.
Ryan, 2004) and Achieve (Achieve, 2004), an
organization created by governors and
business leaders, believe that the primary
purpose of schools should be to create
workers who have skills and personal styles
to fill and perform available jobs
 Others believe this outcome is too narrow.
For this group of people schools should seek
to develop active citizens, helping children
develop their own capacity for personal
achievement and contributing to society as an
active citizen for democracy.
Helping students to:

 become an informed citizen

 Be able to read for pleasure
 Be trained in the rudimentary skills necessary for
employment
 Homogenize society, at least a bit
 Pasteurize out the dangerous ideas
 Teach future citizens how to conform
 Teach future consumers how to desire
 Build a social fabric
 Create leaders who help us compete on a world stage
 Generate future scientists who will advance science and
technology
FORMAL EDUCATION
Dear learner,
 What do you understand by formal education?
 Try numerate some of the advantages and
limitations of formal education
 Formal education corresponds to a
systematic, organized education model,
structured and administered according to a
given set of laws and norms, presenting a
rather rigid curriculum as regards objectives,
content and methodology
 It is characterized by a contiguous education
process which necessarily involves the
teacher, the students and the institution
 How do you define non formal education?
It an education system is not presential most of
the time - non-contiguous communication
 It is an education system is not presential
most of the time - non-contiguous
communication
 It does not require student attendance,
decreasing the contacts between teacher and
student and most activities take place outside
the institution
 Correspondence course participants are
found in all age brackets and economic-
social classes. But, which are the main
features of correspondence learning? It is a
planned and systematized activity, based on
the preparation of printed educational
materials which are forwarded to students
who are physically separated from the
teachers who can give but a limited
assistance to them
 Correspondence learning is an individualized
learning system that allows students to
proceed at their own pace, according to their
interests
 Distance learning is based on non-
contiguous communication, that is, “the
learner is at a distance from the teacher for
much, most or even all the time during the
teaching-learning process”.
 Open learning systems are defined as those
which offer students a measure of flexibility
and autonomy, to study the programmes of
their choice when and where they wish, and
at a pace to suit their circumstances
 It does not correspond to an organized and
systematic view of education; informal
education does not necessarily include the
objectives and subjects usually encompassed
by the traditional curricula
Dear students what do you think the purpose
of education?
 Different philosophers explain the
purpose/goal of education in different ways
as their philosophy of education is not alike
 See page 31 & 32
 Diversity is the ability to recognize how to
relate to those who are different groups from
our own
 These include race, class, gender, physical
abilities, and sex orientation in addition to
religion, educational background,
geographical location, family income, and
parent status
 What is Culturally Responsive Pedagogy?
The educational system is the institution that
provides the physical and political structure
for schools. To make the institution more
culturally responsive, reforms must occur in
at least three specific areas (Little, 1999):
 Community involvement
 School policies and procedures
 Organization of the school
 Acknowledge students’ differences as well as their
commonalities
 Validate students’ cultural identity in classroom
practices and instructional materials
 Educate students about the diversity of the world
around them
 Promote equity and mutual respect among students
 Assess students’ ability and achievement validly
 Foster a positive interrelationship among students,
their families, the community, and school
 Motivate students to become active participants in
their learning
 Encourage students to think critically
 School culture is a broader term and
encompasses not only how students and
adults feel about their school but also the
values, traditions, assumptions, beliefs and
ways that give the school its identity and
specify its standards for behaviour
 Positive staff attitude and high morale
 Teamwork and the sharing of responsibilities
 A healthy and safe physical environment
 Opportunities for student involvement,
commitment, responsibility and success
 High expectations for students and teachers
 Clear and effective communications of school
expectations
 The nurturing of personal identity
 The encouragement and recognition of
achievement
 leadership may be defined as the art or process
of influencing employees so that they will strive
willingly toward the realization of common goals
(personal goals and organizational goals)
 The leadership process consists of three
elements the leader, the follower, and specific
situation in which leadership is exercised
The important characteristics of leadership are:
 Leadership is a personal quality
 Leadership presupposes the existence of a
group. It is only when there is group of
followers that the leadership can exist.
 Leadership aims at influencing people.
 Leadership can exist only when it is for the
realization of common goals
 UNIT OBJECTIVES
 At the end of the unit the learners will be able to:
 Explain the need for participatory approach in
education
 Define decentralization, accountability, autonomy
and empowerment
 Explain the obstacles, risks and uncertainties of
society participation in education
 Distinguish the difference between paternalistic and
populistic approach to society participation in
education
 List the major partners in school-society relation
 Explain the contribution of partners in school and
society relation
 Shaeffer (1994) clarifies different degrees or levels of participation,
and provides seven possible definitions of the
term, including:
 involvement through the mere use of a service
(such as enrolling children in school or using a
primary health care facility);
 involvement through the contribution (or
extraction) of money, materials, and labor;
 involvement through ‘attendance’ (e.g. at parents’
meetings at school), implying passive acceptance
of decisions made by others;
 involvement through consultation on a particular
issue;
 participation in the delivery of a service, often as a
partner with other actors;
 participation as implementers of delegated
powers; and
 Participation “in real decision making at every
stage,” including identification of problems,
the study of feasibility, planning,
implementation, and evaluation.
 Decentralization is a process often
particularly crucial in any attempt to facilitate
the participation of a broader range of actors
in development. It transfers the decision
making power to the local community or to
the beneficiaries of educational services
 Decentralization is another concept, however,
fraught with multiple and often contradictory
variations (Rondinelli et al1990, Hallak, 1990,
Bray, 1987, Bloomer, 1991). These include:
 Deconcentration
 Devolution
 Privatization
 Accountability relates to who is required to
report to whom about - and therefore can
ultimately be held responsible for - the
determination and implementation of policies
and procedures, the achievement of goals,
the performance of institutions, and
compliance with standards and regulations
 "a group process where people who lack an
equal share of valued resources gain greater
access to, and control over, those resources"
(Bernard Van Leer Foundation, 1990:2)
 As a result, poor communities come more
explicitly to assert rights and responsibilities
in determining the direction of their own
development (Bemard, 1990:7)
 capacity-building
 Economic goals
 political goals
 Programmatic
 Ideological goals
 psychological
 Dear students what do you think the major
Obstacles to school- Society Participation?
3.4.1. Paternalistic and Populist Approach to
Society Participation in Education
 The paternalistic approach assumes that rural
people are passive and fatalistic, uninterested
in improving their lives, and incapable of
initiative in making improvements
 Consequently, everything must be done for
them (or to them) in a top-down,
bureaucratic manner
 An opposing view is the Populistic approach
which assumes that rural people are vitally
interested in change and completely capable
of transforming their communities if only the
politicians and bureaucrats would leave them
alone
Activity 5
 Who are the potential partners in school-
society participation? How these partners
contribute for education.
 Explain the role of internal and external
partners of the school?
 3.4.2.2. The school: heads and teachers
 3.4.2.3. The community: parents and local
organizations
 3.4.2.4. Non-Governmental Organizations
(NGOs)
 UNIT OBJECTIVES
 After successful completion of this unit you will
be able to:
 Recognize the role of the society in diagnosing
educational conditions, Needs, priorities and
resources.
 Appreciate the participation of society in policy
making and school governance
 Develop the basic skills in creating conducive
environment for the participation the community
in the instructional process.
 Realize the benefits of community participation
in education.
Encouraging participation of different
community members in the process of
educational needs assessment will help
teachers to better understand the
population's own perceptions, priorities, and
capacities regarding educational activities.
Particularly, it will enable:
 to make a more accurate need assessment
 to identify relevant educational goals and
objectives
 to increase the motivation of the learners,
parents, and the community to participate in
educational programs
 to identify the main effects of emergencies on
education
 to assess available human resources
 to assess existing education facilities and
services
 Activity 2
 Dear students
 Why we need to diagnose participation?
 What possible things do you think are
important to make a more participatory
process of diagnosis?
 A more participatory process of diagnosis
entails two things: (1) The creation of a data-
based development 'profile' of the community
(of perhaps of the kebele or woreda),
especially in the sector of education, and (2)
The development of mechanisms to
encourage the involvement of members of
the community in the process.
 Activity 3
 Dear student,
 What do you think is the advantage of
developing community profile?
 What ingredients should be included in a
given community profile?
 The creation of a community profile can help
clarify the development problems of a
community and the potential role of
education in resolving these problems. It
requires the surveying of a variety of different
issues as illustrated below
 Activity 4
 Dear learners, can you suggest some ways by
which the community members involve in
diagnosis?
 Activity 5
 Dear learner, what do you understand by the
term “Governance” in education? And why it is
so important?
 What is the difference between policy making
and governance?
 4.2.1. The need for School Governance
 "The establishment, modification, and
implementation of schools' goals and objectives
includes:
 the selection of specific targets related to areas
 the development of school policies
 The planning of school programmes
 . The managing and accounting for school
finances
 The collecting of funds from sources
 The determining of a .school's annual financial
requirements and bud
 Activity 6
 Can you provide some other aspects of
school governance by which the community
can take part?
 What other sources of fund is available in
your school?
 Who do you think are responsible to finance
schools?

 One author has described three models of
educational governance.
 "The administrative model leaves educational
governance to the central office or other
offices down the hierarchy where power has
been delegated.
 The professional model leaves governance to
the professionals at the school site on
thegrounds that they are the best to
determine the needs of learners and best
capable of
 The participatory model is one which aims at
involving 'lay' people or communities and
parents" (Chimwenje, 1992:8).
Activity 7
 Which one of the above models do you think
is more effective? Why?
 Which one do you feel is good leaving
governance to professionals or involving lay
people?
 Activity 8
 Dear learner!
 Can you think of some ways of enhancing
community participation
 UNIT OBJECTIVES
 After successful completion of the unit you
are expected to:
 Explain the impacts of social, political,
cultural and organizational norms on
education policy implementation
 Identify institutional and individual openness
 Increases commitments of participation in
school affairs
 Explain the importance of community
empowerment in school support
 Activity 1
 Define the term ‘norm’ and explain how the
social, political and cultural norms affect
school-community relationships
 What is meant by institutional openness in
school community relationship?
 In a closed and hierarchically segmented
society, it will be very difficult to establish
participatory relationships between the
school and the community.
 Clearly, speaking collaboration in education
can be successful if individual schools,
clusters, and district offices wanted to
provide better education and were willing to
work collaboratively to achieve it
 Openness is the first norm is to the outside
world, to new ideas and new ways of doing
things, or to changes in social life. Such
openness includes individual schools and
their staff, the education system and the
bureaucracy in particular and the national
political and cultural environment in general.
 The process of encouraging participation will
be enhanced to the degree that the national
environment is an open one. Many would
argue that genuine participation is "feasible
only in a political system in which efforts are
undertaken to remedy economic and social
injustice" (Bude, 1985:275).
 However, they require different degrees of
openness, transparency, permeability, and
flexibility.