Educational psychology Essay

Introduction Welcome to the survey of another of import topic in the Bachelor of Education Curriculum. By the terminal of this class the pupil will be able to: 1. Define. sociology and sociological foundations in instruction. 2. Identify any five of import points about the relevancy of Sociological foundations in instruction. 3. Examine autochthonal Ghanaian Education System and its influence on Western Formal Education. 4. Pull a differentiation between educational sociology and sociology of instruction.

5. Analyze the duality between rural and urban instruction bringing. 6. Discourse the kineticss and import of civilization. 7. Define socialisation and its relevancy to Western Formal Education. Definition of Sociology and Sociological Foundations in Education 1. Vander Zanden sees Sociology as the scientific survey of human organisation. 2. Agyeman ( 1992. p. 47 ) . sees “Sociology” as “ a subject which surveies the nature and maps of human societies and the alterations that take topographic point within them.

” He believes that sociology is mostly concerned with understanding the relationships that exist between people which finally govern their behaviour within the society. 3. Metta Spencer considers Sociology as the survey of human group life. The inquiry is. what is human group life? Human group life refers to the life of people in an establishment. Such people are governed by conventions ( unwritten fundamental law. or unwritten regulations and ordinances ) . with purposes and intents for pasting them together within a peculiar location. 4.

Sociology as a subject is interested in what makes human group life. possible. within a given society. 5. What is society? The term society refers to the full complex web of the societal universe. It may mention to societal life in the abstract. without mention to a specific topographic point. but more frequently. it refers to a state. a state or a province like Ghana. Nigeria. Gambia. etc. What is Educational Sociology? Bhattacharya ( 2003. 2006. p. 1. . in Brown 1947 ) . defined Educational Sociology as the application of Sociology to educational jobs.

Educational Sociology is peculiarly interested in happening out how to pull strings the educational procedure to accomplish better societal and personality development. Educational Sociology asks the inquiry what jobs or influence does society convey to the school. What is Sociology of Education? Sociology of Education on the other manus emphasizes on the nature of human dealingss within the school and the societal construction within which the school operates in the Community. In other words. Sociology of Education is concerned with what jobs or act upon the school brings to or /has on the society.

Corollary: Educational Sociology—the influence of society on instruction. Sociology of education—the influence of instruction on society. Sociological foundations in instruction Now that we understand sociology of instruction and educational sociology. we can use the constructs to place what the class. sociological foundations in a instruction seeks to accomplish. This class is like a intersex. Oxford Advanced Learners Dictionary defines hermaphrodite as a individual. an animate being or a flower that has both male and female sexual variety meats and features.

The Course considers the influence of society on instruction. and besides that of instruction on society. These two subjects run though the class like a yarn that holds a figure of beads together. Chapter Two How societies thrive Societies last long. because they meet the undermentioned features: Each society has a a. geographical location. b. civilization and population. c. Specific needs. d. In –built mechanisms to accomplish these demands. Ghana as a state for case. demands to reproduce to refill her population ; she does this by

•educating her citizens. •producing goods and services to run into the societal life and position of her population. •governing her people that so there could be jurisprudence and order. her people going good citizens. • run intoing their emotional aspirations such as. the quest for faith. and •assisting her citizens to run into their recreational and physical demands through wellness services.

From the foregoing indicants about how households thrive. it may be stated that social demands are provided by societal establishments within a state. Peil ( 1977. p. 17 ) defines a societal establishment as “an digesting composite of norms. functions. values and countenances which embrace a distinguishable section of inter-human life. ”

Harmonizing to Peil. Social Institutions are specially organized and arranged societal webs of the members who constitute the society. Worlds are hence noted to hold the ability to interact with each other in their day-to-day brush ; and by so making achieve their demands and their continuity across coevalss ( Agyeman 1992. p. 47 ) . Society therefore. thrives in four major establishments: 1. Marriage and the household 2. Economic establishments 3. Political organisations

4. Religious groups/Religious establishments. 1. Marriage and the Family When a kid is born. it is brought up in a household. through a procedure called socialisation. Governments have defined socialisation. A few of such definitions are as follows. though much of it would be examined in lesson 10. Socialization is a procedure of larning to associate to. and interact with others ; a procedure of following the behaviour forms of the encompassing civilization ; an act of set uping oneself harmonizing to the rules of socialism ; the act of meeting for societal intents. and take parting in societal activities.

. ( hypertext transfer protocol: //www. Babylon. com/definition/socialization/Latvian. retrieved January 31 2012 ) . Socialization is besides a term used by sociologists. societal psychologists. anthropologists. politicians and educationalists to mention to the procedure of inheriting norms. imposts and political orientations. It may supply the person with the accomplishments and wonts necessary for take parting in activities within their ain society. A society itself is formed through a plurality of shared norms. imposts. values. traditions. societal functions. symbols and linguistic communications.

Socialization is therefore ‘the agencies by which societal and cultural continuity are attained. ’ ( hypertext transfer protocol: //www. Babylon. com/definition/socialization/Latvian January 31 2012 ) . Thus the procedures of socialisation determine the chief docket of matrimony as an establishment ; a few maps of matrimony are as follows: a. Reproducing: delivery kids into being to play assorted functions in society. B. Meeting the physical demands of each other: the Lord God had stated ; “it is non good that the adult male should populate entirely. I will do him a aid meet for him” Genesis 2:18 KJV ) .

In other words. God Himself observed that adult male needed a comrade to assist him get by with life’s labours. for he ( Adam. the first to be created ) . had been assigned to dress and maintain the garden of Eden. a undertaking that needed a assisting manus. Much could nevertheless be said about run intoing the physical demands of world through the matrimony establishments. but it may be summed up in this popular adage: “two caputs are better than one. ” After all. when the twosome collaborate. they can accomplish their life ends. better.

c. Another large function the matrimony establishment dramas in assisting societies to boom. and within the context of socialisation is found in one of the most of import maps of the married couples—raising up kids in the fright of the Lord. We are to develop our kids the right manner so that they can go good citizens when they grow ( Proverbs 22:6 ) . It is a known fact in every society today that individual parenting is non the best manner to raise kids.

True Christians hence believe that God underscored the importance of kid raising through the cooperation of twosomes when He queried twosomes in the prognostication of Jeremiah. “Lift up your eyes and lay eyes on them that come from the North. where is the flock that was given thee. thy beautiful flock? ” ( Jeremiah 13:20 KJV ) . My favorite writer had noted: The ground there are so many hardhearted work forces and adult females in our universe is that true fondness has been regarded as failing and has been discouraged and repressed. The better portion of the nature of individuals of this category was perverted and dwarfed in childhood. and unless

beams of Godhead visible radiation melt away their coldness and hardhearted selfishness. the felicity of such is buried everlastingly ( E. G. White. Adventist Home. p. 108. accent mine ) . In her book Child Guidance. the same writer made the undermentioned observation. “To the female parent and father the right preparation of their kids is the most of import work of their life” ( E. G White. Child Guidance. p. 556 ) . To sum up the function matrimony plays in the procedure of socialisation. and how it helps societies to boom. one may recognize that matrimony is a really indispensable establishment when it comes to life on Earth.

It takes twosomes collaborative attempts in matrimony to reproduce. or convey forth offspring. And when twosome bear kids. these childs need to be nurtured to play assorted functions in societies. It has been identified that as these twosomes cooperate to run into each other’s physical. emotional and psychological demands. they can besides assist develop kids in the fright of the Lord for the benefit of society. 2. Economic Institutions: Many physical and material demands of society are provided by economic establishments. Industries. Bankss. companies. all collaborate to run into the demands of people in a society.

However proviso of demands by these economic establishments could be disrupted by upset of one sort or another. Peace is hence needed in every society. To obtain peace in societies. we need political establishments. 3. Political Institutions: These exist to keep peace and stableness within a state or society. viz. ; chieftainship. national administration. the constabulary service. the ground forces. etc. Without these services. no society can obtain peace and her economic demands. Think of a state without any peace maintaining force and the rush of armed robbery!

Your decision shall be every bit true as mine. 4. Religious Institutions and groups: Every society has spiritual establishments that help to run into the emotional and psychological demands of her members. Specifically every society has people who are prone to seek replies to explicate the unknown. the metaphysical universe. etc. It is the spiritual establishment that help people to derive replies to inquiries that bother them. However. because people have alone features. and needs. spiritual groups are many. This is because there

have been different attacks to obtain emotional satisfaction by people at assorted degrees in their life. Four spiritual groups may be identified soon: a. Monotheism b. Pantheism c. Theism d. Atheism Monotheism: – trusters who hold this faith worship one God. eg. Judaism. Islam. Christianity. Pantheism: – pantheistic trusters consider God as present in nature Theism: — Believers in Theism think God exists. Atheism: – Those who believe in Atheism argue that there is no God. Decision In this lesson we have defined sociology of instruction and educational sociology.

We are told that sociology of instruction considers the influence of instruction on society. and that of educational sociology besides considers the influence of society on instruction. Sociology itself has been defined as the scientific survey of human group life. We are besides told that every society has four features. viz. . a ) a geographical location. B ) civilization and a population. degree Celsius ) specific demands. vitamin D ) and built-in mechanisms to run into these demands. It is interesting to observe that all societies thrive within four establishments. viz. ; matrimony. economic. political and spiritual groups.

An apprehension of the harmonious maps of these four establishments is required by every instructor. Even though this class is non a elaborate survey of the named establishments. yet it is of import that instructors read around them. Chapter Three Role of community and the school in African Education The constructs Sociology of instruction and educational Sociology enchantment out the cardinal common roles the community and school drama interdependently. We have established that Sociology of instruction examines the influence of the school on society. Educational sociology on the other manus trades with the influence society has on instruction.

Role of the Community in African Education In this lesson we will take a expression at the function of the community in general. in traditional instruction in Ghana. Traditional Education ( TE ) is besides known as informal instruction. The function of the community on African instruction is similar to the influence of society on formal instruction. However the context is rather different ; ten roles the community plays in African instruction may be identified soon: 1. Livelihood Skills: One of the major functions of the community in Traditional Education is the preparation of the young person to get support accomplishments.

Carpentry. Masonry. blacksmithing and agriculture are some of the support skills the community Teachs in African instruction. Families identify people with these particular trades within the community and direct their wards to them for preparation in the context of apprenticeship. Merely three of the many ways support accomplishments are taught by the community are recounted here: a. My boy or girl could larn the trade that I have when she is born. Better still I can promote my kid to larn a trade outside my place. with person in the community whose trade is good. B.

All kids in the traditional community undergo communal labor of one sort or another. By so making they learn mutuality or co-operation accomplishments that underpin the principle behind international trade. No 1 can last by populating as a anchorite or as a misanthropist. In other words. merely few people can populate meaningful lives by populating entirely without resort to anybody in times of crisis. We need each other in a common context. c. Sometimes the community members discipline kids who may travel wayward. However. no community member with a questionable character was allowed to train any kid in the society.

Chinua Achebe had said that. the voice of the prick at morning benefits everyone in the community ; however. it belongs to its proprietor. This proverb of Achebe is true in traditional societies. Children are known to belong to everyone though they have single parents. As kids are corrected from clip to clip by the disciplined seniors in the community. they grow to internalise these disciplinary accomplishments. and pattern same when they grow to go full-blown work forces and adult females whose enormous support to the community can non be overemphasized.

Therefore. larning bing trade in one’s community. prosecuting the young person in communal labor and the manner the aged in the community disciplined every kid in traditional African communities ; depict the major function these communities play in keeping the endurance and continuity of society. By this. the traditional African instruction system. is therefore impacted by the community in general. 2. Role Mold: The members of a community in general service as function theoretical accounts. The good life some community seniors live is copied by the turning young person. every bit good as that of their parents.

While kids have non grown to come in organized school system the life of the people they see in their community serves as a usher and inspiration for their future life. 3. The spirit of patriotism: The community instills in their young person the spirit of patriotism and civic administration. How is this done? Antwi ( 1992. p. 208 ) has this to state: “It has been observed by high comparative educationalist that what goes on outside the schools affairs even more than what goes on inside them.

” This celebrated educationalist further argued that although traditional instruction is informal. yet it focuses on the endurance and transmittal of thoughts. cherished at the clip to guarantee continuity of society and its members in and through many socio- cultural patterns. No society can go on to be without a signifier of organisation of its members into corporate groups with regulations and ordinances to regulate them. That is why Antwi ( 1992 ) was really much concerned about what goes on outside the school. It is socio –cultural patterns that bind people together to guarantee the continuity of society. and the endurance of states.

It is hence right to province that the spirit of patriotism is instilled in kids outside the schoolroom. exactly through the attempts of the community at big. 4. Team spirit: The squad spirit popularly known as the “Nnoboa” system in traditional communities impacts the turning young person in a enormous manner: Children and the young person are engaged in diverse ways when it comes to the traditional Nnoboa system: a. Children are sent on errands to present messages about an at hand undertaking in the Nnoboa system. B.

Some of them carry prepared nutrient and H2O to farms where the Nnoboa undertaking is being executed. c. They are made to transport assorted implements to the assorted undertaking evidences. d. Some of the young person are engaged to transport out specific undertakings. The function everyone plays during communal labor and the “Nnoboa” system enhances and fortifies team spirit among members of the community. 5. Family Life Lessons: Another manner by which the community influences traditional instruction is through household life lessons. particularly cultural duties like the public presentation of pubescence rites.

Before the kid enters the formal instruction system. it had learnt a batch. including the value of celibacy. Parents inculcate this value into their kids. and so does the community at big. 6. Adversity and endurance lessons: Family jobs. labor on farms. transporting firewood and burden from farm and shrub ; all strengthen the young person to turn to confront grownup jobs with full briskness. Question: will kids of today give a assisting manus to the old lady or adult male. coming from someplace with heavy burden? Will they do so non for wages but for service? Possibly a few may make that but non many kids.

Communities in traditional African Societies inculcate in the turning young person the spirit of forfeit in transporting out assorted undertakings to help grownups and important others without seeking wages of any sort. Volunteerism is a bequest from traditional African communities to the traditional instruction system. 7. Relationship Building: The community besides helps kids to construct good interpersonal relationships. This is achieved as kids witness societal assemblages where arbitration and other cultural shows take topographic point. Through cultural celebrations. kids learn to love one another.

Besides on such gay occasions differences in households are settled. one-year programs for development of the communities formulated. ( 1 ) 8. Intellectual Training: Intellectual preparation through the running of errands is another of import bequest the community imparts to the traditional instruction system. and the turning kid. In traditional societies. every kid learns to put to death errands with due truth. Children are required to be honorable and true. softening no words about what needs to be relayed. By maintaining in memory information to transmit. kids develop crisp memories.

Witty expressions and conundrums of the seniors trigger critical thought and aid kids to develop analytical thought accomplishments. 9. Health Lessons: Traditional African communities have really commendable wellness regulations and ordinances that are more or less conventional. because there is no record on them. These wellness rules are passed on to the Traditional African Education system. by unwritten tradition. Classs of wellness rules include: a. Exercise. through walking to present errands. sometimes long distant walks ; local African games like Ampe for misss ; farming or horticulture. etc.

. are portion of the life manner of the traditional young person and grownups. B. Treatment of diseases through herbs. In those yearss the sick in traditional African societies were healed through herbs and other preventative steps. c. Meals were made up mostly of fruits and veggies. d. Positive thought: junior-grade bickers. spat and animus were prohibited. Should any happen. the seniors met over it and settled such instances quickly. e. Promiscuity was really rare. In typical traditional African Societies. sex was merely for grownups. and even here. within married places.

Teenage gestation was really uncommon within African Communities. 10. Moral Valuess: Stealing. criminal conversation. prevarications. etc. . were frowned upon in traditional communities. and these prohibitions were passed to into the traditional instruction system. Role of the School in African Education If the community has so many functions to play in African Education. so formal instruction has besides a function to play to assist do informal instruction. meaningful. Of the many roles the schools have to play to do informal instruction meaningful. merely five of them may be identified soon: 1. Teachers are to be function theoretical accounts.

When kids copy worthwhile values. they move into the traditional places with such cognition and accordingly teach parents… “Teacher says that…” Let me mention an illustration: Methods of sublimating H2O like boiling and decantation are sent to traditional places by students who took their scientific discipline lessons serious. and sagely transmitted such information to ignorant parents. Having acquired such cognition. parents pass them on to those to be born. 2. In Lokko Parentis: Teachers are to be alternates. A alternate female parent or male parent is one who plays the function of the existent parent.

Surrogacy is the pattern of giving birth to a babe for another adult female who is unable to hold babes herself. The adult female who can non bring forth kids could acquire a babe from one who is fertile. Then she is expected to handle the kid as a existent female parent will handle her boy or girl with love and fondness. Such a kid will experience secure. confident and happy. Foster parents are true parents in replicate. It is merely when the kid in a traditional place finds the schoolroom instructor as a 2nd parent. will it larn with due assurance. 3. Modern Technology: Peoples in traditional societies see the school as indispensable.

Some traditional people now know that it is through schooling that the universe is now a planetary community. particularly with the coming of the computing machine and cyberspace. With the coming of electronic mails. the traditional station office minutess have reduced enormously. Children in traditional places are so influenced by Information Technology ( IT ) that they can now pull strings face books. Linked in ; Twitter. to advert merely a few. However the popular SAKAWA is going a ill-famed pattern. for it is associated utilizing cognition in IT to syphon people’s money in bank sedimentations. 4.

Scholarship: When it comes to scholarship. the school plays a enormous function in traditional African Education system. Parents are glad to see their kids gain support to analyze abroad to come down to their society as large work forces and adult females. In fact. the cognition and position these kids gain from scholarships tend to heighten the advancement of society and the communities to which they belong. This is particularly true when it comes to political administration. 5. Agribusiness: It is believed that when traditional husbandmans learn modern techniques of harvest production. they become better husbandmans than when they used the traditional methods.

Merely as cognition from the traditional instruction system impacts formal instruction. so it is that. cognition from the school aid traditional instruction. Question: Discourse the function of the school and the community in traditional African Education system. Chapter Four Autochthonal Ghanaian Education & A ; Western Formal Education compared In this chapter. we will compare autochthonal Ghanese instruction with Western formal instruction system. Autochthonal Ghanese Education ( IGE ) is that sort of non-literate instruction that equips the person with all the cognition and accomplishments needed. in order to populate meaningfully with other human existences.

The chief intent of IGE is to incorporate persons into society. On the other manus Western formal instruction is that type of instruction that takes topographic point in the schoolroom. with instructors. course of study. substructure. etc. How IGE takes topographic point: 1. It is informal and takes topographic point anyplace. place. street. resort area. etc. 2. There is no fixed clip for direction in IGE. It takes topographic point from twilight to click. 3. Manner of instruction: There are no specific learning course of study. nor are there specially employed instructors. with schoolrooms. tabular arraies. chairs and letter paper as we have in the Western formal instruction. a.

Inappropriate behaviour is corrected on the topographic point. by anyone who is deemed responsible in the community. However. anyone with a questionable character was disallowed from teaching the immature 1s. B. Though there is no formal preparation. some professions like chieftainship. herbal medical specialty. hunting. carving. beating. etc. . call for particular preparation before pattern. Would- be- professionals in the named Fieldss. leave their places to remain in assorted locations and survey to go professionals. Here. instruction is fundamentally by patterning and illustration. 4. Learning: In IGE acquisition is practical oriented. Students see and do.

To go professionals in some Fieldss like herbal medical specialty. pupils stay with the main professionals for non less than five old ages. or even more! Features of IGE Indigenous Ghanese Education ( IGE ) has four features: 1. Informal 2. Non-Literate 3. Utilitarian 4. Multivalent Informal From how IGE takes topographic point we learnt that there are no schoolrooms nor paid instructors. There is no course of study. no instructors. no research installations. no libraries. Non-literate In IGE. there is no reading and authorship. so there are no records for mention intents. Important information is hence lost to descendants.

However cognition gained is preserved through unwritten tradition. Information is passed on to offspring. The chance of such information going distorted or adulterated is really high. Utilitarian A major feature of IGE is its useful nature. This term has to make with the business of people in IGE. None is unemployed. As kids are born into assorted places. they learn the type of business of their parents. The shepherd raises kids who learn to care for sheep. caprine animals or cowss ; the blacksmith. husbandman. fetish priest. etc. . besides raise kids who take to their business. Everyone in IGE is meaningfully occupied.

Under IGE no 1 is idle. The preparation and raising in IGE is so comprehensive that everyone who trains becomes a responsible grownup. The ground is due to the multivalent nature of IGE. Multivalent IGE is multivalent in the sense that it has many parts. Learners in IGE are trained Physically. Morally. Socially. emotionally and intellectually. a. Physical preparation: When we were discoursing the function of the school and community in African Education. we noted that scholars in IGE could exert a batch. due to their engagement in running errands of varied sorts to assorted topographic points. sometimes on long distances.

The engagement of scholars in traditional drumming and dancing aids organic structure edifice. stretching and enhancing of musculuss for efficient circulation of blood. B. Social dimension: Correct usage of linguistic communication is taught. communal labor is encouraged. The young person are to a great extent involved. Failure to go to communal labor attracted countenances. Attending societal maps to go acquainted with social norms and values is besides encouraged. c. Intellectual dimension: In discoursing the function of the community in African instruction it was noted that running errands with bringing of accurate messages enhanced the mind of scholars.

Besides. calendars were calculated without any error though there were no calendar records. Wise expressions and Proverbs of the grownups were tools to heighten memory power. Strong points in IGE IGE had many strong points. but merely a few are recounted below: 1. Cost effectivity: There is barely any investing in IGE that went wasted. Every kid born grew to inherit an occupational bequest. As mentioned earlier. there was no unemployment in IGE. 2. Teachers: Unlike Western formal instruction where scholars had to be taught by paid instructors. IGE had teachers who were more or less voluntary.

The siblings or friends on the street. the male parent or female parent. and any important other taught free of charge. There were no books to purchase. no substructure to construct ; IGE was perfectly free! 3. Intellectual Development: Under IGE. learners’ memory was improved because every information had to be kept in memory. Weak points in IGE 1. There were no written records in IGE. so possible facts and information were either lost or distorted. 2. Information on intervention of certain diseases were hidden or lost to descendants. There were no stuffs for future mention.

3. Research was non carried out to turn out the genuineness of theories: for illustration. adult females who grew face fungus were classified as enchantresss. In some traditional societies. paroxysm is attributed to the work of enchantresss and aces. Such beliefs slow down the advancement of society. Similarities between IGE and formal instruction: 1. Both IGE and formal instruction have trained forces. Priests. herb doctors and apprenticeship needed particular preparation to work meaningfully. 2. In formal instruction and IGE. character transmutation and development are common aims. 3.

Intellectual development is paramount in formal instruction and IGE. and particularly in the latter. Chapter Five Rural -Urban dichotomy Current educational system and distribution of educational resources appear to favor urban than rural countries. The B. Ed. instructor needs to understand challenges in both urban and rural countries within the Ghana Education Service. The tabular array below depicts the 12 major standards for comparing of instruction bringing of urban and rural countries. in Ghana. URBAN AREA RURAL AREA 1. Infrastructure is available. Learners have limited substructure and sometimes larn under trees.

2. Registration in urban schools is pullulating. even over. Very limited registration. and in some small towns categories are combined. 3. Teachers are available for both sexes in urban countries. However. over staffing is sometimes found in some urban schools. Teachers are scarce in rural countries particularly the female opposite number. 4. Learners in urban countries could profit from distant acquisition installations. such as Television. wireless. etc. In some rural countries there are no installations for distance acquisition ; even intelligence documents. wireless and Television are unavailable. 5. In urban countries beginnings of good imbibing H2O are many.

For illustration we have pure imbibing H2O. packaged in sachets ; so we have pipe borne H2O. and bore holes. In rural countries. beginnings of imbibing H2O include dullard holes. rivers. watercourses. and pools. Bore holes could be safe ; so are some river Waterss. However pools and watercourses might necessitate purification before ingestion. Bad imbibing H2O nevertheless scares instructors from accepting posting to rural countries. 6. Distance to school may non be a job in Urban countries because. agencies of conveyance is available except the cost involved. In rural countries. distance to school is ever a job.

Learners have to go stat mis to school ; they get exhausted by the clip they reach school. This could impact larning advancement. 7. School logistics are available in urban countries. In rural countries. school logistics are scarce. Teachers have to improvize sometimes. to run into learning demands. 8. Food is in urban countries. so scholars are fed if merely their parents give them money. Food is unavailable for pupils in rural countries. nevertheless. some carry cooked nutrient to school. Others go to school on empty tummy taking to hapless public presentation. 9. Students could be punctual to school.

Students may be late for school. 10. Parents and teachers’ association ( PTA ) could be organized easy. It is hard to form PTA in rural countries. 11. It is easy to arouse support for school substructure in urban countries. It is hard to acquire support for school substructure. in rural countries. 12. It is believed that urban pupils barely become pioneers. It has been discovered that great pioneers. pedagogues and philosophers attended school in rural countries. Problems in rural and urban instruction bringing and suggested solutions 1.

Infrastructure: Whether in the rural or urban countries. when of all time substructure job is identified. forming and beging PTA support will be really meaningful. Non-governmental organisations could besides be invited to assist. 2. Enrolment thrust: When there is a job in over or under registration. the instructor must do clip to seek solution for it. First. if it is over registration. the ideal is to set up with the school caput or decision makers to divide the categories. This will nevertheless name for category adjustment and excess instructors.