EDU401 Final Term Past Papers Set 2

Edu 401 Solved past papers

Q1. Billet view of informal learning?

Billet (2001): There is no such thing as informal learning. All learning takes place within social organizations or communities that have formalized structures. Informal Learning is organic or holistic, engaging the whole person, so that intellect, emotions, values and practical activities are blended.

Q2. Privatization Policies in Education ?

The main policies and programs include:

1. Educational Vouchers
2. Public School Liberalization
3. Private Contracting
4. Tuition Credits and Deductions
5. Subsidies and Assistance Grants
6. Home – Schooling
7. Private Payments
8. Competition among Schools and Education Agencies

Q3. Demand – Side Pressures ?

➢ The first factor that can be cited to explain privatization in education is simple: many parents want it. In many countries, education is viewed as an important way to gain social and economic advancement. ➢ Therefore, the demand for education is high, and if governments cannot afford to provide and fund quality education, then parents seek private suppliers. This type of demand is ‘excess demand’, over and above what is

children an education different from that offered in public schools. This is ‘differentiated demand’ and it may encourage privatization across all three sectors. ➢ Both excess and differentiated demand have increased in recent decades. Excess demand has grown because education has become more important for social and economic betterment: to get high-paying jobs, for example, workers must have a high level of skills and credentials that are only available from universities. Differentiated demand has grown for two reasons. ➢ One is that many public schools offer education that is standardized or uniform. The greater the uniformity in the public schools, the larger the number of parents who will seek differentiated demand. ➢ The other reason is that economies and societies have become much more specialized. Many more trades and occupations have developed, and the education system must cater to these.

Q4. General pressure?

There are general pressures to privatize education systems. ➢ One such factor is global economic and social change. Globalization, linked with market liberalization, has both pressured and encouraged governments to seek more efficient, more flexible, and more expansive education systems. Privatization may be one response to these changes. ➢ Another factor that explains some of the growth in privatization is the encouragement of world aid agencies, such as the World Bank. Within the last decade, for example, the World Bank has given assistance to countries like El Salvador, Indonesia, Mali, the Dominican Republic etc.

Q5. Level and grades of madrassa?

The Madrassa Education system is organized in terms of the following levels and grades: ➢ “ibtidaya” - first to the fifth grades of primary education ➢ “mutawasitah” - sixth to eighth grades of middle school ➢ “thanviyah-e-ammah” - ninth and tenth grades ➢ “thanviyah-e-kassah” - 11th and 12th grades ➢ “aliya” - the university Bachelor’s degree (consisting of the 13th and 14th years) ➢ “alimiyah” - the Master’s degree (being the 15th and 16th years) ➢ “takmeel” - advanced post-graduate education

Q6. What is Madrassa Education?

The term ‘Madrassa’ originates from the Arabic word ‘Darasa’ which means ‘To Study’. Madrassa, in general, is referred to the school that imparts Knowledge. But in the context of Pakistan or even in Contemporary South Asia the term ‘Madrassa’ is often used for Islamic educational institutions along with ‘Dar-ul-aloom’ and ‘Jamia’. The main subjects of Madrassa

Education include:

1. Qur’an
2. Hadith
3. Fiqh

Q6. Contemporary concern of population education?

It is directed at people ---- as individuals or as members of groups, as decision-makers or potential decision-makers within their families, as citizens within a community, as leaders within a society and as policy makers within a nation. All people are population actors, making population related decisions throughout their lives. The sum of their decisions shapes the nature of population forces (fertility, mortality, migration) which operate within a society and which then affect other social, political and economic forces. In turn, the population, social, political and economic decisions made