B.Ed. (1.

5) 3rd semester

Unit#1

Society, Community and Education

What is a School Community? Jake's mother was helping with him with homework one night
they came across a question: what does school community mean to you? Confused by the question,
Jake looked to his mother for the answer. Before answering, his mother suggested they brainstorm
people Jake sees at school every day:
• Students
• Teachers
• Parents
• Staff members

His mother told him that a school is considered a community because these people: teachers,
parents and staff, have common values and standards for the education of the students who attend
the school. These members of the school community share responsibility for one another, provide
an environment for intellectual learning and create a healthy social atmosphere where all the
members of the community are supported.
Jake's mother went on to explain that in a broader sense, businesses, individuals, elected
representatives, charitable organizations and neighborhoods that are invested in the wellbeing of
the school could also be considered as being a part of the school community.

Members of a school community

Teachers: To learn more about the school community, Jake interviewed some of the teachers in
his school. He learned from Mrs. Smith, his math teacher, that teachers are collectively responsible
for all the students that attend the school. Teachers are professionals who have a goal within the
school community to work towards improved education for all the students. Teachers help students
attain their educational goals, act as mentors and provide a supportive atmosphere where the
students can grow and develop.
Parents and Caregivers: Jake followed up his interview with his friend's father who was a
member of the parent-teacher association to learn more about how parents impact the school
community. Parents, and caregivers, Jake learned, are critical components of the school
community. They try their best to provide a balanced family life and ideal conditions at home to
help support learning. They help students with homework assignments and setting academic goals.
Sometimes they work in collaboration with the teachers for curriculum planning, school decisions
and governance.
Students: Being a student himself, Jake already knew that students were the most important
components of any school community. Without students there would be no school! Students

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transform the school community into a group of engaged learners. Learning for students includes
learning in the classroom as well as learning from activities organized by the school
Introduction of society, community and education
Society: The word society comes from the Latin root socius, meaning “companion” or “being with
others.” A society consists of people who share a territory, who interact with each other, and who
share a culture. Some societies are, in fact, groups of people united by friendship or common
interests. Our respective societies teach us how to behave, what to believe, and how we’ll be
punished if we don’t follow the laws or customs in place.
Community: A community is a cluster of people who may live in the same area (a geographical
community) or who interact around a common interest (a functional community) - for example,
they work together, or they meet to talk about a shared interest or challenge, or they participate in
a project.
Education: Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, morals, beliefs, habits, and personal development. Educational
methods include teaching, training, storytelling, discussion and directed research. Education
frequently takes place under the guidance of educators; however, learners can also educate
themselves. Education can take place in formal or informal settings, and any experience that has a
formative effect on the way one thinks, feels, or acts may be considered educational.
The methodology of teaching is called pedagogy. Formal education is commonly divided formally
into stages as preschool or kindergarten, primary school, secondary school and
then college, university, or apprenticeship. In most regions, education is compulsory up to a
certain age.
Structure and functions of community and schools in Pakistan:
Structures of community:
The three types of communities are rural, urban, and suburban:
1. Rural: Rural communities are placed where the houses are spread very far apart. Many
people think of rural communities as farmland. This is because, in most rural communities,
people have quite a bit of property, and they can have many plants and animals on their
property. Rural communities still have towns, but they are generally smaller and don’t have
as many buildings or workplaces. One positive of a rural community is that you will most
likely have quite a bit of nature around where you. In a rural community, you will also be
able to do more with your land. If you like to grow plants or have a large garden, you can
do so. Sometimes in locations closer to cities, there is a homeowners’ association which
keeps people from doing what they want with their own property.
2. Urban: Urban communities are located in cities. These are areas where people live in very
close proximity, and there is almost always something going on or noise of some kind.
Urban communities usually have access to all the latest and greatest things. They have lots
of resources for large numbers of people, and they have lots of housing options. Most of
the time, the urban housing options are going to be more like apartments and high-rise

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 buildings as opposed to large ranches with lots of land. You can get homes with property
in urban areas, but it is rare because of all the development in the area. If you like night
life, things to do, and higher-paying jobs, the urban areas are a great place to consider.
3. Suburban: The suburban areas are the mix of the urban and rural. With a suburban area,
you are going to get many of the same conveniences a city has. You will also get room to
spread out and move around as well as a bit of nature. Many communities across the world
are built in suburban areas. This allows people to travel into the city if they need to for
work and then return to the suburbs at night and on the weekends. In the suburbs, you
usually see quieter streets with houses lining them. There are parks, lots of schools, and
generally some small towns as well. The towns are mostly small Main Streets with some
shops, restaurants, and businesses. The houses are located outside of the town area. The
suburban area is probably the most popular area for families to live because it gives the
best of both worlds.
Functions of Community:
A community cannot exist unless members demonstrate a concern for one another, which results
in a maturing of both the individual and the community as a whole. Asbury University promotes
a community which is characterized by three interdependent functions: Caring, Collaborating
and Challenging.
Caring: As we follow in the steps of Jesus Christ and His teachings, we will demonstrate a love
for those around us which is evident in our caring, “carrying” and comforting of one another.
Practically speaking, our concern for others will go beyond the obvious spiritual and physical
realms into the emotional, mental and social realms. This concern for the development of the whole
person emphasizes our commitment to develop whole people who are wholly prepared to be
wholly used of God.
Collaborating: Any effective organization is distinguished by the way in which its component
parts work together to achieve the ultimate mission. Asbury’s mission is to provide students with
the opportunity to learn in a Christian, liberal arts environment and to prepare them to make a
significant contribution in their world for Jesus Christ. A team approach where there is a collegial
and collaborative effort between administration, faculty, students and staff results in a cooperating
community where the whole is greater than and more important than any of its component parts.
Challenging: The heritage of the University has always held high expectations for its members
and expected them to maintain both their own character and the University’s character. Our love
for one another motivates us to encourage and, when appropriate, challenge each other as we strive
together to achieve God’s purpose for our lives. Redemptive accountability brings one to
repentance, forgiveness, accountability and growth.
Structure of Schools:

Primary Schooling: This stage consists of five classes I-V and enrolls children of age 5-9 years.
Since independence, the policy makers pronounced to make primary education free and
compulsory. According to Pakistan Integrated Household Survey (PIHS) 1998-99, the gross

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participation rate was 71 percent in 1999, for male it was 80 percent and for female it was 61
percent. For urban female it was 92 and for rural it was 50 percent. The lowest participation rate
observed for rural female in Sindh Province that was 33 percent. The net enrolment rate was 42
percent, for urban male it was 47 percent and 37 percent for rural female.

Middle Schooling: The middle schooling is of three years duration and comprised of class VI, VII
and VIII. The age group is 10-12 years. The participation rate at middle school was about 34
percent during 2000-2001. Males were 36 percent and females were 33 percent.

High Schooling: The high school children stay for two years in classes IX and X. The Board of
Intermediate and Secondary Education conducts the examination. A certificate of secondary
school is awarded to the successful candidates. The participation rate at high school was about 22
percent in 2000-2001 of which, 24 percent were males and 20 percent were females. Vocational
Education is normally offered in high schooling. There are varieties of trades offered to the
students and after completion of the course they get jobs as carpenters, masons, mechanics,
welders, electrician, refrigeration and similar other trades. There are 498 vocational institutions
with an enrolment of about 88 thousand in 2001-2002.

Higher Secondary Education: The higher secondary stage is also called the “intermediate stage”
and is considered a part of college education. Higher Secondary Education consists of classes XI
to XII. During two years stay in this cycle of education, a student at the age of 16 years in this
stage can opt for general education, professional education or technical education. The Board of
Intermediate and Secondary Education (BISE) conducts the examination and awards a Certificate
of Higher Secondary School Education (HSSC). According to 1979 Education Policy, all schools
were to be upgraded to higher Secondary Schools. Middle sections of high schools were to be
linked with primary schools (designating elementary education). This system has limited success
and some problems were experienced. Keeping in view the problems this system is being
introduced gradually.

Functions of Schools:

1) Conservation and promotion culture: The school conserves the valuable culture, tradition,
values of the society and helps in promoting and developing these with the rolling of the time. It
also spreads the store of culture to the next generation.

(2) All-round development of the individual: For all-round development of the individual school
has a package of programs. Through its different activities, it draws out the hidden potentialities
of the child and develops them in a proper way.

(3) Development of higher values of life: School helps in developing and cultivating good and
higher values like truth, sympathy, love, cooperation, etc. in child. Through different social
interactions and moral teachings, it spreads the message of righteous living in a society.

(4) Development of social responsibility: School is called a society in miniature. Because in

schoolchild shares his feelings with various children coming from different strata. So he learns the

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lessons of social duty, responsibilities and understanding the feelings of others. So school helps in
social change and social control.

(5) Citizenship training: School creates the first civic society for the child. So child learns the
duty and civic rights for the country as a responsible citizen. So school trains the lessons of
citizenship to a child.

(6) Adjustability in society: School prepares child to face the problems of the society. So proper
adjustment and application of learned knowledge can be checked and guided by school. So, the
main function of the school is to develop adjustment capacity of an individual.

(7) Vocational training: Through different activities, school provides training in different
vocations. It also cultivates the values of dignity of work and labor. It prepares children to face
any challenge in the future to solve their bare necessities.

The role of school cannot be confined with these lines. In modern days, the role of school has been
increasing day by day. It is called the hub of learning. Every developed state gives first priority to
the schools for total national development. Really, school is now a prestigious institution in the
society, which can be called a man-making factory.

Impact of Education on Society:

1. Education is important in the creation of any democratic society. As Franklin D.
Roosevelt says, “Democracy cannot succeed unless those who express their choice are
prepared to choose wisely. The real safeguard of democracy, therefore, is education.” People
need a good education if they want a good democracy.
2. Education is needed to make a society geopolitically stable. Without a
proper educational system available to everyone, terrorists could use free education as a way
to radicalize people. In other words, geopolitical stability is one of education’s most powerful
effects on society.
3. Education leads to economic prosperity in the global marketplace. One of the most
important effects education has on society is giving the people who live in a society the skills
they need to compete in the global marketplace, and the skills they need to produce
technological goods that can be sold on the open market. Socrates best expressed this idea
when he stated: “Prefer knowledge to wealth, for the one is transitory, the other perpetual.”
4. Education gives people the knowledge they need to elect capable leaders. Plato stated,
“In politics we presume that everyone who knows how to get votes knows how to administer
a city or a state. When we are ill… we do not ask for the handsomest physician, or the most
eloquent one.” Education helps the members of society see through the manipulations used
by politicians to get votes so that the members of the society can vote for the leader who is
best able to run the society.
5. Education helps promote tolerance in a society and helps reduce common conflicts
between diverse populations in an urban setting. Helen Keller said that “The highest
result of education is tolerance.” Educating members of society about other people who either
live in the society or its neighboring states have the power to reduce many conflicts.
6. Education has the power to help societies, and the world in general, change for the
better. According to Nelson Mandela, “Education is the most powerful weapon which you

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 can use to change the world. Malcolm X says that: “Education is the passport to the future,
for tomorrow belongs to those who prepare for it today.” Education is a powerful tool that can
be used to make the world a better place to live in.
7. Education is important because it helps members in a society learn from the mistakes
of the past. Plato has stated that geopolitical stability cannot be created by forming a
democratic government; if the government is established by force or because of overthrowing
an old regime, the new government could transform from a government that encourages peace
and democracy into a new government that uses force to maintain power. Having an education
is important because good education allows members of a society to learn from past mistakes
and prevent the same mistakes from happening in the future.
8. Education is the first step a society needs before giving rights to women and other
minority groups. Education is a powerful tool that enables women and other minority groups
to gain fundamental civil rights. It is important to treat women and other minorities with
respect in the classroom. Abraham Lincoln stressed the importance that education has in
helping people who live in a society to more fundamental civil rights when he said, “The
philosophy of the schoolroom in one generation is the philosophy of government in the next.”
9. Education reduces violence and crime in societies. Teaching people to read has been
shown to prevent people from engaging in crime. In fact, the Melissa Institute for Violence
Prevention and Treatment is a charity group uses education to combat violence and crime.
10.Education creates hope for the future. Giving people hope that they can improve their
lot in life is one of the more powerful effects education has on a society. John F. Kennedy best
expressed the power of a good education when he said: “Let us think of education as the means
of developing our greatest abilities, because in each of us there is a private hope and dream
which, fulfilled, can be translated into benefit for everyone and greater strength for our
nation.” JFK’s words about America apply to every society on Earth.

Role of Education in strengthening Pakistani communities:

Education is important for Pakistan’s progress. Despite recent achievements, the country still faces
numerous challenges to raise the education of its population to the standard of its South Asian
neighbors, and to meet its own social and economic development needs.
Pakistan: An overview
Pakistan is located in the South and West Asia region neighboring borders India, Iran, Afghanistan
and the Arabian Sea. Total population of Pakistan in 2010 is 173 million. About 64% people live
in rural areas whereas 36% people live in urban areas.
Introduction: Role Education in Pakistan., is different roles, facts, and policies are reviewed
which were designed for providing education in the country. Different education system,
development challenges and causes are discussed. The education is now become one of the most
defining enterprises of the 21st century with the emergence of globalization and increasing
competition. In this fast world, education and technology are the basic keys for survival and
progress of Pakistan respectively. Pakistan is determined to respond positively to emerging needs,
opportunities and challenges of globalization. Education is one of the golden keys that is
considered as a big change and progress. Progress and prosperity of the country depends on the
kind of education that is provided to the people.

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Women in education: In Pakistan, the rate of women’s literacy remains low as compared to men.
Women have a low percentage of participation in society. The status of women in Pakistan
especially in rural areas is low which is due to social and cultural obstacles. One of the strangest
aspects in Pakistan is that some place especially in northern tribal areas the family is against of
educating girls. The situation in NWFP and Baluchistan is most critical. The rate of women literacy
is 3-8%. Many organizations have opened such schools in these areas that provide education.
Unfortunately, the government has not taken any steps or measurements to promote literacy to
girls’ education in these areas. “In 1981 only 7% of women in rural areas were literate, compared
with 35% in urban areas. Among men, these rates were 27 and 57 percent, respectively”. This
backwardness of the women is due to the non-equal treatment with them. In developed countries
male female are considered equally. This unequal treatment with women takes the country to
backward. In Pakistan a system of education with equal opportunities of education to male and
female must be provided.
Background of education policy in 2005, the Government of Pakistan has decided to review the
National Education Policy to achievable in the field of education to overcome the problem
regarding conflicts and achieve a knowledge that permits every person to realize his duty.
This policy review will result in a policy which is applicable to all providers of education in
Pakistan in which formal and non-formal states are included.
In Pakistan context the essential part is ideological bases and historically provided by Islam as an
ideology derived from Islamic religion. Islam is the fundamental source of providing values for
our daily life. It also provides an ethical conduct which is an essential precondition for social
development.
Policy & Planning: Pakistani education sector is the most neglected sector. The literacy rate in
Pakistan is 49.9% as of 2008. Education Policy has to be nationally developed and owned. It is
simplistic and unprofitable to prepare it at the federal level and thrust upon the provinces. In
Pakistan till now at least nine documents have issued that have the status of a policy. Each policy
was prepared with varying degree and involvement of the federating units.
Main development Challenges
Following are the main issues and challenges in adult literacy and non-formal education:
• There is no separate budget allocation for adult literacy from total expenditures on
education; the 10% is spent on other, which includes adult literacy, NFBE, teachers
training, madrassahs reform, etc.
• There is a lack of a coordination b/w organizational structure and institutional
mechanism for literacy.
• Due to lack of training of teachers and of formalized curriculum and non-existence
of effective research in the field of literacy and continuing education the
professional base of adult literacy initiatives remained under developed.
• Local language is being ignored or not even taught to learn basic literacy.
• The link between basic and post literacy is missing in existing literacy programs’,
which resulted in bad situation on the part of learners and teachers.

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 • The basic literacy needs to be properly equipped with skill-based post literacy
programs, that support learners/teachers to go beyond reading, writing and
numerous generating skills and sustainable improvement in their lives.
• In the past years due to political instability and insecurity in the country creates a
big challenge for all nation.
• Public private partnership is also a not properly linked in literacy programs; it needs
to be streamlined through proper facilitation and coordination.
Private sector in Education: Pakistan has highlighted some facts recently in new publications
regarding primary level education sector.
• In Pakistan children rate going to private schools has rapidly growths to about 1/3rd
of total
• Private schools are largely present in both urban and in rural areas.
These publications have also argued that
• In private schools the Quality of education is better than public (gauged through
testing) even when one controls for income and such factors, and
• Cost of provision of this education, per child, is lower than in the public sector.
In education private investment is encouraging. At national and provincial levels there shall be
regulatory bodies to regulate activities and smooth functioning of privately-managed schools and
institutions of higher education through proper rules and regulations. For setting-up of educational
facilities by the private sector a reasonable tax rebate shall be granted on the expenditure. Through
Education Foundations matching grants shall be provided for establishing educational institutions
by the private sector in the rural areas or poor urban areas. In collaboration with the Ministry of
Education existing institutions of higher learning shall be allowed to negotiate for financial
assistance with donor agencies. Schools which are running on non-profit basis shall be exempted
from all taxes. According to the principles laid down in the Federal Supervision of curricula,
Textbooks and Maintenance of Standards of Education Act, 1976 the Curricula of private
institutions must conform. In consultation with the government the fee structure of the privately
managed educational institutions shall be developed.
Causes of Downfall: There are numerous causes for the downfall of education in Pakistan which
are below.
Economical Negligence: Pakistan has remained a weak economy of the world as it got nothing in
its just assets that were snatched by India. The conflict between these two countries on Kashmir
issue has hardly allowed the government to allocate funds in budget for other sectors while the
education is not an exception in this regard. Till now just 2% of GDP is allocated for the betterment
of education which is quite inappropriate to meet education demand. All the funds are not given
through a proper channel and a fake audit report is generated that the funds utilization has been
spent on education purposes.
Rapid growth in poverty: According to 2002 Economic Survey Report, “Most of the inhabitants
of Pakistan are poor and 40% of them live under poverty line, about 70% of its population dwells
in villages. About 300,000, young ones are jobless. They have no access to good education”.

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This report shows that how much difficulties and troubles have been faced by this poor and
suppressed class of the country. The main occupation of people is agriculture which is yearly
generated which cannot fulfill their daily and basic needs of life. It is also noted that only 1%
landlords hold almost 95% of lands in Pakistan which is totally unfair. This unjust division of land
creates a huge economical problem which not only for the poor but also the government.
Political Negligence: “If you want to destroy the future of any nation, no need to wage war with
them; defunct their education, they will remain no more live on the map of the world.”
still now no politician has paid attention in improving the standard of education so far, as far as
the question of history of development of education in Pakistan is concerned. In case of Sindh, in
early 1970s, lingual riots took place and a new cancer of copy culture was introduced and boosted
up by politicians to prevail among the people. No official steps were taken in curbing this fatal
disease. Now, the result is that throughout the country Sindhi students are understood the outcome
of copy culture and basic rights in every walk of life are denied to them, because however, they
may be genius and creators but the fact remained that they lack in management and unable move
the economy of the country just because they bear a title of COPY CULTURE. It was a political
conspiracy based on totally bias. Being a Sindhi, I do not favor Sindhis that they are not given a
proper share in different walks of life, whatever is happening to them is the only outcome of wrong
and misled policies which have been blindly followed up by them. Patriotism is the very hinge for
all virtues, living in the same country everyone at first is Pakistani then Sindhi, Punjabee, Balochee
and or Pathan, respectively. So, now it is our turn to turn a new leaf and pace with our other
provincial brothers to improve the management of our beloved country Pakistan, believing in
“united we stand, divided we fall”. Education has become a question of survival for us; less
developed man cannot bring the change in improving the skills that are vital for the uplift of the
education.
2011 is Pakistan’s Year of Education: It’s time to think again about Pakistan’s most pressing
long-term challenge. The economic cost of not educating Pakistan is the equivalent of one flood
every year. The only difference is that this is a self-inflicted disaster.
The announcement made by the prime minister that 2011 will be the ‘Pakistan Year of Education’
high lightens the future goals. The Pakistan Education Task Force has argued ever that Pakistan
needs to give the highest possible to priority to education for good reasons.
Due to unavailability of education, there is a no single chance that the government will reach the
development goals by 2015 on education. While on the other hand, India, Bangladesh and Sri
Lanka are all on their way to achieving the same goals. As compared with India it improving
education rate is ten times that of Pakistan, whereas Bangladesh’s is twice that of Pakistan.
Pakistanis have a constitutional right to universal education. In the 18th Amendment it has
discussed that education has become now a right and no longer a privilege as it was in past times.
Article 25A give a scenario where a citizen can take the government to court for not providing
them access, or even be the grounds for a Suo moto action.
At current rates of progress, no person alive today will see a Pakistan with universal education as
defined in our constitution. Baluchistan would see it in 2100 or later.
Just one year of education for women in Pakistan can help reduce fertility by 10 per cent,
controlling the other resource emergency this country faces.

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There are 26 countries poorer than Pakistan but send more of their children to school,
demonstrating the issue is not about finances, but will and articulating demand effectively. It is too
easy, and incorrect, to believe that Pakistan is too poor to provide this basic right.
Pakistan spent 2.5 per cent of its budget on schooling in 2005/2006. It now spends just 1.5 per cent
in the areas that need it most. That is less than the subsidies given to PIA, PEPCO and Pakistan
Steel. Provinces are allocated funds for education but fail to spend the money.
We presume the public school system is doing poorly because teachers are poorly paid, this is
untrue. Public school teachers get paid 2/3rds more than their equivalent private low-cost school
counterparts; they earn four times that of the average parent of a child in their school. Despite this,
on any given day 10-15 per cent of teachers will be absent from their duties teaching.
Conclusion: Education is Important in an ideological state, without which nobody can progress
towards development both in personal terms as well as a nation state. Education provides the base
for both social and economic development. The poor quality of educational system may be one of
the most important reasons of downfall.
In Pakistan, the quality of education is on the decline because the government not uplifting the
quality and quantity of education. Without teachers’ transformation a nation cannot transform the
education system for improving the quality of education. In this regard, a series of education
reforms in the area of teacher education were introduced in the public sector but their vision
seemed to be narrow, hence, they failed to make any substantial impact on the quality of teachers
and teaching process.
Eventually, it further affected the quality of education being offered in schools. Education system
of Pakistan is facing new challenges. It has yet to be developed at par with other developing
countries in the region.

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 Unit#2
Understanding Social Interaction in school and community

Meaning of social interaction

Social interaction is a dynamic, changing sequence of social actions between individuals or groups.
Erving Goffman was a sociologist who created a new field of study called microsociology, or
social interaction. Social interaction is the process by which we act and react to those around us.
In a nutshell, social interaction includes those acts people perform toward each other and the
responses they give in return. Having a quick conversation with a friend seems relatively trivial.
Goffman argued that these seemingly insignificant forms of social interaction are of major
importance in sociology and should not be overlooked.
Goffman argued that these seemingly insignificant forms of social interaction are of major
importance in sociology and should not be overlooked. Social interactions include a large number
of behaviors, so many that in sociology, interaction is usually divided into five categories. These
are: exchange, competition, cooperation, conflict and coercion.

2.2 level of social interaction

Elements of social interaction

a. Social contacts: Social contact is the first place of interaction. It rather initiates interaction.
Social contact refers to the connection between persons and groups. For social contact, social
proximity (mental contact) and not the physical proximity (bodily contact) is essential.

Social contact differs from physical or bodily contact. Mere physical contact (proximity) of
individuals does not constitute a group. This is why, it is said, ‘where there is contact of human
minds, there association exists; where there is no contact, there is a state of isolation’.

Social contacts may be direct or indirect and positive or negative. Direct contacts involve
immediate presence of persons (face-to-face) in the exchange of ideas or things. Other contacts are

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indirect as we find in the case of the writer and the recipient of a personal letter. Such contacts
may be established through any means of communication (telephone, TV, Internet).

Positive contact means associative interaction which leads towards assimilation through tolerance,
compromise or cooperation. Negative contact means dissociative interaction, which gives rise to
the feeling of hatred, rivalry, jealousy, indifference or lack of response.

b. Communication: The other condition for social interaction is communication. Society can only
be conceived of through communication. It has a central place in society. It may vary from writing
a letter to a friend, to all the modem methods of communication.

Means of communication may be language, script, gestures, words or symbols, etc. Language is a
symbolic communication because it consists of conventional cues or signs. Gestures and facial
expressions like speech and language play a significant part in communication at human level.
Hand-shake, head-nodding, waving the hand are good examples of gestures.

Communication in either form of material or sensory medium is a necessity for social contacts.
Communication plays an important role in personality formation, transfer of social heritage and
social experience from generation to generation.

c. Social attitudes and values: A social attitude is defined as "a behavior pattern, anticipatory set
or tendency, predisposition to specific adjustment or more simply, a conditioned response to social
stimuli".

These attitudes in turn are based upon individual's values. Social values are ideas which help an
individual to discriminate whether a particular object or behavior is good or bad, desirable or
undesirable. There are at times rules which govern the action which is known as "Norms".

Types of social interaction

a. Cooperation:
• Occurs when two or more persons or groups work together to achieve a goal that will
benefit many people
• Can be used with other forms of interaction
• Gets things done.

b. Competition:
• Two or more persons or groups oppose each other to achieve a goal that only one can
attain.
• Follows accepted rules of conduct.
• Positive but can lead to conflict

c. Conflict:
• Deliberate attempt to control by force, oppose, or harm the will of another person
• Conflict has few rules of conduct

d. Accommodation:

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 • State of balance between cooperation and conflict
• Give up a little and taking a little

e. Assimilation:
• The process of taking in and fully understanding information or ideas.
• The process whereby individuals or groups of differing ethnic heritage are absorbed into
the dominant culture of a society

Meaning/ types of Social Groups:

Meaning: In the social sciences, a social group can be defined as two or more people who interact
with one another, share similar characteristics, and collectively have a sense of unity. Regardless,
social groups come in a myriad of sizes and varieties. For example, a society can be viewed as a
large social group.
Two or more persons in interaction constitute a social group. It has common aim. In its strict sense,
group is a collection of people interacting together in an orderly way on the basis of shared
expectations about each other’s behavior. As a result of this interaction, the members of a group,
feel a common sense of belonging.
A group is a collection of individuals but all collectivities do not constitute a social group. A group
is distinct from an aggregate (people waiting at railway station or bus stand) member of which do
not interact with one another. The essence of the social group is not physical closeness or contact
between the individuals but a consciousness of joint interaction.
This consciousness of interaction may be present even there is no personal contact between
individuals. For example, we are members of a national group and think ourselves as nationals
even though we are acquainted with only few people. “A social group, remarks Williams, “is a
given aggregate of people playing interrelated roles and recognized by themselves or others as a
unit of interaction.

Types:
There are four main types of social groups:
1) primary groups,
2) social groups,
3) collectives,
4) categories:

1) Primary groups: Primary groups are small, long-term groups characterized by high amounts
of cohesiveness, member identification, face-to-face interaction, and solidarity. Such groups may
act as the principal source of socialization for individuals as primary groups may shape an
individual’s attitudes, values, and social orientation.

Three sub-groups of primary groups are

• kin (relatives)
• close friends
• neighbors.
2) Secondary groups: A secondary group is a relatively larger group composed of impersonal and
goal-oriented relationships, which are often temporary. These groups are often based on achieving

13
a common purpose outside of the relationship itself and involve much less emotional investment.
Since secondary groups are established to perform functions, individual roles are more
interchangeable, thus members are able to leave and out-group are able to join with relative ease.
Such groups can be understood to be ones in which individuals exchange explicit commodities
(e.g. labor for wage, service for payment, etc.). Examples include study groups, sports teams,
schoolmates, attorney-client, doctor-patient, coworkers, etc.
3) Collectives: In contrast, spontaneous collectives such as bystanders or audiences of various
sizes, exist only for a very brief period of time and it is very easy to become an in-group member
from an out-group member and vice versa. Collectives may display similar actions and outlooks.
4) Categories: Categories consist of individuals that are similar to one another in a certain way,
and members of this group can be permanent in-group members or temporary in-group members.
Examples of categories are individuals with the same ethnicity, gender, religion, or nationality.
This group is generally the largest type of group.

Individual/ group behavior:

Individual behavior: Individual behavior can be defined as a mix of responses to external and
internal stimuli. It is the way a person reacts in different situations and the way someone expresses
different emotions like anger, happiness, love, etc.
There are five types of individual behaviors that enable organization to interact with their
environment; acquire share; and use knowledge to the best advantage and meet the needs of various
stakeholder.
1. Task Performance: It refers to goals directed behaviors under individual’s control that support
organizational objectives. Task performance behaviors transform raw materials into goods and
services or support and maintain technical activities. For example, foreign exchange traders at
Wachovia make decisions and take actions to exchange currencies. Employees in most jobs have
more than one performance dimension. Foreign exchange traders must be able to identify
profitable trades, work cooperatively with clients and co-workers in a stressful environment, assist
in training new staff, and work on special telecommunications equipment without error. Some of
these performance dimensions are more important than others, but only by considering all of them
can we fully evaluate an employee’s contribution to the organization.
2. Organizational Citizenship: Companies could not effectively compete, transform resources,
or serve the needs of their stakeholders if employees performed only their formal job duties.
Employees also need to engage in organizational citizenship behaviors (OCBs) —various forms
of cooperation and helpfulness to others that support the organization’s social and psychological
context. In other words, companies require contextual performance (i.e., OCBs) along with task
performance. Organizational citizenship behaviors take many forms. Some are directed toward
individuals, such as assisting co-workers with their work problems, adjusting your work schedule
to accommodate co-workers, showing genuine courtesy toward coworkers, and sharing your work
resources (supplies, technology, staff) with co-workers.
3. Counterproductive Work Behavior
Organizational behavior is interested in all workplace behaviors, including those on the “dark
side,” collectively known as counterproductive work behaviors (CWBs). CWBs are voluntary
behaviors that have the potential to directly or indirectly harm the organization. They include abuse
of others (e.g., insults and nasty comments), threats (threatening harm), work avoidance (e.g.,
tardiness), work sabotage (doing work incorrectly), and overt acts (theft). CWBs are not minor

14
concerns. One recent study found that units of a fast-food restaurant chain with higher CWBs had
a significantly worse performance, whereas organizational citizenship had a relatively minor
benefit.

4. Joining and Staying with the Organization: Task performance, organizational citizenship,
and the lack of counterproductive work behaviors are obviously important, but if qualified people
don’t join and stay with the organization, none of these performance-related behaviors will occur.
Attracting and retaining talented people is particularly important as worries about skill shortages
heat up.

Companies survive and thrive not just by hiring people with talent or potential; they also need to
ensure that these employees stay with the company. Organizations with high turnover suffer
because of the high cost of replacing people who leave. When people leave, some of this vital
knowledge is lost, often resulting in inefficiencies, poorer customer service, and so forth. This
threat is not trivial: Between one-third and one-half of employees say they would change
companies if offered a comparable job.

5. Maintaining Work Attendance: Along with attracting and retaining employees, organizations
need everyone to show up for work at scheduled times. Situational factors—such as severe weather
or car breakdown—explain some work absences. Motivation is another factor. Employees who
experience job dissatisfaction or work-related stress are more likely to be absent or late for work
because taking time off is a way to temporarily withdraw from stressful or dissatisfying conditions.
Absenteeism is also higher in organizations with generous sick leave because this benefit limits
the negative financial impact of taking time away from work. Studies have found that absenteeism
is also higher in teams with strong absence norms, meaning that team members tolerate and even
expect co-workers to take time off.

Group behavior:
A group can be defined as two or more interacting and interdependent individuals who come
together to achieve particular objectives. A group behavior can be stated as a course of action a
group takes as a family. For example − Strike.

Types of Group behavior:

1. Mass Action: Mass action takes place when a great number of people voluntarily or
involuntarily decide to carry out a particular event, ceremony, programme or project to contribute
meaningfully to human existence. For example, mass action towards the removal of a bad leader
from office because of loss of confidence in the leader.

2. Communal Labor: This refers to the activity performed by people or groups who have common
social interests, goals, aspirations and feelings in a particular area.

Communal labor in the rural areas include:

1. Construction and building of bridges, trading squares and markets.

15
2. Planning and execution of cultural festivals.
3. Co-operation in the provision of social amenities.
Communal Labor Done in The Urban Areas:
1. Organizing of clean-up campaign in certain dirty corners of the city.
2. Organizing talk on major killer diseases, such as polio, sickle cell, measles, etc.
3. Churches and Mosques pray for the peace, progress and unity of the nation collectively in their
different religious circles.
3. Joining A Protest or March. Protest March Can Be Organized:

1. Promotional groups: These are actions that promote some causes which may not directly benefit
their members. Examples are National Council for Eradicating Illiteracy, Human Rights groups,
and the Red Cross.
2. Protest March by Professionals such as NUT, NBA, NMA: Protest march against rampant
kidnapping of people in the society, protest march against bottle-necks in education, protest march
against incessant rape in the country and others.

4. Acting Patriotically: This means acting with utmost zeal, with commitment, dedication,
punctuality and civility in matters that concern the nation or country.
We can in a patriotic manner remove insecurity and hostile environment by reporting people of
dubious characters to the law enforcement agents and the agencies for the protection of life and
property in the society promptly and in all issues of national interests.

2.7 role of school and teacher in developing…….

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 Unit#3
School and Culture
School culture: The term school culture generally refers to the beliefs, perceptions, relationships,
attitudes, and written and unwritten rules that shape and influence every aspect of how a school
function, but the term also encompasses more concrete issues such as the physical and emotional
safety of students, the orderliness of classrooms and public spaces, or the degree to which a school
embraces and celebrates racial, ethnic, linguistic, or cultural diversity.
Like the larger social culture, a school culture results from both conscious and unconscious
perspectives, values, interactions, and practices, and it is heavily shaped by a school’s particular
institutional history. Students, parents, teachers, administrators, and other staff members all
contribute to their school’s culture, as do other influences such as the community in which the
school is located, the policies that govern how it operates, or the principles upon which the school
was founded. Generally speaking, school cultures can be divided into two basic forms: positive
cultures and negative cultures. Numerous researchers, educators, and writers have attempted to
define the major features of positive and negative school cultures, and an abundance of studies,
articles, and books are available on the topic. In addition, many educational organizations, such as
the National School Climate Center, have produced detailed descriptions of positive school
cultures and developed strategies for improving them.
Broadly defined, positive school cultures are conducive to professional satisfaction, morale, and
effectiveness, as well as to student learning, fulfillment, and well-being. The following list is a
representative selection of a few characteristics commonly associated with positive school
cultures:
• The individual successes of teachers and students are recognized and celebrated.
• Relationships and interactions are characterized by openness, trust, respect, and
appreciation.
• Staff relationships are collegial, collaborative, and productive, and all staff members
are held to high professional standards.
• Students and staff members feel emotionally and physical safe, and the school’s
policies and facilities promote student safety.
• School leaders, teachers, and staff members model positive, healthy behaviors for
students.
• Mistakes not punished as failures, but they are seen as opportunities to learn and grow
for both students and educators.
• Students are consistently held to high academic expectations, and a majority of
students meet or exceed those expectations.
• Important leadership decisions are made collaboratively with input from staff
members, students, and parents.
• Criticism, when voiced, is constructive and well-intentioned, not antagonistic or self-
serving.

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 • Educational resources and learning opportunities are equitably distributed, and all
students, including minorities and students with disabilities.
• All students have access to the academic support and services they may need to
succeed.
Main characteristics of culture: Culture has five basic characteristics: It is learned, shared, based
on symbols, integrated, and dynamic. All cultures share these basic features.

1 Culture is learned. It is not biological; we do not inherit it. Much of learning culture
is unconscious. We learn culture from families, peers, institutions, and media. The
process of learning culture is known as enculturation. While all humans have basic
biological needs such as food, sleep, and sex, the way we fulfill those needs varies
cross-culturally.
2 Culture is shared. Because we share culture with other members of our group, we
are able to act in socially appropriate ways as well as predict how others will act.
Despite the shared nature of culture, that doesn’t mean that culture is homogenous
(the same). The multiple cultural worlds that exist in any society are discussed in
detail below.
3 Culture is based on symbols. A symbol is something that stands for something
else. Symbols vary cross-culturally and are arbitrary. They only have meaning
when people in a culture agree on their use. Language, money and art are all
symbols. Language is the most important symbolic component of culture.
4 Culture is integrated. This is known as holism, or the various parts of a culture
being interconnected. All aspects of a culture are related to one another and to truly
understand a culture, one must learn about all of its parts, not only a few.
5 Culture is dynamic. This simply means that cultures interact and change. Because
most cultures are in contact with other cultures, they exchange ideas and symbols.
All cultures change, otherwise, they would have problems adapting to changing
environments. And because cultures are integrated, if one component in the system
changes, it is likely that the entire system must adjust.

Elementary concept of culture:

A. What Are Cultural Traits?
Cultural traits are the single elements or smallest units of a culture. They are “units of observation”
which when put together constitute culture. According to Hoebel cultural trait is “a repeatedly
irreducible unit of learned behaviour pattern or material product there of”. Any culture can be seen
as to include thousands of such units.

Thus shaking hands, touching the feet, tipping hats, the kiss on the cheeks as gesture of affection,
giving seats to ladies first, saluting the flag, wearing white ‘sarees’ at mourning, taking vegetarian
diets, walking barefooted, drinking water on the idols, carrying ‘kirpans’, growing beard and hair,
eating in brass utensils etc. are cultural traits.

18
Think back to the last time you had a large gathering of people dining together. Perhaps it was to
celebrate a wedding, graduation, or something similarly important. It's probable that someone at
the table or dinner ceremony got up, said a few words, and everyone said ''Cheers!'' before they
lightly touched their glasses with the others.
That is one example of a cultural trait, a characteristic of human action that is acquired by people
socially and transmitted to one another via various modes of communication. The term 'cultural
trait' can also be applied to an object created from human behavior.
Cultural traits are things that allow one part of a culture to be transmitted to another. For example,
the famous football chant of ''Ole, Ole, Ole'' likely arose in Spain but has since become a cultural
trait of many soccer fans around the world. The famous Greek exclamation of ''Opa!'' has since
become just as common in Russia as it is in Greece.
Cultural traits also allow people to create traditions. Traditions are long-lasting, identifiable,
recurrent ways of doing things. Just think back to the introductory example of many people saying
a toast at a wedding. It's become a tradition in the U.S.
What's interesting about cultural traits is that they are not necessarily static. Cultural traits can
combine with each other. They can also be improperly transmitted to another culture or generation.
These two scenarios provide a way by which new cultural traits can be created.
Examples of Cultural Traits: There are a lot of different examples of cultural traits from around
the world. This lesson can only give you a small glimpse of them. What you'll note, however, is
how many of these cultural traits have spread to other cultures. This is normal. Just think back to
our definition of cultural traits. They are characteristics of human action that are transmissible.
Cultural Complex: According to Hoebel, “Cultural complexes are nothing but larger clusters of
traits organized about some nuclear point of reference”. Cultural traits, as we know, do not usually
appear singly or independently. They are customarily associated with other restated traits to from
cultural complex.
The importance of a single trait is indicated when it first go in to a cluster of traits, each one of
which performs a significant role in the total complex.
Thus, kneeling before the idol, sprinkling sacred water over it, putting some food in its mouth,
folding hands, taking ‘prashad’ from the priest and singing ‘arati’ form a religious complex.
3. Cultural Pattern: A cultural pattern is formed when traits and complexes become related to
each other in functional roles. Each cultural complex has a role to play in society. It has got definite
place within it. The cultural pattern of a society consists of a number of cultural complex.
Thus the Indian cultural pattern consists of Gandhism spiritualism, joint family caste, system and
ruralism. So there is a cultural complex consisting of a numerous cultural traits. According to Clark
Wissler there are nine basic cultural traits which give rise to cultural pattern.
These are;
1. Speech and Language

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2. Material trails.
(a) Food habits
(b) Shelter
(c) Transportation
(d) Dress
(e) Utensils, tools etc.
(f) Weapons
(g) Occupations and industries.
3. Art
4. Mythology and scientific knowledge.
5. Religious practices.
6. Family and social systems.
7. Property.
8. Government.
9. War.
Cultural lag :The difference between material culture and non-material culture is known
as cultural lag. The term cultural lag refers to the notion that culture takes time to catch up with
technological innovations, and the resulting social problems that are caused by this lag. In other
words, cultural lag occurs whenever there is an unequal rate of change between different parts of
culture causing a gap between material and non-material culture. Subsequently, cultural lag does
not only apply to this idea only, but also relates to theory and explanation. It helps by identifying
and explaining social problems to predict future problems in society. The term was first coined
in William F. Ogburn's 1922 work Social Change with Respect to Culture and Original Nature.
As explained by James W. Woodward, when the material conditions change, changes are
occasioned in the adaptive culture, but these changes in the adaptive culture do not synchronize
exactly with the change in the material culture, this delay is the culture lag.[1] If people fail to adjust
to the rapid environmental and technological changes it will cause a lag or a gap between the
cultures. This resonates with ideas of technological determinism, which means that technology
determines the development of its cultural values and social structure. That is, it can presuppose
that technology has independent effects on society at large. However it does not necessarily assign
causality to technology. Rather cultural lag focuses examination on the period of adjustment to
new technologies. According to sociologists William F. Ogburn, cultural lag is a common societal
phenomenon due to the tendency of material culture to evolve and change rapidly and
voluminously while non-material culture tends to resist change and remain fixed for a far longer
period of time.[2] This is due to the fact that ideals and values are much harder to change than
physical things are. Due to the opposing nature of these two aspects of culture, adaptation of new

20
technology becomes rather difficult. This can cause a disconnect between people and their society
or culture. This distinction between material and non-material culture is also a contribution of
Ogburn's 1922 work on social change. Ogburn's classic example of cultural lag was the period of
adaptation when automobiles became faster and more efficient. It took some time for society to
start building infrastructure that would tailor mainly to the new, more efficient, vehicles. This is
because people are not comfortable with change and it takes them a little time to adapt. Hence, the
term cultural lag.
Cultural diversity in education: When we use the word culture, we are generally referring to
the beliefs, values, customs, and social behaviors of a group that are reflected in their everyday
life. Cultural norms are learned as they are passed down from one generation to the next. Though
culture can be tied to specific racial or ethnic groups, it can also encompass broader groups of
people. Think about the term Southern. It encompasses and reflects something about Southern
culture that is very different from that of the North or the Southwest. As mentioned on a previous
page, there are over 1,000 different cultures represented in our schools today. This cultural
diversity means that teachers will have students who display different ways of learning, behaving,
communicating, and interacting with others.

Types of Cultural Diversity in the Classroom: No two students are the same, even if they share
a lot in common. To foster cultural awareness, you need to consider all the different aspects of
culture that can influence your students’ perceptions, attitudes, and behaviors. Common cultural
differences include:

Race: It’s important to recognize the impact skin color has had on the broader American culture
and how it can affect students’ perceptions of each other and themselves.
Ethnicity: While ethnicity is sometimes used as a synonym for race, it is more accurately defined
as the culture we derive from our nationality. Ethnic differences appear in all immigrant groups
and can persist for generations. Understanding these differences can help you be attuned to your
students’ interests and outlooks.
Religion: While you know that not everyone worships in the same way—and that some don’t
worship at all—it’s good to familiarize yourself with the ways religious traditions and
requirements can impact your students’ behaviors and free time.
Language: Language barriers should not be educational barriers. While you can’t be expected to
speak every language, you can be expected to make accommodations for those who speak English
as a second language.
Economic: The economic situation of a student’s family can greatly impact his or her learning.
You should be aware of how economic pressures can lead to classroom stress as well as to issues
with finding time and a place to study.
LGBTQ: A student’s sexual orientation and/or gender identity can become a point of conflict in
their lives. It shouldn’t also be a point of conflict in the classroom.

21
Cultural and cultural elements of Pakistan communities:
Ideologically, Pakistan is an Islamic State. Pakistan’s very foundation centers around Islam, and
Pakistani culture is primarily based on the Islamic way of life.
All other cultural aspects are inspired by Islam. Pakistani culture is highlighted by its grandeur,
simplicity, firm convictions and noble deeds and ideas.
Here are Pakistani culture.
1. Religious Uniformity: Pakistan came into existence to provide its people with a system based
on Islam. The people, in spite of some language differences, customs and traditions commonly
follow one religion. Islam is practiced by all Pakistanis.
2. Language: A number of languages are spoken in Pakistan. Some of them are Punjabi, Sindhi,
Pushto and Baluchi. But Urdu is spoken and understand in all parts of Pakistan. Being the official
language, it is the media of communication between all regions of Pakistan.
3. Literature and Poetry: Literature is an important aspect of our cultural life. Most of our poets
reflect Islamic code and deliver the message of love and brotherhood. A similarity of thought
among poets and writers of all regions is an important factor of our cultural life.
Sufi poets occupy an honored place. Sufis like Lal Shahbaz, Data Ganj Baksh, Shah Abdul Lateef,
Sachal Sarmast, Hazrat Sultan Bahu and Waris Shah rendered meritorious services for the spread
of Islam in the subcontinent.
4. Dress and Diet: Dress is an important manifestation of culture. Regional dresses of Pakistan
have undergone changes due to local traditions, economic conditions, and wealth. But in all
provinces, people generally wear the traditional dress by Salwar Kameez.
The food we consume and social etiquette confirms strictly with Islamic principles.
5. Mixed Culture: Pakistani culture is a mixed culture although majority of people are Muslims
by birth and faith. However, there is great influence of Hindu and British culture on present
Pakistani society.
6. Male Dominated Society: In Pakistani culture the male member of the family enjoys the key
position. The family is headed by a male member and in most cases, he is the sole source of income
for other members of the family.
7. Arts and Architecture: The iconoclasm of Islam has given a characteristic form and pattern in
the use of elegant designs, based on geometric figures and floral forms borrowed from nature. The
Shah Jahan Mosque, Shalimar Garden, Badshahi Mosque, Shahi Qila and many such graceful
buildings are a living proof of the splendid Mughal architecture.
8. Handicrafts: Embroidery, leather works, glazed pottery, woodwork, carpet making, metal
crafts, and ivory are the essential parts of our culture. Pakistani craftsmen are considered the best
in their craftsmanship. They are known for the high-quality works which is very popular in foreign
countries.

22
9. Sports: Games like wrestling, hockey, cricket, football, squash etc. are popular in every part of
our country. These games reflect our cultural identity.
10. Education: Pakistan’s educational system plays a vital role in the formation of culture, unity
and solidarity of the nation. Therefore, it is important that the entire curriculum from kindergarten
to high school be placed in accordance with the ideology of Pakistan.
11. Religious Festivals: Festivals play an important part of our culture. Eid al-Fitr and Eid al-
Adha are our two main religious festivals. They are celebrated with great happiness throughout the
country.
Elements of Pakistan Communities
National Identity and Changes: Though the country is commonly characterized on the global
stage as part of ‘the Middle East’, Pakistanis tend to consider themselves more South Asian. The
national identity of Pakistan is heavily influenced by its recent modern history. It only became a
nation in 1947 when it gained independence from British rule and separated from India (known as
Partition). The formation of the country bore with it an idea of what Pakistani society should look
like and embody, enticing millions of people to immigrate from India. Since then, there have been
constant negotiations of space and identity, leading to changes such as the secession of East
Pakistan as Bangladesh.
Interdependence and Wasta: Pakistan has a collectivist culture in the sense that people are
deeply interdependent and loyal to those who are in their inner circle. Social connections are
essential to daily life, as citizens have often had to rely on themselves instead of their government
for support and opportunities. Relationships play an important role in completing professional,
personal and social tasks. This is understood through the concept of ‘wasta’ – relationship forming.
Wasta can be observed when, for example, people turn to a close friend or relative for help, instead
of a government institution. This kind of social support network is crucial and gives many
Pakistanis a very strong sense of community.
Ethnicities: The land that Pakistan occupies has hosted many vast civilizations dating back to the
Neolithic and Bronze Age of the Indus Valley Civilization. A variety of ethnic cultures have arisen
from this rich history, with identities and values specific to them.
Punjabis: The Punjabis are the largest ethnicity in Pakistan and are generally the most dominant
and influential people in the bureaucracy and armed forces. The province of Punjab is Pakistan’s
most prosperous and populated. It has been the recipient of extensive government funding and is
equipped with many high-quality public services that attract thousands of Pakistanis from all over
the country. As past and current governments have shown a preference towards economic,
educational and agricultural development in the province of Punjab, Punjabis are often considered
to be the privileged ethnicity in Pakistan.
Pakhtuns (or Pathans): Originating from Khyber Pakhtunkhwa in the northwest of Pakistan,
Pashtuns have gained a reputation as ‘hard worn’ people who have survived in rough topography
and severe climates. Today, many are highly urbanized and have become known for their trading
and business skills in all manner of professions. Those who remain in Khyber Pakhtunkhwa have
generally retained a strong tribalism and collectivistic social organization. They share many

23
characteristics with neighboring Afghans1 and often have distinctly Central Asian origins and
features (resembling the Uzbeks, Tajiks and Turks).

Sindhis: Sindhis originate from the southern province of Sindh. Sindh has an ancient culture dating
back to the 7,000-year-old Indus Valley Civilisation. It is highly influenced by Sufi doctrine and
principles taught by cultural icons and saints of the region. Interior Sindh is distinct from urban
areas like Karachi and Hyderabad as it is still largely under the control of a feudal system of land
ownership and organisation.
Muhajir: Following Partition, around 8 million people arrived in Pakistan. The number was
equivalent to roughly a quarter of the country’s (then) population immigrating in a short span of
time. These people were generally Muslims leaving India to join the newly formed country. While
they came from many different ethnicities, the diverse group of people and their descendants are
referred to under the centralised term ‘Muhajir’ – an Arabic word that translates to “immigrant”.
Those who settled in the Pakistani province of Punjab generally originate from the Indian regions
of Punjab, Haryana, Himachal Pradesh and Delhi.
Balochis (or Baluchis): The Balochi people are the indigenous people of Balochistan, which is
split over both Pakistan and Iran. Both these nations have a province named ‘Balochistan’ that
most Balochis live in, although many others are dispersed throughout Sindh, Afghanistan and other
regions. Balochistan is the biggest province of Pakistan but also the most remote and least densely
populated. It is characterised by vast areas of desert-like mountainous terrain. This geographical
isolation has generally led to the Balochis being secluded from outside influence, meaning they
have retained quite a distinct cultural identity.
Role of Education and School in Protection and Transmission of Culture:
Preservation of Culture: Culture is the blood vein of a society, which needs to be conserved. It
is an important function of education to help in the preservation of culture or social heritage.
Education, through its specialized agencies, tries to inculcate the traditions, customs, values, arts,
morals etc. into the tender minds of pupils.
Transmission of Culture: In addition to preservation of culture, it is a task of education to
maintain the continuity of culture by handing down the existing cultural experiences, values,
traditions, customs etc. from one generation to another through its various programmes and
practices. Without this transmission, the nation’s survival may be the toughest task and the
progress of mankind can be stifled. Society reels in utter chaos and confusion.
Promotion of Culture: Besides preservation and transmission, another vital function of education
is to modify the existing cultural patterns in the light of changes visible in the needs and demands
of the society. These changes are heightened owing to cross-cultural variables. Thus, new cultural
patterns are formed by replacing and reorienting the old outmoded cultural forms to suit the
changing needs of time and man. Therefore, society makes ostensible progress. This part of
education is called progressive function of education.
Equips Man to Adapt to Changing Cultural Patterns: It is an admitted fact that every
generation after generation modifies the old and archaic cultural forms and adds new ones to the
best advantage of theirs. This is possible through educational means and method. Moreover,

24
education equips the individual to adjust himself or herself to the changing cultural forms and
patterns for better and successful living.
Moulding the Personality: It is a universal element of culture that personality is shaped and
moulded by education. An individual’s personality goes on developing when he or she continues
to forge a web of relationship with other members of society.
Restoring Unity of Mankind through Diffusion of Culture: It is a dire necessity of the
civilization that unity of mankind is to be restored. It is to be made possible through education
which assists in diffusion of culture in an effective manner. Education should treat human culture
as a whole like a full-bloosom flower whose different petals represent different groups.
Removing Cultural Lag: The concept of cultural lag is attributed to the famous sociologist
Ogburn. When there exists a difference between material culture and non-material culture, there
emerges this lag concept. As it is seen, material culture is advanced due to the rapid strides in
science and technology and people adopt the modern life styles ignoring non-material part of
culture.
Impact of media on school and culture:
Social Networking has become an important part of a student’s social life. It is now considered as
a learning platform which helps in improving student engagement and capabilities in several Best
Boarding School in Dehradun. Such platforms provide school children the opportunity to
connect, get in touch, access information, and research. In today’s global era of connected learning,
the influence of social media platforms on our education system is becoming a strong controlling
factor. Social Media which is considered as one of the strongest mediums of communication in the
21st century helps people to connect from far places. It consists of online technology platforms
including Facebook, Twitter, Instagram, YouTube, WhatsApp among many others. Media is Any
medium through which any sort of information reaches the people i.e. Print Media:
1) Newspaper 2) Magazine,3) Audio Media: 4) Radio 5) Television 6) Internet
Function of Media:
To inform: People come to know what, when, where, who, why & How the things are happening
It brings about greater awareness among the masses about men and materials.
To educate: Media educates people by giving information about food, health, employment,
agriculture, technology, modernization etc.
To entertain Movies, serials, animations, music etc.
Impact of media on school and culture
• In the last 50 years, media influence has grown exponentially with time. First there was the
telegraph, then the radio, the newspaper, magazines, television and now the internet.
• The media boom has also brought a revolutionary change in the morals and ethics of society
• The media has a huge impact on society and also on public opinion.
• They can shape the public opinion in different ways depending on what is the objective

25
 • We make our buying decisions based on the adverts we see on different avenues of the
media such as TV, newspapers or magazines.
• The media can sometimes go out of the way in advertising or glorifying certain issues.
Impact of media on culture
• •Media provide news and information required by the people.
• Media can educate the public.
• Media helps a democracy function effectively.
• They inform the public about government policies and programmed and how these
programmed can be useful to them. This helps the people voice their feelings and
helps the government to make necessary changes in their policies or programmed.
• Media can entertain people.
• Media can act as an agent of change in development.
• Media has brought people of the world closer to each other.
• Media promote trade and industry through advertisements
• Media can help the political and democratic processes of a country.
Impact of media on Education
• Four out of five professors in U.S. colleges and universities use social platforms to teach
their students. (ProCon.org)
• In some cases, media has allowed students to increase grades by 50% and has drop the
overall number of absent students.
• 59% of student’s report that they use social networking sites to discuss education topics
and 50% use the sites to talk about school assignments.
The Negative Impact
1.Many students rely on the accessibility of information on social media specifically and the web
in general to provide answers. That means a reduced focus on learning and retaining information.
2.Students who attempt to multi-task, checking social media sites while studying, show reduced
academic performance Their ability to concentrate on the task at hand is significantly reduced by
the distractions that are brought about by YouTube, Facebook or Twitter.
3.The more time students spend on social sites; the less time they spend socializing in person.
Because of the lack of body signals and other nonverbal cues, like tone and inflection, social
networking sites are not an adequate replacement for face-to-face communication. Students who
spend a great deal of time on social networking are less able to effectively communicate in person.
4.The popularity of social media, and the speed at which information is published, has created a
lax attitude towards proper spelling and grammar)
5. The degree to which private information is available online and the anonymity the internet seems
to provide has made students forget the need to filter the information they post.
The Positive Impact
1. Social networking has increased the rate and quality of collaboration for students.

26
 2. Social networking teaches students skills they’ll need to survive in the business
world.
3. By spending so much time working with new technologies, students develop more
familiarity with computers and other electronic devices.
4. The ease with which a student can customize their profile makes them more
aware of basic aspects of design and layout that are not often taught in schools.
Impact of Technology on school and culture:
• Technology is defined as “any object or process of human origin that can be used to convey
media.”
• In this sense, technology includes phenomena as diverse as books, films, television, and
the Internet.
• With respect to education, media are the symbol systems that teachers and students use to
represent knowledge; technologies are the tools that allow them to share their knowledge
representations with others.
Impact of Technology on School and Culture
• There are two major approaches to using media and technology in schools. First, students
can learn “from” media and technology, and second, they can learn “with” media and
technology.
• Learning “from” media and technology is often referred to in terms such as instructional
television, computer-based instruction, or integrated learning systems.
• Learning “with” technology is referred to in terms such as cognitive tools and constructivist
learning environments.
• Television and the computer are the two primary technologies used in school and
community
• Computers as tutors have positive effects on learning as measured by standardized
achievement tests, are more motivating for students, are accepted by more teachers than
other technologies, and are widely supported by administrators, parents, politicians, and
the public in general.
• Students are able to complete a given set of educational objectives in less time with CBI
than needed in more traditional approaches.
Conclusion
• Media is a pillar of Society, and a healthy Society is not possible without a Healthy Media
• Media should take responsibility to preserve Culture
• Media should understand the possible effects of their reports on Public Different programs
for different age.

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 Unit#4
Relationship between school and community
Effects of community on School
The school “represents the future.” Because of the school, “the way they (students) used to dream
in their past is totally different nowadays.”
The school “transforms our children.”
“The school is the strength of the society.”
“The school is a development agent for the community.”
The school “shines the community.”
The school “makes our children dream differently.”
The school is “a daily bread that feeds our kids brain and a pride for their future.”
“If there is no school, there is no future for our kids, either.”
The school is “educating people who solve the problems of the country and the community.”
The school “means hope for us and our children.”
The school is “like a treasure that was hidden somewhere and this community is the one who found
it.”
Effects of community on School
• Schools are expected to prepare and educate the children for a changing
• To make the society a better place that should be a closer cooperation and collaboration
between school and community.
• In the developed countries this concept is known as “family and school together”, which
focuses on building relationships with the families, across families, with schools and with
the communities.
• School curriculum should reflect community aspirations and ideals in life.
• School is not a place where the children come to get knowledge only, rather it is process
of community living.
• School is the mirror of the feelings, attitudes, values and modes of behaviors of community.
• School is charged by the society to properly perform this duty in the best interest of the
community.
• To make the society worth living schools and communities should work together.
• They are naturally depended on each other, if this contact is removed, both the process and
purpose of education would remain ineffective and meaningless.
• Effective development of personality of the child depends on collaboration between the
community and the school.

28
 • School community relationship transforms schools into the miniature /small communities
where the children learn through interactions when schools and community are actively
involved in the learning process of child, the child will learn self-discipline, cooperation
and leadership.
A Critical analysis of effective role of school and teachers in Pakistani Society
• Role of the school in the community
• The school represents the future.
• The school is the strength of the society.
• The school shines the community.
• The school makes our children dream differently.
• The school is educating people who solve the problems of the country and the community.
• The school “means hope for us and our children.
• The schools also benefit the communities by employing teachers.
• Safe and respectful environments
Role of Teacher in Community
• Teacher play many roles in the process of education his role is not only limited to school
but also to other sphere such as performing of other duties given by the gov. or
administration from time to time.
• A good teacher is like a candle which consumes itself to light the way for others.
• A teacher’s job is to educate children, youngsters, teens, and other people that seeks to
expand upon their knowledge.
• A teacher’s role in society is to transfer knowledge that is important for the future of
individuals and the society so that we can continue to lived civilized in an age where so
many people are depending on each other.
• We'll find communities within the greater context of society and a teacher’s role is to serve
society as a whole, not individual communities, and a teacher’s job is important.
Effects of community on School
• Schools are expected to prepare and educate the children for a changing
• To make the society a better place that should be a closer cooperation and collaboration
between school and community.
• In the developed countries this concept is known as “family and school together”, which
focuses on building relationships with the families, across families, with schools and with
the communities.
• School curriculum should reflect community aspirations and ideals in life.
• School is not a place where the children come to get knowledge only, rather it is process
of community living.
• School is the mirror of the feelings, attitudes, values and modes of behaviors of community.
• School is charged by the society to properly perform this duty in the best interest of the
community.

29
 • To make the society worth living schools and communities should work together.
• They are naturally depended on each other, if this contact is removed, both the process and
purpose of education would remain ineffective and meaningless.
• Effective development of personality of the child depends on collaboration between the
community and the school
• School community relationship transforms schools into the miniature /small communities
where the children learn through interactions when schools and community are actively
involved in the learning process of child, the child will learn self-discipline, cooperation
and leadership.
A Critical analysis of effective role of school and teachers in Pakistani Society.
Role of the school in the community
• The school represents the future.
• The school is the strength of the society.
• The school shines the community.
• The school makes our children dream differently.
• The school is educating people who solve the problems of the country and the community.
• The school “means hope for us and our children.
• The schools also benefit the communities by employing teachers.
• Safe and respectful environments
Role of Teacher in Community
• Teacher play many roles in the process of education his role is not only limited to school
but also to other sphere such as performing of other duties given by the gov. or
administration from time to time.
• A good teacher is like a candle which consumes itself to light the way for others.
• A teacher’s job is to educate children, youngsters, teens, and other people that seeks to
expand upon their knowledge.
• A teacher’s role in society is to transfer knowledge that is important for the future of
individuals and the society so that we can continue to lived civilized in an age where so
many people are depending on each other.
School as a hub for community services
Hubs are a way to connect families and communities with:
• their school
• each other
• local community
• local services.
A hub can mean different things in different schools. Some examples are when:

30
 • the school’s facilities are shared with community groups
• the school community works together to improve attendance and learning outcomes
• volunteers and families share cultural celebrations
• service agencies share school space to provide services to children and families at the
school
“Schools are often at the heart of any community – they are very vibrant places where
mums and dads, grandparents, children and young people congregate to learn, socialize and
build social networks” Executive director, Early Years and Child Development, Department
for Education.
Community school
• According to the Coalition for Community Schools, a community school is “both a
place and a set of partnerships between the school and other community resources.”
And “its integrated focus on academics, health and social services, youth and
community development, and community engagement leads to improved student
learning, stronger families, and healthier communities. Using public schools as
hubs, community schools bring together many partners to offer a range of supports
and opportunities to children, youth, families, and communities.”
• A community school is a school in which community organizations offer
coordinated educational and social services within the school building. The school
becomes a hub of resources that support learning and nurture the well-being of
students and families.
Introduction to schools as community hubs
• Schools as community hubs Schools as community hubs is a vision for public schools,
preschools and facilities to be more accessible and shared across communities. This
approach will enhance education and wellbeing outcomes for children and young
people and build connections and opportunities for lifelong learning in communities.
• Approach The schools as community hubs approach have been shown to improve
attendance rates, parent engagement and encourage different ways to meet complex
and changing needs of students. The goal is to build a community where children,
young people, teachers, parents and community members work together interactively,
recognizing that children and young people learn best with real-life situations and
hands-on activities.
Critical analysis of effective role of school and teachers in Pakistan community:
A highly neglected and heterogeneous sector Education in Pakistan, from the very beginning,
has never remained a priority for both the military and civil governments. A very limited
amount of the GDP (less than 3%) has been allocated to the education sector in Pakistan.
Consequently, Pakistan has the lowest literacy rate and poor quality education compared to
its neighboring countries, especially India. The education system of Pakistan, apart from the
government negligence, eroded because of multilingualism, inconsistency and experimentation of

31
the education policies and its stratified nature. Obviously, the ramifications of this can be seen in
the poor economic, political and social development of Pakistan.
For strengthening the role of education, various educational commissions were formed and
committees were constituted. But it is ironical to see that the implementation has been very poor .
Because of this the quality of education in the country has suffered badly instead of making
progress. Another problem which has affected negatively the system is the widening gaps and
distance between the educational institutions and community. Parental involvement in the
education process is vital for ensuring the quality aspect. Home is the first school of a
child. Without parental involvement in the process of education the effective implementation
of policies will remain a far cry.
CRITICAL ANALYSIS OF THE PROBLEMS OF EDUCATION The education system of
Pakistan despite of towering claims and plans faces the following problems which are critically
analyzed below;
1. Financial problems: Due to receiving less financial support, the sector of education has
remained the most under paid and poor in performance. This fact has rendered the education
sector as the most unattractive profession in the country. Teacher community, being the most
finically poor in society, often look for other sources of earning such as going abroad for
working and run their own businesses at the cost of their professional integrity. In this regard
teachers are less motivated towards and take least interest in their school duties.
2.Political interference: Education system of Pakistan is highly politicized. In the majority of
cases teachers are inducted on the basis of their political affiliations rather than on merit, who
often serve as political workers instead of performing their professional duties. Similarly due
to political involvement in the education sector, often the established procedure of
appointment is violated. These politically selected incompetent teachers become a permanent
liability on the economy and a reason of the collapse of the educational system.
3.Social recognition: teaching is considered the most respectful professions in all societies of the
world. In some countries teaching is taken as the most honorable and lucrative profession. In
developed nations teachers are adored and occupy a reverential social position in society.
However, in Pakistan teachers, particularly school teachers, in theory are exalted but the reality
is the other way round. In Pakistan, teaching profession does not enjoy a great social status in
the society.
4.Accommodation and facilities: Government does not provide any residential accommodation
to school teachers. Teachers posted in remote areas or outstations face problem of accommodation
and shelter. Teachers cannot afford to rent houses on the salary which is given to them and
hardly make their living. Due to non-availability of official accommodation teachers do long
absentees and are not able to perform their duties with full attention and satisfaction.
5.Frequent transfers :Teachers in Pakistani schools are always at the sweet will of education
officers and school administration. The transfers are usually made on the basis of favoritism
and nepotism. Due to this practice most of the teachers remain in high mental agony,
disturbance and pressures. Often transfers to remote areas are made to teach a lesson to the
teachers who are either disobedient or have affiliation with opposing political party.

32
6.Professional development : Teaching is a profession which needs continual updating. In this
regard teachers should be aware of the new changes occurring in the society and around the
world. Likewise they need to be continuously abreast with latest theories, research and other
addition to the pool of knowledge. It has been observed that teachers who are not
professionally sound and upgraded are not able to cope with the different changes and challenges
in the society, country and the world at large.
7.Community involvement: Schools are community in miniature. Teachers are important
change agents, mentors and academic leaders of the society. In Pakistani, government,
schools the concept of parental participation is very poor. Teachers normally face negative
remarks form the parents’ side as any (ill) performance of the students is related to the
performance of the teachers only. Students who fail or show low marks in the examination, the
teachers are held responsible for this without realizing that the performance of the students is
associated with the role of school administration, parents and teachers.
8.Burden of more classes: According to the unrealistic working conditions in Pakistani
schools have added to teacher burnout. There are no procedures of work in some schools
either due to the ignorance of the administration or laps on the part of teachers to find out
the procedure of work. In the majority of schools, particularly in remote areas, there is lack of
teaching staff. This overburdens other teachers in the schools.
9.Curriculum issues: Curriculum development in Pakistan is a centralized activity. Curriculum
is developed and schools are supposed to implement it without any manipulation. In this
regard teachers’ role is that of implementer. They cannot contribute towards the process of
curriculum development and evaluation neither they are provided with refresher courses to
be in line with the updated syllabi. This traditions has left the teachers ignorant of many
aspects of the curriculum which ultimately affects not only their own performance but also the
process of teaching and learning in schools.
10.Issues of textbooks: Textbooks is a very important aspect of teaching and learning process.
Textbook development is highly specialized area in curriculum development. Teachers in
Pakistani schools face problem of instruction due to non-availability of quality textbooks. There
is a culture of multilingualism and medium of instructions in schools. This creates an
environment of confusion, difficulty, fatigue and lack of understating both on the part of teachers
and students.

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 Unit #5
Social Institutions
Definition and types of social institutions: Social institutions are mechanisms or patterns of
social order focused on meeting social needs, such as government, economy, education, family,
healthcare, and religion. Some sociological methods focus on examining social institutions over
time, or compare them to social institutions in other parts of the world. Also, A social institution
is a group of individuals who have a common purpose, goals, and set of norms.
• Max Weber has defined the social institution as “the social relations in a whole network
of social actions.”
• According to RT. Schaefer “Social institutions are organized patterns of beliefs and
behavior centered on basic social needs.”
• According to Harton and Hunt, “An institution is an organized system of social
relationships which embodies certain common values and procedures and meets certain
needs of the society”.
• According to Bogardus, “A social institution is a structure that is organized to meet the
need of people chiefly through well-established procedures.”
By this, he meant that institutions exist only so far as people act in certain ways. The institution is
manifest only as a pattern of behavior. For e.g, marriage, kinship, family, religion, economy,
polity, etc. are social institutions because they are networks of social relationships and social and
social actions.
Types:
1.Primary Social Institutions: The most basic institutions which are found even in primitive
societies like religion, family, marriage, property, some kind of political system, as primary in
character, primary institutions are evolved or developed naturally, unconsciously, and even
spontaneously.
2.Secondary Social Institutions: As societies, grow in size and complexities institutions become
progressive and more differentiated. These institutions are established to satisfy the secondary
needs of people. E.g., education, examination, law, legislation, constitution, parliamentary
procedures, business, etc. Secondary institutions are established consciously, purposefully, and in
a planned way.
3.Community: A community may be a group of people who live in the same geographic region,
but the term also refers to individuals who have common interests and goals. An example of a
geographic community is people in a town or city, whose common interest could be their
community’s safety and prosperity. An example of a non-geographic community would be those
who have common goals, such as the “LGBTQ community,” whose members seek equal rights
and opportunities for those who are lesbian, gay, bisexual, transgender, or queer.
4.Education and Schools as a Social Institution: Schools are institutions in the sense that
students have come together to learn scientific knowledge, develop skills, acquire values, and
develop good habits (such as study habits, self-discipline, and hygiene). The school as a social
institution prepares students to contribute to society and have a productive future. In addition to
mastering the curriculum, students are also learning how to interact with others, such as peers and

34
teachers, which involves governing their behavior, conforming to established norms and values,
and negotiating outcomes.
5.Family as a Social Institution: In sociology, the family is considered a social institution.
Through parents and other family members, individuals learn to define goals and expectations.
The family affects the individual’s habits, beliefs, and values, and helps define what is normal and
what is not.
Traditionally, a family is defined as a group of people who are related to an individual by blood,
marriage, or adoption. However, it can also refer to other kinds of relationships. For example,
members of the wider community may teach values or beliefs that affect an individual’s decisions.
The individual may turn to others outside the traditional unit when s/he is under stress or need
support.
Additionally, families can be nuclear or extended. A nuclear family consists of parents, siblings,
and offspring. An extended family consists of grandparents, aunts, and uncles. The nuclear family
tends to have a greater impact on individual social norms compared to the extended family.
While families and education influence our goals, expectations, and norms, genetics also play an
important role in defining behaviors (including criminal behavior) and the ability to interact
socially.
Epigenetics refers to the environment’s effect on our genes. For example, an epigeneticist may
study families who have endured trauma or tremendous stress during their lives to determine
whether the second or third generations show signs of anxiety or depression. Surprisingly, anxiety
disorders were found to be significantly more common up to the third generation, even when the
parents (second generation) reported no major stressful events in their lives.
The main five goals of the family as a social institution are:
• Reproduce
• Protect offspring
• Teach the children how to socially interact
• Show affection and love
• Teach offspring how to function in society
Traditionally, reproduction is an important goal of the family as a social institution. Before the
introduction of antibiotics, it was very common for children and adolescents to die before reaching
adulthood from infectious diseases. Therefore, families had many children to ensure the
generation’s survival to become part of a productive society.
Today, families tend to have fewer children because of medical advances and changing societal
norms. A larger family simply means more mouths to feed. A family’s integration into society
would not be influenced by its size since children are less likely to die from infections.
Religion as a Social Institution: Religion and organized religious rituals and practices can be
traced back to ancient times when homo sapiens began forming social institutions. Religion can
be considered a reflection of the need to establish norms, values, and morals, as well as the need
to belong to a social institution.

35
On the other hand, strict adherence to religion had led to historical conflicts and feelings of social
isolation. Secularization has emerged for people who see the need to weaken the influence of
religion and the church on politics and society. This movement may also result from the education
institution since people seek information and answers from scientific sources rather than believing
in miracles or religious texts.
Types of religious organizations

Ecclesia Church Sect Cult

A dominant Well integrated Distinct from that Considered outside

religious into the larger of the larger mainstream
organization that society; religious societal norms,
includes many individuals may institution; also with smaller
members of join or enter referred to as memberships
society through the family schisms

Educational institution: An educational institution is a place where people of different ages

gain an education, including preschools, childcare, primary-elementary schools, secondary-high
schools, and universities. They provide a large variety of learning environments and learning
spaces.
1.Is where school ages attend education, providing a wide variety of teaching and learning process
2.A place where people of different ages gain an education, including preschools, childcare,
elementary schools, and universities.
3.An organization which carries out educational activity.
4.A place where people of different ages gain an education including preschools, childcare,
elementary schools, and universities.
Types of educational institution
Types of educational institution include:
• Early childhood
• Preschool
• Kindergarten
• Nursery
• Primary
Elementary school (grade school), primary school
• Middle school (partly)
• Comprehensive school
• Secondary
• Secondary school
• Comprehensive school
• High school

36
 • Middle school (partly)
• Upper school
• Independent school
• Academy (English school)
• University-preparatory school
• Boarding school
• Gymnasium
• Hauptschule
• Realschule
Further and higher education
• Academy
• College
• Career college
• Community college
• Junior college
• Liberal arts college
• Madrasah
• Residential college
• Sixth form college
• Technical college or Institute of Technology
• University college
• Graduate school
• Institute of technology (Polytechnic)
• University
• Corporate university
• International university
• Local university
• Jamiah
• Medieval university
• Nizamiyya
• Private university
Role of Social Institutions in Pakistani Schools
Why Pakistan is not progressing is due to our weak social institutions. Social institution can play
an important role in making any country stronger. If the country has weak institutions than it will
be very hard for the nation to survive without any problems and difficulties. Instead of strong
institutions, we have strong Persons. The only way Pakistan can progress is my making its
institutions strong by converting it truly into welfare state. Strong institutions mean end of
corruption, rule of law all problems mentioned below are by product of weak institutions. While
the progressing countries have only one thing in common, they all have strong institutions. They
prefer merit instead of personal satisfaction which ultimately results in frustration among People.
1. 1.Poverty

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 1. Illiteracy
2. Corruption
3. Terrorism/sectarianism
4. Foreign debt
5. Restoration/promotion of democracy results in Weak Institutions
6. Water crisis
7. Lack of leadership
8. Population explosion
9. Pollution
10. 10.provincial disharmony?
All these problems are the result of weak social institutions when family institution will be weaker
than it will produce the disorganized members of society and then they will cannot give their best
in other social institutions of Pakistan. When one institution will be affected than the chain of
disorganized society will keep moving and in every aspect of society weakness will occurs and
will result in destabilizing of country.
Social institutions and its importance are not known by everyone. But really what actually social
institution is Each society has its own social institutions. These are not buildings or places, but
structures of relationship, obligation, role and function. These are social concepts and practices,
but also involve cognitive structures. Members of a society have a similar mental concept of right
and wrong, order and relationships, and patterns of good (positive values). Those who do not honor
these concepts are “criminals,” or at least antisocial. There are five social institutions on which
society revolves and if any of the institution become weak that it results in destruction and
disturbance of society.
General functions of social institutions
1. Institution Satisfy the Basic Needs of Society.
2. Institution Define Dominant Social Values. “Bill of Rights”
3. Institutions Establish Permanent Patterns of Social BehaviorMonogamy4. Institutions Support
Other Institutions. “Adultery”.
5. Institutions Provide Roles for Individuals. Husband and Wife.

38
 Unit # 6
Teacher’s role in school and community
What is the role of a teacher in Community?
A teacher has a lot of responsibilities in so community. The biggest responsibility of any educator
is to educate people about how they can help build their community, country and world into better
places for all its inhabitants, not just themselves or their family members. The role of teachers as
citizens includes participating in debates about important issues affecting communities,
contributing ideas about ways to solve problems and making sure that children get enough
information on how they can become responsible citizens too one day when they grow up.
Teachers also need to educate themselves on issues that may affect them or their students as well
as other community members such as discrimination, violence and prejudice against others who
may be different from themselves because this will help them understand what their
responsibilities are as educators and leaders who will play an important part in shaping future
generations into better citizens than themselves.
As the role of the teacher is to educate and guide the students to grow as an individual, so is it with
the community. The community has a duty to educate and guide the people in it. In fact,
communities need to have some guidelines for their development in terms of economic growth,
infrastructure development, social awareness and human resource development. A good
community is always a sign of good education at all levels.
Teachers link together students, other teachers, school administrators, families, and community
members to foster the learning success and healthy development of their students. The nature of
these interactions among different stakeholders varies depending on the teachers' intent and the
needs of their students. Students, particularly those at risk of school failure, can benefit from
certain "protective supports provided by teachers”. The teacher's role in creating an environment
and building relationships conducive to learning goes beyond the traditional academic duties to
include the provision of additional support and care. By developing nurturing, positive
relationships with their students, teachers can buffer the impact of certain basic factors that may
negatively impact on a student's academic achievement. This Spotlight describes key relationships
in which teacher’s pa reticulate when fulfilling their official roles. Research-based understandings
about the nature, quality, and effectiveness of the teachers' interactions are presented within the
key contexts of the classroom, school, home, and community.
Teacher as a change agent in community:
Community:
AGENT OF CHANGE
• An agent of change, or a change agent is someone who is able to change another person
using various techniques and methods. And they have the ability to make someone else
become a better person or a worse person than they currently are.
Role of a teacher as an agent of change
• Teacher often play the role of a researcher; trainer or counselor Change agent’s role is to:
• Decide what to change
• Facilitate what to change
• Implement the change Stabilize the change.
39
ATTITUDE OF A TEACHER
• Positive minded – thinks about good things and opportunities
• Caring – cares about the welfare of the students
• Patient – knows that good thing takes time
• Passionate – do their work with full responsibility
How a teacher makes changes?
• Thoughts
• Words
• Actions
A Teacher’s thoughts
• A teacher should be thoughtful of their students: their emotions, their work burden,
their feelings
• A teacher should also always think of what improvements can he/she brings to help
their students
• A teacher should always think of good things about their students
• Example: maybe they already have a lot of work, maybe they are tired, pity them...
etc.
A teacher’s words
• A teacher’s words should be inspiring
• A teacher should also give comments and criticism but always be careful with their words
so that they won’t offend or hurt their student’s feelings
• Sensitive issues must be avoided at all cost (family, religion, race, culture)
• Teachers should give credit where it’s due
• Example: Great job! You can improve by doing…. etc.
A teacher’s actions
• Should hold on to the saying “leadership through action” and “action speaks louder
than words”
• Gives instructions, not orders
• Should work on being a leader instead of being a boss
• Problems in the classroom for guidance and counselling
• Classroom is place where students from different places and different culture sit
together under one roof. Then problems emerge and there is only one teacher standing
ahead to face almost 30 to 35 students. And some problems become very sensitive
that lead teacher to counselling.
The problems are like:
• Students Become overly dependent on the teacher.
• Aggressive Students
• Cheating
• Bullying
• Dominance of Strong Students
• Unprepared Students
• Angry Students
• The Gum chewer
• The forgetful Students
• Only Physical Appearance

40
 • Noise Makers
• The teacher should do something effective for change If a student can’t learn the way we
teach, maybe we Should Teach the way they learn.

Teacher as role model as participating in community: Teachers truly are the backbone of
society. They are role models to children, offer guidance and dedication and give young people
the power of education.
A role model is a person who inspires and encourages us to strive for greatness, live to our fullest
potential and see the best in ourselves. A role model is someone we admire and someone we aspire
to be like. We learn through them, through their commitment to excellence and through their ability
to make us realize our own personal growth. We look to them for advice and guidance.
A role model can be anybody: a parent, a sibling, a friend but some of our most influential and
life-changing role models are teachers.
Teachers have the ability to shape leaders of the future in the best way for society to build positive
and inspired future generations and therefore design society, both on a local and global scale. In
reality, teachers have the most important job in the world. Those who have an impact on the
children of society have the power to change lives. Not just for those children themselves, but for
the lives of all. then you think of the type of teacher you'd like to be, who comes to mind? The
math teacher that helped you conquer fractions? The English teacher who wrote great comments
on your stories? The teacher that helped you discover a new sport, hobby, talent--or maybe even
nudged you down your current career path?
Teachers are the ultimate role models for students. The fact that students come into contact with
many different types of teachers in their academic career means that more likely than not, there
will be a teacher that speaks to them.
The teacher-student connection is invaluable for some students, who may otherwise not have that
stability. Teachers will stay positive for their students even when things can seem grim. A great
teacher always has compassion for their students, understanding of their students’ personal lives,
and appreciation for their academic goals and achievements. Teachers are role models for children
to be positive, always try harder, and reach for the stars.
They Provide the Power of Education: Knowledge and education are the basis for all things that
can be accomplished in life. Teachers provide the power of education to today’s youth, thereby
giving them the possibility for a better future.
Teachers simplify the complex, and make abstract concepts accessible to students. Teachers also
expose children to ideas and topics that they might otherwise not have come into contact with.
They can expand on interests and push their students to do better.
Teachers don’t accept failure, and therefore, students are more likely to succeed. Teachers know
when to push students, when to give a gentle nudge in the right direction, and when to let students
figure it out on their own. But they won’t let a student give up.
Guidance: Teacher provide guidance to students of all types. Teachers are able to see each child’s
strengths and weaknesses and can provide assistance and guidance to either get them up to speed
or push them higher.

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They will help to reveal student’s best skills and teach valuable life skills as well, such as
communication, compassion, presentation, organization, following directions, and more.
They are also a source of inspiration and motivation. Teachers inspire students to do well, and
motivate them to work hard and keep their academic goals on track.
Dedication: One of the most important parts of teaching is having dedication. Teachers not only
listen, but also coach and mentor their students. They are able to help shape academic goals and
are dedicated to getting their students to achieve them. Teachers have patience for their students
and are understanding when a concept isn’t taking.
Teachers do what they do because they want to help others. They are not teaching for recognition
or a paycheck but because they have a passion for youth and education. Teachers typically believe
in the power of education and the importance of providing children with good role models and are
teaching because of that belief. They are dedicated to the cause.
Finally, teachers’ dedication is shown by their ‘round-the-clock work habits. Teachers don’t stop
working when the school bell rings. They are grading papers, making lessons, and communicating
with parents after school and on weekends. Most teachers arrive earlier than school starts to set up
their day and provide extra assistance to struggling students.
Teachers Play a Great Role in the Economic Development of the Country: Education is a
fundamental aspect in the development of a country. If the youth of a society is educated, a future
is born. Teachers provide the education that improves quality of life, therefore bringing so much
to both individuals and society as a whole.Teachers increase productivity and creativity of students
and therefore, of future workers. When students are pushed to be creative and productive, they are
more likely to be entrepreneurial and make technological advances, ultimately leading to economic
development of a country.
Importance of teachers:
1.Be humble. There is nothing that teaches a child or young adult mature behavior like modeling
it yourself. This isn’t just true when you are right. You also have to show your students what it is
like to be wrong, and admit it. This is never easy, no matter how old you are. Especially when you
are in front of several students who look up to you. And let’s face it, there are some students who
aren’t going to feel sorry for you.
2.) Encourage them to think for themselves. Treat your classroom like a group of individuals,
and celebrate their diversity. Create activities and discussions that foster conversations and
discovery about who they are, and how they can appreciate the differences between each other.
This type of focus from time-to-time will build a stronger bond between your students.
3.) Perform volunteer work. Find a way to incorporate community service into one of your
lessons, and discuss how you contribute to the community you live in. Ask your students to tell
you ways you could perform community service as a group. Many schools will give students a
certain amount of time off if they are doing an activity that falls into this category. See if you can
organize a community service event with your class.
4.) Show empathy. When we think of teachers as role models, we imagine sympathetic mentors
who listen to their students. Sounds simple, right? All you have to do is show that you care? It may
sound simple, but we have all had teachers that we didn’t connect with. Students can tell when a

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teacher is tuned in or tuned out, and disconnected from them. On the opposite end of the spectrum,
we have all had teachers who went out of their way to show they care about us, and want to see us
succeed.
5.) Point out the positive. Create a culture in your classroom that rewards kind behavior. The
importance of teachers is apparent in the link between positive reinforcement and their confidence
and behavior. Teach them to be constructive with their criticism, pointing out positives before
negative, or suggestions for improvement.
6.) Fulfill your promises. Hey, remember last fall when you said you would buy the class a turtle
if they earned all those stars? Well, it’s been six months since they earned em and school is almost
over… Okay, don’t be that teacher. We’re all busy. Even your students. That’s why you need to
follow through on your promises when you make them.
7.) Encourage physical activity. The importance of teachers extends to the physical fitness of
their students. It doesn’t matter if every student is inclined to be physically active. Encouraging
physical activity is good for all groups of students. Even if you do not teach a physical education
class, you can still talk about physical activities when you lecturing or performing other activities
8.) Be organized and on time. You want to present yourself in a professional way as much as
possible. This means more than looking the part and acting the part, it means being the part. The
best way you can show your students how to execute their work is to show up on time and be
ready to teach.
Effects of teachers and school on individual and group behavior:
• Individual behavior
• Responses to external and internal stimuli.
• Either negative or positive.
• Classroom behavior is stimulus driven responses that occur specifically within the
classroom.
• Students are acting in the classroom in response to what is going on or present around
them.
• Individual behavior is a major issue in school and students must be respectful around
members of staff and other pupils.
Group behavior
• A group can be defined as two or more individuals interacting and interdependent on each
other, who come together to achieve some goals.
• Students perform as group behavior in school, they all meet at school platform in order to
get quality education.
• They get suggestion from each other, sympathies with each other and imitate each other.
Effect of teachers and school on individual behavior.
• Every individual has gone through school and have more than one teacher, but one of them
remembers in mind for ever because he/she profoundly influenced his/her life.
• A good teacher is first of all good human being, someone who is in personality, character
and attitudes exercises a wholesome and inspiring influence young people.
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 • Qualities of good teaching that somehow strikes a spark deep inside the student’s life and
change it and good school is that which disciplined their life.
Some common effects on an individual are
• Awareness: Teacher and school raise the level of awareness of an individual about his life,
career, academics etc.
• Sense of responsibilities: Make an individual responsible person regarding their studies,
school life, daily life etc.
• Practical guide: School and teacher plays a role of practical guide of an individual in the
school and beyond the school.
• Inspiration: An individual is inspired by the teachers and school of their values, attitudes
toward learning and aspiration are also developed.
• Encouragement: Encourage an individual to serve in daily life, decision making
communication skill etc. enhanced.
• Make an individual challengeable of which an individual aspire and climb to higher
intellectual, spiritual, social and cultural heights.
• teacher and school work an agent to prodded an individual from one rank to another, and
able them to survive in any environment and society.
• A successful society is that which they met to their goals which is set by their educational
institutions and leaders; schools and teachers.
• teachers and schools play their role by acquaint their students with the ideals, ethical
values, culture attainments, political principles, social customs, and economic principles
that determine the character and quality of civilization.
• team work: Enable the students to work I team or in groups.
• Cooperation: group members cooperate with each other, understand problem of each
other’s and try to resolve it by cooperation.
• Target achievement: target is set to every individual in group and every one to achieve this
and meet to their objectives.
• Leadership: leadership qualities has been enhanced, if leader than learn how to manage
their colleagues, and how to work under a leader or mentor etc.

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 Unit#7
Working context of Pakistan Teacher
Teacher as a social activist:
"This belief in social action implies that a teacher must not only possess competence in subject
matter but also should assume the role of teacher activist and student advocate. There are many
teachers who believe this to be true and have seen it in their careers.
"We have to take one step at a time; we're going to change things eventually."

In the two years I have had the privilege of being a class teacher, I have learnt a number of lessons
that have changed my view of the world forever. One of these lessons was the power of education
to equalize. Education reformer Horace Mann said: “Education then, beyond all other devices of
human origin, is the greatest equalizer.”

Some teachers see themselves as agents of progressive change in their schools, districts and teacher
unions. They challenge the status quo, work hard to accomplish their goals and provide persistent
leadership and motivation for implementing change. Not surprisingly, their advocacy and work
may attract both positive and negative feedback from colleagues and supervisors. Yet the work
and experiences of activist teachers are rarely examined in the literature. This study begins to
address this lack.

Hidden curriculum: The reality of teaching is that, though we are paid to deliver the
curriculum to learners, we have a hidden curriculum that determines whether we have
succeeded in our jobs or not. It is not how many students who get an A you produce that
determines your worth as a teacher, but the quality of the learners who pass through your hands.
Often, our view of the world and our attitude towards our work and our learners lives on in our
learners far longer than we think, and shapes generations long after we have died.
Being intentional: Are we being intentional in trying to produce a country of leaders or are
we hoping that somebody, somewhere will make the boys and girls in front of us see
themselves for who they truly can be? We educate more or less 30 individuals who all have
individual dreams, goals, and life experiences. We are teaching more or less 30 personalities
who learn differently and respond to the world differently. Are we being intentional in getting
to know the people in front of us daily, or do we just deliver information and leave?
Producing leaders not followers: Do we take a moment to think about why we chose the
career we chose? Are we being intentional in fulfilling the goals we have for ourselves and for
our learners? The world needs teachers who want to produce human beings, not clones or
walking encyclopedias. The world needs teachers who talk about the issues that matter, such
as the current racial tensions around the globe, and finding solutions, — not teachers who hear
it, see it and hope it will fix itself. The world needs teachers who recognize that many learners
may be marginalized because of their race, gender or sexual orientation, and who are willing
to make them feel safe and accepted in their classroom environment.
Channeling learners along the right path: Often we blame society, media and “bad
company” for denying learners the chance to attain their bright futures and full potential. But

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 how often do we take time to look back at ourselves and make a decision to counteract all the
negativity that our learners are surrounded by? How often do we teach compassion and
empathy in history instead of teaching the Holocaust and Rwanda genocide as numbers and
figures?
Are we doing enough to build leaders? Never underestimate the power of a teacher with
passion and better yet, never underestimate a child who is surrounded by teachers who love
them as individuals, despite their bad decisions and past mistakes. We can teach our learners
that they are special, that they have potential and that they are destined for greatness, even if
they don’t see it in themselves. We are often told that we are helping to build the future of
South Africa but the question remains, are we doing the work required to build this future?
Leaders aren’t the learners who remember and regurgitate information; leaders are the children
who know they can make a difference. Be the teacher who creates these leaders.
Teacher leadership roles within and outside school:
Teachers are leaders all day. They lead by example in the way they act, speak, and behave. They
lead their students through challenging activities and rigorous learning. Then, they take on
additional teacher leadership roles inside and outside the classroom. Activities, events, and
extracurricular programs are what build positive school culture and often require additional
leadership support from teachers. Endless academic and social opportunities for students within
schools’ benefit from teacher initiative and leadership capabilities.
Leadership Styles: In schools, there are always selfless teachers who support students at all costs.
Trusted by students and staff alike, these teachers are known to make decisions based on students’
needs. Their dedication to improve students’ academic and social experiences is proven by their
willingness to dedicate lunches and after-school hours with students to grow their activities and
programs.
According to Dr. Tiphanie Scroggins who runs the American University School of Education’s
administrative program, there are a few key leadership qualities vital to success as an educator.
“The heart of an educators work is students’ learning and wellbeing,” says Dr. Scroggins. “They
need to be focused, strategic, innovative, and collaborative.” These qualities not only help teachers
improve learning outcomes, but also help build community, encourage inclusivity, and create a
culture of continuous improvement for themselves, their colleagues, and their students.
Of course, there are many ways educators can lead, so no two teachers will share the same
leadership style. Here are five leadership styles that teacher leaders can use inside and outside the
classroom.
• Authoritative Leadership: Authoritative leaders push their teams to pursue common
goals. They balance maintaining a high bar and inspiring their teams to success. According
to Dr. Scroggins, authoritative leaders rely heavily on strategy, using data to set high
expectations and take thoughtful risks. Authoritative leaders can also be relentless in their
pursuit of meaningful growth and demonstrate determination and resilience. In education,
this means authoritative leaders may be teachers with many years of experience or higher
degrees. The National College for Teaching and Leadership names authoritative leadership
the most effective in education.

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 • Affiliative Leadership: Affiliative leaders are people who their teams can trust and feel
safe going to. They validate their colleagues and build camaraderie among their teams⁠—
qualities that promote inclusivity, equity, and culturally responsive practices, according to
Dr. Scroggins. A school’s success largely depends on building culture and values. This
requires affiliative leadership to push staff and students alike in the same direction.
• Democratic Leadership: Democratic leaders are the first to seek feedback and share
decision-making responsibilities. In education, this often means gathering feedback from
students, staff, administrators, and families to implement school-wide changes and
policies. “Democratic leadership is about believing students, parents, and the community
have a voice,” says Dr. Scroggins. “This approach helps build community and nurture
partnerships among stakeholders.”
• Pacesetting Leadership: Pacesetting leaders essentially focus on the practice of leading
by example inside or outside the classroom. They do it all, setting the tone of a school
and inspiring other teachers by their skills, dedication, and achievements.
• Coaching Leadership: Coaching leaders take young or struggling teachers under their
wings to mentor. This style of leadership is usually time-consuming and requires much
empathy and patience on the leader’s part. However, it has significant benefits to teacher
development and student academic success.
Leadership Opportunities: The Teacher Leadership Competencies, published by the National
Board for Professional Teaching Standards, clearly states that “teacher leadership is no longer
optional.” It’s part of the job. And there’s no shortage of teacher leadership roles for educators.
Teachers have endless opportunities to lead initiatives and programs on and off campus to enhance
the educational experiences of their students.
Extracurricular Activity Sponsor: Extracurricular activities are crucial to involve students in
their school communities and engage them in topics outside of general K-12 curricula. Countless
studies show that student involvement in extracurriculars is directly beneficial to their academic
success and personal perseverance. Teachers can take the initiative by starting a club or sport and
host students after school or during lunch for meetings. Leading a club is also a way for teachers
to share their personal interests or past professional experience with students and help students
think about future career choices that interest them.
Grade Team or Content Team Lead: Schools often organize by grade or content when dividing
into specialty groups. Each group, or department, is facilitated by a team lead who’s responsible
for meetings, action items, and data review. When teams are organized by grade, a leader is
responsible for creating interventions for struggling students, incentivizing specific behavior or
achievements, and planning grade-wide events or trips. When teams are organized by department,
the lead oversees developmentally appropriate, rigorous content for multiple grade levels, along
with academic standard growth and proficiency analysis.
Academic Coach: Many schools look to veteran teachers to coach teachers on behavior
management or content specialty. Coaches observe teachers in practice and then set goals, plan
lessons, and review data. Academic coaches can give in-the-moment feedback to teachers during
class through nonverbal cues, ask students about what they learned that day, or record class to
review with the practicing educator. Coaches also write plans for each teacher to outline specific
benchmarks and student outcomes as goals. This leadership role is focused on staff development
but impacts students directly and requires a veteran teacher’s experience and expertise.

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New Teacher Mentor: Whether a first-year teacher or an experienced educator new to a school,
a new staff member requires special attention and onboarding. Getting to know a new school
involves many details that are essential for all teachers. Having a go-to person for general questions
makes the transition to a new school much smoother. Being a new teacher mentor is a leadership
opportunity for veterans who know the ins and outs of the school, as well as teachers who recently
transitioned to the school and have a fresh perspective on information necessary at the beginning
of the school year.
Community Outreach Coordinator: A transformative outside-the-classroom leadership
opportunity is the school community outreach coordinator, who arranges after-hours or weekend
events that involve students and their families and community members. An event like a fundraiser
is an impactful way for schools to raise money for special supplies, field trips, and scholarships.
Teachers who can gather resources to manage events like this are how schools and communities
intertwine and benefit each other. This teacher leader is a go-getter who can access resources,
motivate volunteers, and ultimately support students and their families.
Expanding Leadership: For teachers with advanced leadership skills, there are many
opportunities in education that require visionaries with the ability to lead. Teacher leadership roles
go beyond the classroom, as many school administrators and nonprofit organization leaders are
former teachers or were previously involved in education.
School Administrator Roles: School administrators not only manage the day-to-day functions of
a school but also are the driving force behind its mission and vision. Administrators are the leaders
who inspire teachers, staff, and students to create a strong culture and a love for learning. Strong
administrators influence teachers to take leadership roles and make their schools encouraging, safe,
empowering places for students to be. School administrators additionally have a larger role in
managing school budgets, evaluating teachers, and collaborating with school districts.
Nonprofit Leadership Positions: Depending on how a nonprofit organization is structured, a
board of directors supervises various executive, management, and administrative roles. The
different leadership roles include overseeing finance, operations, marketing, community affairs,
and human resources departments. Educational nonprofit organizations often benefit both teachers
and students in the classroom. Many specifically focus on training teachers and school
administration. Others raise funds or supplies for teachers, who are able to better lead when
classroom funding is sufficient.
Take the Lead in Education: Teachers who strive to lead should be strong educators with an
understanding of how to best serve students. Graduate programs strengthen students’
understanding of leadership and prepare future educators to be future leaders the knowledge,
experience, and practice to develop into compassionate, effective school leaders. Learn more and
apply today.

WRITTEN BY
SOHAIL DURRANI
SST(IT), GHS BEHLOLA CHARSADDA

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