historical perspective of education system

8/2/2019 Historical Perspective of Education System

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Historical perspective

of education system


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Historical perspective on Early

Childhood Education

Early beginnings

431 BC 470-399 BC 384-322 BC

The

Peloponnesian

War

Socrates Aristotle

Marked thebeginning of

education.

Originated thestudy of formal

logic.

Recognized theneed for

differences in

teaching the

young.


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Beginnings-The Reformation

1592-1670 1647 1782-1852

John Comenius Old Deluder

Satan Act

Fredrich Froebel

Designed the first

illustratedchildrens text

and wrote a first

parenting book.

A religious act in

Mass.Learning to read

kept children

from evil.

The father of

Kindergarten.Education should

produce a pure,

faithful, and holy

life.


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Beginnings - Materials

1590-1700 1647 Late 1600s

The Hornbook Mother Goose Tales The New England Primer

An early primer. Poems and

stories

transcribed by

Charles Perot.

A religious

primer for

teaching reading

to children.


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Modern Education~ 1850-1950

Margarethe

Schurz

1856 Opened the first Kindergarten in Watertown

ElizabethPeabody

1860

Opened the first speaking English Kindergarten in Boston

Harris and

Blow

1873

Opened the first public Kindergarten

First training

school

1880

For kindergarten teachers at the Oshkosh Normal School,

Philadelphia.


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1859-1952

Founded the idea that children

learnt best by doing.

John Dewey

1884-1892

The Elementary Kindergarten Nursery

Educators and International Union formed

to unite early childhood educator

Teachers

Unions

1900

Trained Kindergarten teachers at Columbia

Teachers college in a 14 week course.

Susan Blow

and Patty Hill

1925

Formed the Child Guidance Clinic at Yale.

Stated that children grow intrinsically in an

automatic unfolding.

Arnold

Gessell


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Historical perspective of education

system in Negeria

There were three fundamentally distincteducation systems in Nigeria in 1990 the indigenous system

Quranic schools

formal European-style education institutions

In rural area, majority children learned the skillsof farming.

This process was often supplemented by age-based schools in which groups of young boyswere instructed in community responsibilities bymature men.


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Apprentice systems Widespread throughout all occupations.

The trainee provided service to the teacher over a period of

years .

Truck driving, building trades, and all indigenous crafts were

passed down in families and acquired through apprenticeship

training as well.

In 1990 this indigenous system included more than 50 percent

of the school-age population.

There was virtually no regulation by the government unless

training included the need for a license.

By the 1970, education experts were asking how the system

could be integrated into the more formal schooling of the

young.


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Islamic education

Children learned up to one or two chapters of the Quran byrote from a local mallam or religious teacher, before they

were five or six years old.

Religious learning included:

the Arabic alphabet

the ability to read

copy texts in the language, along with those texts required for

daily prayers

Later: grammar, syntax, arithmetic, algebra, logic, rhetoric,and theology were added

These subjects required specialist teachers, students

traditionally went on to one of the famous Islamic centers

to learn.


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Western-style education

In the mid-nineteenth century

The first mission school was founded in 1843 by

Methodists

In 1887 in what is now southern Nigeria, aneducation department was founded that began

setting curricula requirements and administered

grants to the mission societies.

By 1914, when north and south were united into

one colony, there were fifty-nine government and

ninety-one mission primary schools in the south


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The education system focused strongly on

examinations

Discipline, buildings, and adequacy of teaching staffwere to be inspected by school inspectorate.

Progress in education was slow but steady throughoutthe colonial era until the end of World War II

By 1950 the country had developed a three-tieredsystem of primary, secondary, and higher education

based on the British model

On the eve of independence in the late 1950s, Nigeria

had gone through a decade of exceptional educationalgrowth leading to a movement for universal primaryeducation in the Western Region


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Crisis in Education

Economic hardship among teaching staffs

produced increased engagement in

nonacademic moonlighting activities

Lack of books and materials, no incentive for

research and writing

The use of outdated notes and materials, andthe deficiency of replacement laboratory

equipment


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In the 1980s Nigeria had the lowest number of

indigenous engineers per capita of any Third

World country.

University faculty complained they could not

understand the written work of their students.

It was predicted that by the end of the

decade, there would be insufficient personnel

to run essential services of the country.


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Historical perspective of Special

Education

Children with disabilities have been treated as

in-valid or inferior and in need of very

special protection

This conceptualization led to exclusion and the

construction of institutions to accommodate

these children.

In this view, the child was to blame for not

being able to benefit from education.


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Integration, which began in the West, in the

late seventies and early eighties was spurred

by a progressive educational ideology.

The parallel system to traditional schooling

that developed, came to be known as SpecialEducation.

The second stage in this development has

taken the form of Special Needs Education.


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Special Needs Education

A system of education for children with

disabilities within ordinary schools.

This form of education represents an effort to

provide education in more normal settings.

It has been offered in special classes and not

in cooperation with other mainstream

children.


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Inclusive Education

Originally set out to meet the needs of learners

who were being traditionally excluded from the

school or were otherwise marginalized within the

classroom.

Aimed at achieving quality education by making

changes to accommodate all learners regardless

of their physical, social or psychological

differences.


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Rejecting exclusion of learners.

Maximizing participation of all learners.

Making learning more meaningful for all

children.

Rethinking and restructuring school policies,

curricula and practices so that all learning

needs can be met.

historical perspective of education system

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