In relation to this, the contribution of teachers in the building blocks of education is very important. Teachers, alongside academic institutions are responsible for the effective education. With this, teachers must be equipped with a variety of effective teaching strategies or techniques to encourage many students to listen and become involved in the lessons, for effective teaching serves as the basis for effective learning, contributes to the efficient gathering of knowledge, and develops understanding (Merriam & Caffarella 1999: 392).
The overarching aims of education underlie the construction of the curriculum. Education, in the broader sense, aims to develop the individual, to enlarge an individual's knowledge, experience and imaginative understanding, and thus his awareness of moral values and capacity for enjoyment (Waddock, 1995: 45) and also to enable an individual to take his place in society. The school education on the other hand, has the aim to provide opportunities for all students to learn and achieve, to promote spiritual, moral, social and cultural development and to prepare students for the opportunities, responsibilities and experiences of life.
Consider the school of the late 20th century. It has not changed a whole lot in the last fifty years or so (Lave & Wenger 1991; Matthews, 1991 and Waddock, 1995). Isolated from the rest of the world except for one or two school-business partnerships. Working at the edges of the school, these partnerships attempt to provide students with some insight into the working world or give some marginal discretionary resources for the principal to use. The resources are used on one of a multitude of unrelated programs that the school has set up to cope with the problems that society has dumped on the school.
The school itself has created barriers that shelter and isolate it from the work of the world that goes on around it. The technological innovations that are pervasive in the business world have yet to penetrate the classrooms except for a single computer in each classroom that the teacher barely knows how to use. Few business people, even the partners, ever come to school; those who do are shocked by the conditions they find and by the discipline problems with which teachers must contend. Still they are comforted by the fact that school feels pretty much like it did when they went to school. With these regard, this paper will evaluate the intended learning outcomes of the course that are to be achieved and how students will be supported in their learning taking into account their varying ability levels and differing professional needs.
Discussions
Pedagogy as the science, craft and art of teaching offers excellence found on personal and social competence in accordance with the nature and dignity of the human person, regardless of personal and social circumstances (Houle, 1964:152). It is doing the good things, acts that well-fit for the standards of human conduct. It is doing right things for the right reason. Excellence of pedagogy as teaching, and pedagogy of excellences, as learning reiterates that teachers are “role model” but to be a teacher is more than to play a role; it is to strive to be integrally good unto himself and to be integrally a good example unto others, as any other person ought to do.
Learning is very vital to individual development. It needs special consideration to different variables to make the learning experience become successful. Issues pertaining to individual differences should be considered. Intellectual capacity, expertise and knowledge pertaining to the profession of the learners must be given an attention. As a lecturer on the post graduate Nursing programme at a local university, I need to be careful not only to my approach in teaching but also to the overall learning outcome of my teaching process. Actually, the importance of education takes form in the notion that learning is essential in order to obtain an entry-level qualification for paid work, and learning whilst in a job; while the importance of non-formal education can be stressed by the social common senses that it teaches to students. Nickerson and Zodhiates (1988:1) appears to support this notion, who said that the three major purposes of education are that it prepares a person for work, for citizenship and it enables him to achieve intellectual growth and independence.
Accordingly the importance of education in cultivating basic aptitudes such as literacy and certain procedural skills, uncovering the content of various knowledge domains, inculcating certain values, perspectives, attitudes, and beliefs as well as developing the ability to independently learn and think effectively are emphasised,. Although of course, this does not imply that all of these needs are often done effectively or are even proffered the attention they deserve.
Available literature has also highlighted the importance of education in relation to economic outcomes and social mobility, most of which are within the context of developing countries' conditions. In a literature review conducted by Buchmann and Hannum (2001:77-102), they found out that there are a number of researches advanced on the topic of education and social mobility in developing countries that focused on the association between background of the family, education levels and occupational attainment (e.g., Hansen & Hailer, 1973; Farrell & Schiefelbein, 1985; Strudwick & Foster, 1991).
