ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Early Childhood Education and Elementary Teacher Education Department)

Course: Citizenship Education and Community Engagement (8606)

Semester: Autumn,2022

Level: B. Ed (1.5 Year)

Submitted By: Himayat Hussain

Registration Number: 0000388203

Assignment: 1 (Unit 1-4)

 Assignment No.1
(Unit 1-4)
Q;1a) Evaluate the role of an individual in the development of any society.
Answer:

Role of Individual in Development of Society

It is to be emphasized here that Marx and Engels had no intention to undermine the importance
and role of individuals.
The role of individuals envisaged by Marx and Engels must be viewed in the proper perspective.
They have admitted the crucial role of individual having exceptional qualities in the making and
remaking of history and also molding the process of development.
An outstanding individual like Oliver Cromwell or Napoleon Bonaparte or Marx himself has
tremendous influence upon the course of history. An exceptional individual has certain traits of
character which ensure his role in the progress of history.
To a very crucial point Marx and Engels have drawn our attention. Historical development took
place at different periods of time.
We also come to know that individuals gave leadership to these development processes or to this
development. But Marx and Engels have said that these individuals are not ordinary persons, they
are leaders to classes and movements/This are the key point to be properly treated.
Individuals direct the movement of history as leaders of classes, representatives of the mass.
Cornforth, in this connection, maintains “unless the individual bases his authority and his influence
upon the support of some class, whose interests and tendencies he represents, he is impotent and
can exert no decisive influence”.
As without the support of classes leaders cannot influence history, so without leaders the classes
and movements cannot achieve success. The good leaders accelerate the movement and bad
leaders retard it.
Marx regards individuals as a product of social being or product of materialistic situation. Individual
does not come from the vacuum. He draws his inspiration from the society. This does not, of
course, mean that a particular historical situation will produce identical individuals. Though the
superstructure is the reflection of basis, it is not devoid of varieties.
There are varieties of ideology, religion, art and literature. All these lead to the varieties of
individual’s character and attitude. Thus, a capitalist base has various types of individuals. That is
why in capitalist society some people relentlessly fight against capitalism and vow to overthrow it.
In capitalist society the individual is simply a wage-earner and a machine of surplus value, i.e.,
surplus value-creating agency He sells his labor and in exchange of that gets an amount of wage
which just helps him to survive. The workers are forced to stay and comfort themselves at
subsistence level of wage. The greatest “achievement” of capitalism is that it has alienated and
dehumanized individual. On his labor the great citadel of wealth is built. He is destined to sacrifice.
Individual in capitalism is the victim of exploitation, misery suffering and degradation. He is put to
all sorts of subjection. He is supposed to have freedom, which is in fact, a false one. Economic
slavery makes freedom fully meaningless.
Absence of economic freedom abnegates the political freedom. The creative activity of the
individual, in capitalism, is retarded. So, what is the way out? Socialism, Marx believes, is the only
way of emancipation.
It opens the floodgates of opportunities for the individual sufficient for the utilization of creative
faculties which the individual possesses.
He gets back his worth Let us put the matter in the words of Kolakowski:
“Socialism was vastly to enlarge the sphere of creative activity outside the production process
freeing consciousness from mystification and social life from reified forces”.
Forces of production will be released from private control. The contradictions, characteristic
features of capitalist society, will cease to exist. Abolition of the antagonistic class society will
radically change the character of base and superstructure.
Man will no longer be subject of exploitation. Both alienation and dehumanisation will be buried in
oblivion. “Socialist production” observes Cliff Slaughter “will provide an entirely changed basis for
individual development. Social forces and cultural stimuli will come under individual’s control”.

From the above analysis of base and superstructure relation or interaction we conclude that Marx
makes a very important contribution to social philosophy. Many of the concepts or ideas of Marx
may be challenged or rejected but his in-depth analysis of base and superstructure has an
everlasting value.
In every capitalist society base generally controls the superstructure and sometimes the
superstructure is found to influence the base. This view of Marx is found in many systems

Q1b: Explain the major elements of social structure in Pakistani context

Answer: Major elements of the social structure of Pakistan: Major elements of the social
structure of Pakistan center around family units. Berādarī is an important element and refers to the
organization of society along patrilineal lines. The eldest male in most households holds the most
influence. Women are usually kept in seclusion with exceptions among the rural poor.
One the most notable features of Pakistan's social system is its inbuilt resistance to change. As
Pakistani society is based on a large profusion of tribes, each one steeped in patriarchal values,
this should come as no surprise. The fundamentally tribal nature of Pakistani society ensures that
it remains rigidly hierarchical, with considerable political, personal, and spiritual authority vested in
tribal chiefs, clan leaders, and religious leaders.
At the national political level, the ongoing existence of these social hierarchies and their deeply
entrenched power militate against the implementation of radical change, even in those areas such
as the tackling of corruption, in which there is a fair degree of consensus. Though Pakistan is
formally a democracy, the powerful influence of clans, tribes, and religious leaders acts to exclude
the common people and their democratically elected representatives from having any significant
influence on the operation of the political system.
In that sense, one could argue that Pakistan's is a traditional, conservative society with elements of
a modern political system grafted uncomfortably on top. These incompatible elements have
generated considerable tensions that show no signs of being addressed, let alone resolved, until
and unless the entrenched power of tribes, clans, and religious leaders is seriously challenged.
In Pakistan, society tends to be based on the patriarchal elements of extended family units and
clans. In many parts of the country, Pakistanis live in large, multigenerational familial households.
The eldest male of the household, be he grandfather, father, uncle, or the eldest brother, is usually
in charge and makes most of the significant decisions for the family as a whole.
Like in neighboring India, a social caste system exists in Pakistan. However, kinship and clan
membership take precedence over caste. Berādarī refers to this organization of society along
patrilineal lines and is extremely important in much of Pakistan. Many marriages occur within one's
own clan or berādarī.
The role of women in Pakistani society varies by social class. Among most wealthy and middle-
class families, adult women are kept in seclusion. This practice is known as purdah. Typically,
these women are only permitted outside of the home when chaperoned by a male relative and
wearing face coverings.
Poorer women in the agricultural sector actually tend to have more autonomy than their wealthier
and urban counterparts. These women do not practice purdah, as they are needed outside of the
home performing essential duties in the fields. Some wealthy and middle-class urban families have
begun adopting Western cultural elements and have relaxed elements of purdah.

Q2a: How does individual and group behavior affect the school and classroom
environment?
Answer: One of our primary responsibilities as teachers is to help our students learn. It is difficult
for learning to take place in chaotic environments. Subsequently, we are challenged daily to create
and maintain a positive, productive classroom atmosphere conducive to learning. On any given
day, this can be quite a challenge. In our attempts to face this challenge, we find ourselves making
common classroom behavior management mistakes. This article is designed to presents some of
these common mistakes followed by suggestions as to what we should do instead. The mistakes
presented are committed frequently, at many grade levels and in all types of learning
environments. Each suggestion is relatively easy to implement and useful for all types of learners.
We have based our suggestions on several assumptions and beliefs. First and foremost, teachers
have considerable influence over student behavior. This is particularly true if interventions begin
early and are supported at home. Next, most student misbehaviors are learned and occur for a
reason. It is our job to determine those reasons and teach appropriate behaviors to replace those
misbehaviors. We believe that prevention is the most effective form of behavior management. That
is, the most efficient way to eliminate misbehaviors is to prevent their occurrence or escalation
from the beginning. Using a proactive approach also allows us to focus more on teaching
appropriate behaviors rather than eliminating negative behaviors. Our experience tells us that
management systems should be flexible enough to meet the changing needs of our classrooms.
Finally, students, parents, and other professionals can be effective partners in behavior
management

Misbehavior By How It Looks.

When attempting to change misbehavior, we often describe it by only how it looks (e.g., calling out,
hitting, getting out of seat). Defining misbehavior by how it looks only provides us with an
incomplete picture of the behavior; it tells us little about why it occurred and doesn't help much in
our behavior-change efforts. For example, a student who is off task is a common classroom
problem. If two of our students are off task regularly, they may or may not be off task for the same
reason. If they are off task for different reasons, our approaches to change their behaviors may
need to differ. Actually, a strategy that will eliminate the off-task behavior of one student might
worsen the off-task behavior of the other. Defining a misbehavior by how it looks tells us nothing
about why it occurred and often doesn't help in our behavior-change efforts. Just because two
behaviors look the same, doesn't mean they are the same

Q2b: How can group dynamics be applied in your daily classroom teaching?
Answer: Dynamics mean change and group dynamics means the change of behavior through
interaction in the group. As we know that students live in groups in school as their classroom,
group of playmates, hobby club, science club, library etc.
It is natural that students interact with each other in groups to perform their needs, get
information’s, provide messages etc. As we know that human behavior is not static, so when
students interact in their group/groups with other members then the behavior of members who
constantly, interact, undergoes continuous changes. This kind of changing in behavior of students
due to their interaction in group with group members is called group dynamics.

We see that when teacher organize any group project work in classroom regarding any topic, then
he/she formulates various groups and provide them project work/works. Students have to interact
with the members of their group to perform various works of project, to get information, to seek
help, etc.
Every group demands reciprocity among its members. Every group influences, to a great extent,
the behavior of its members. Students interact with the environment for their development. This
development depends on social interaction. A teacher should study group dynamics to deal with
various groups of students.
Now we shall discuss, how study of group dynamics helps a teacher in classroom transaction
1. To provide appropriate guidance to students for their adjustment:
If teacher has basic knowledge of group dynamics, then he/she can provide appropriate guidance
to his/her students for their adjustment. As we know that education aims to make socially
adjustable citizen of the country, we want that our students should have positive adjustment with
their friends, classmates, playmates and others.
Sometimes students can face certain problems regarding their process of adjustment. If teacher is
well-equipped with the basic knowledge of group dynamics, if teacher knows how a student should
interact with other members of his/her group positively then he/she (teacher) can provide proper
guidance to students about their adjustment.
2. To improve the emotional and social climate of the class:
As we know that we cannot even imagine organizing participative, effective and armful teaching-
learning process in the class which does not have proper emotional and social climate.
If the students of the class have negative attitudes about each other, if they act unsociably as
enemies, if they do not care emotions, needs, expectations of others then we cannot expect a
successful transaction of teaching-learning process in that kind of class.
Through the study of group dynamics, a teacher can guide his/her students for making proper
adjustment and healthy interaction with each other. Teacher can improve the emotional and social
climate of the class.
3. To improve group relations in the class:
We can see some particular patterns of relationship among the students of the class as-stars,
isolates, mutual pairs, chains etc. If teacher has basic knowledge of group dynamics then he/she
can provide a leadership role. The role of the leader is now shifting from authoritarian to a
democratic and participatory one.
Teacher should try to encourage participation of students in all the school activities. If teacher has
studied about group dynamics, then he/she can improve the climate of the students of his class by
taking them into confidence.
Teacher can take his/her decisions democratically. By studying group dynamics, he/she can
motivate students to participate in learning activities. Since group relation has an important role in
teaching-learning process so a teacher should improve group relation in the class. For this
improvement he/she should have knowledge of group dynamics.
4. To deal effectively with social groups:
Teacher has to organize various activities in various groups. To deal efficiently with social groups
in classroom, in playground, in laboratory, in co-curricular activities, teacher should have study
about group dynamics.
5. To have a thorough knowledge of the interaction process:
As we know that in a class, we cannot find all the students of same qualities, needs, interests etc.
They may be of different socio-economic background.
Teacher should try to ascertain positive interaction among these students. For this teacher should
have a complete knowledge of group dynamics and the interaction process
6. To remove conflicts and stresses in the group:
As we know that conflicts and stresses in the group, disturb the learning climate of the class. A
teacher should try to remove these. For this a teacher should have study the group dynamic
process.
As a whole, a teacher’s work is not only to teach the students but him/her should work to create
positive circumstances in the class which could motivate students towards participative and armful
learns. For this kind of creation, a teacher should have thorough knowledge of group dynamics
which help a teacher in classroom transaction.

Q:3a) Discuss the concept of socialization and identify its role in the learning
process.
Schools and the Socializing Process. In Canada, children from elementary to high school levels
spend about seven hours a day at school for about 200 days of the year. These 1400 hours in the
school setting per year do not include extracurricular activities and school preparatory work, like
homework. From an early age until adulthood, school is a place where children spend a large
portion of their days—and, indeed, their lives. Prior to attending school, children’s main source of
socialization comes from their families.
Socialization refers to the ongoing process of learning the expected behaviors, values, norms, and
social skills of individuals who occupy particular roles in society. Agents of socialization are the
social structures in which socialization occurs. Major agents of socialization include the family and
school, but also the media, peer groups, and other major social institutions such as religion and the
legal system. Furthermore, socialization can be divided into two types: primary socialization and
secondary socialization. Primary socialization occurs within the family and is where children first
learn their own individual identity, acquire language, and develop cognitive skills. Within the family,
children are socialized into particular ways of thinking about morals, cultural values, and social
roles. Of course, the socialization that results from primary socialization rests heavily upon the
social class, ethnic, religious, and cultural backgrounds and attitudes of the family.
Secondary socialization refers to the social learning that children undergo when they enter other
social institutions, like school. Characteristics of the school, teachers, and the peer group all
influence the socialization of children within school settings. The family still remains an important
part of children’s socialization, even when they enter into school. Children, however, will now have
other significant people in their lives from whom they will learn the skills of social interaction. In
Chapter 2, Mead’s theory of development of the self was discussed. The development of the
generalized other, where a child learns to adopt the attitudes of the wider society, occurs in
secondary socialization.
The school setting is where the learning of the new role as a student occurs. When children start
school, for example, they are socialized to obey authority (i.e., the teacher) and in how to be a
student. The overall socialization of children, as theorized by Bronfenbrenner (see Chapter 2), is
dispersed into various realms which focus on the different sites of social context that children
experience in their lives. Families and schools are major contributors to socialization, but there are
other systems of socialization within ecological systems theory. The child interacts with many
features of his or her environment which all contribute to the child’s social development. And the
grand outcome of socialization is also theorized to be the result of how all the systems interact with
one another. In this chapter, however, the main focus is on how schools contribute to the
socialization of children.
A major objective of socialization in the school setting is to make a child socially competent. A child
must develop skills that allow him or her to function socially, emotionally, and intellectually within
the school environment. Within the school setting, social competence is achieved when students
embrace and achieve socially sanctioned goals. These goals (e.g., learning to share, participating
in lessons, working in groups), when embraced, also serve to integrate the child into social groups
at school. Social approval is obtained when children accept the sanctioned goals of the school
setting and they are rewarded and reinforced on a consistent basis through social acceptance by
teachers and other students (Wentzel and Looney 2006).
Schools versus Families: Schools become a significant social world for children to navigate.
Unless a child attended preschool or nursery, the structure and routines of the school day and the
social relationships within the school setting must be entirely learned. The school setting now
begins to take on some of the roles that previously only family members fulfilled—but in markedly
different ways. There are many new behaviors and experiences that children must adapt to when
starting school for the first time. As noted by Wentzel and Looney (2006), there are several
different social realities to which a child must adapt:
A teacher, for example, is largely in charge of the student, but the relationship that a child has with
a teacher is far less intimate than the relationship a child shares with his or her parents;
A student must also adapt to spending a significant amount of time in large groups;
A child must learn to be independent to achieve the academic goals of school;
A child must also learn to form bonds and develop social bonds with other children in school; and
Children must learn the work ethic that goes along with school and understand the goals of
learning as well as adjusting their efforts according to teacher feedback.
In addition to learning different behaviors that are appropriate for school, there are also structural
features of school to which children must adapt. The structure of school and the structure of the
family are obviously very different. Table 6.1 highlights some major structural differences between
the school and family setting.
b) Suggest ways in which our education system may help in the promotion of our culture ?
Education is important for all people. As we learn, we understand many things that happen in our
lives and what causes them. Children develop various skills and enrich knowledge to live a normal
way of life. Thus, education strongly affects their natural heritage and views. It plays a vital role
that affects and changes the culture in every country.

Culture and Its Importance

First of all, it’s necessary to define the purpose of culture for our lives. Culture focuses on the
knowledge of ethics, norms, traditions, and so on. It helps to interact with each other and avoid
conflicts. When some person is rude and doesn’t show respect to others, we commonly say that
he/she is an uncultured personality. Educators show and explain social and cultural values to the
growing generations. Thus, they understand how to behave. Accordingly, they either follow the
mainstream or provoke culture changes.
Education Connects People to Their Culture
One of the most important roles of education is the possibility to connect it to the culture of every
person. According to Judith Caballero of Northern Arizona University, students are more engaged
in their learning when they can make a connection to it. In other words, education becomes more
effective when it’s relevant to someone’s culture. Education shows what culture means and how it
can be used by people. Education practices a shared sense of learning and offers culture to all
students regardless of their race, worldviews, and personal beliefs. It’s a unique language, which is
available for everyone.
Preservation of Culture
Education tries to preserve culture in whatever form it exists. One of its main goals is to make sure
the social heritage will survive. Different institutions save and spread information about customs,
traditions, values, social norms, moral codes, etc. The main educational institutions are:

 Kindergartens;
 Schools;
 Colleges;
 Universities;
 Educational communities;
 Churches, etc.
 Transmission of Culture

People may become savage and stupid without education. It passes the knowledge and
experience of the previous generations to the new ones. Thanks to this transmission culture and
humankind survive.
Imagine a generation, which is taught its history, traditions, habits, etc. You will see “tabula rasa”,
which means “clear board”. Such a generation will not know how to identify itself to something or
somebody. It’ll grow non-civilized with the norms that are from being fair and perfect. As a result,
the whole culture will simply disappear. Thus, the transmission of cultural experiences, norms, and
values should be preserved. Education takes care of this important phase.
Promotion of Culture
Education also promotes and changes culture. Undoubtedly, every next generation differs from its
ancestors. Sometimes, its views slightly differ and sometimes, the differences are huge and
happen drastically. Remember how the appearance of fire altered the whole generation.
Education constantly changes and so, the methods it teaches younger generations to change too.
They are induced by some cross-cultural patterns due to the quality of life in general demands
something new. Cultures affect each other and the process of globalization is a perfect example.
Thanks to progress, the values get shaped. This inevitably leads to a reevaluation of the needs of
society. As education promotes new cultural transformations, culture changes.
Eliminating Cultural Lag
You should know about the so-called cultural lag. This concept was invented by a sociologist
Ogburn. The forms of culture are different. The most important ones are material and non-material.
Technological progress, scientific inventions, geographic discoveries are of huge importance, but
may also harm society. When the material well-being improves, people tend to forget about the
non-cultural aspects of their lives. This creates the lag and education tries to eliminate it.
Educators teach us to value the moral code and what makes us human. Otherwise, it may lead to
a total and disgusting change of moral values.
Q.4 a) Elucidate the role of religious groups and their influence on social behavior.

Ans.
Religion is probably the strongest belief system that has existed for thousands of years. In many
ways, it is a code of conduct, a rule book that allows believers to function in a non-primitive or
cultured manner. The earliest forms of religion were established to facilitate social bonding. In fact,
it is also believed that religious practices are adaptive and have emerged to sustain survival and
reproductive advantages through gene selection or gene-culture coevolution dynamics.
It is no surprise then, that this system is crucial to thinking patterns and plays a vital role in
formation of self-identity and a collective identity of a community, which then shapes
attitudes, cultural norms and influences individual and group behavior. Children are particularly
perceptive to religious beliefs and the concepts of Gods and other supernatural agents, which
leads to a teleological bias of accepting explanations of phenomenon, based on the purpose they
serve rather than their postulated causes, which persist into adulthood (Kelemen, 2004). These
attitudes are contingent upon factors such as beliefs about God's existence, immortality and
omnipresence; attributions about psychological characteristics such as fairness, compassion and
harshness; and attributions about God's causal involvement and motives in one's life events.
Most, if not all religions, have some thematic principles that make them similar to one another,
namely concepts of God and love, honesty, altruism, miracle workings and peacekeeping.
However, every religion has elements and ideologies that set them apart from the other. These
ideological differences may not be overt and easy to discern, but they are present and account for
a lot of disharmony and discord at times. This is mainly due to irrational and distorted deductions of
religious scriptures by some followers which go against the fundamental principles. Moreover,
coexistence of diverse religions in a single community or nation is a comparatively recent trend.
Sacrifices and wars in the name of religion are not unheard of, with some of the significant
examples being The Crusades, Sati System, Buddhist Burma, Jihadists and the Witch Hunt, which
ended thousands of lives. What is even more mind-boggling is the dichotomous function that
religion seems to serve, where it imbibes compassion and kindness towards all, but also instigates
religious hatred, violence and religious martyrdoms, especially in radical believers. Most religions
enforce moral behavior through positive and negative reinforcement by infusing ‘god-fearing’
elements in scriptures, such as the concept of karma and reincarnation in Hinduism, heaven-hell
and salvation in Christianity, paradise and hell in Islamism, peaceful afterlife and reincarnation in
indigenous Chinese folk religions, and release from the cycle of reincarnations and reaching
enlightenment in Buddhism. This was further reiterated through Shariff and Norenzayan’s (2011)
study where they found that individuals are more likely to behave in a moral or honest manner
when they believe in fearsome and punishing supernatural agents. In their subsequent studies,
they concluded that the concept of hell exists to make people act in a moral and ethical manner,
whereas the concept of heaven (or its equivalent in other religions) exists to make people feel
good, and has a direct and positive relation with happiness. However, another possible explanation
for this suggests that it may have nothing to do with religious beliefs. Rather, the religious
scriptures or rituals act as a moral reminder, through priming, and impel us to act in a moral and
honest manner.
It is important to note here that although, religious beliefs may play a causal role in some of the
actions, it is not the only factor that influences behavior. Rather, it's an important factor in a pool of
other factors like genetics, environment, parenting, drives, and needs that determine our behavior.
Research supports that there is a correlation between religious beliefs and behavior, but does this
necessarily mean that there is a causality? It doesn’t really matter whether one believes that
people form these belief systems in order to adapt and function, or if existing beliefs influence
religious attitudes. What is important is how we use (or misuse) such a powerful instrument, and to
what extent we let it influence our behavior.

Q4.b) Analyze the role of school and mass media as agents of socialization.
Media is one of the main agents of socialization that affects youth the most. Young adults are
majority time are surrounded by the media, which brings me to my main question, "How is Mass
Media Affecting Socialization in Children and Young Adults in Albania?" To understand this
question, one must know and understand what socialization is. The socialization process is a very
dramatic impact on a child's life. Socialization is a "Continuing process whereby an individual
acquires a personal identity and learns the norms, values, behavior, and social skills appropriate to
his or her social position". Mass media has enormous effects on our attitudes and behavior which
makes it an important contributor to the socialization process. in some ways mass media can serve
as a positive function. It helps there to be more diversity, we can learn more about things that are
going on in different countries. It can help you learn new things you did not know. Sadly Media can
serve as a negative function in young people life. Young people want to be accepted by society
and the media creates the ideal image that tells you what the characteristics are to be accepted
and to be able to fit in with society. They show what you should look like, how you can look like
this, and where to go to buy these things that will make you look right. This is why many young
women deal with anorexia because they want to look like the ideal type that the media displays.
Media also influences young people to misbehave. Media shows that being deviant makes you
cool and look tough and that it's okay to do deviant things. Statistics show that when young people
watch violence on television it increases their appetites to become involved in violence. It opens
their minds to violence and makes them aware of crimes and people acting deviant. Many people
think that the media does not play a role in the socialization process as much as family, peers and
education. But in fact, the media plays a strong role in the socialization process. The aim of this
study is to see the positive and negative effects that the Albanian media plays in the socialization
process in Albania.

Q.5 a) Explain the evolution of family structure in the past three decades in
Pakistan.
Ans.
The Present Study Has Been Designed to Explore the Effects of Modernization on The Family
Structure. The Family System of Any Society Plays a Crucial Role in Social, Cultural and Religious
Values of The Society. The Family Is One of The Most Important and Fundamental Institutions of
The Society. The Survival of a Society Depends on The Institution of The Family. The Structure of
Pakistani Society Like Many Others Has Been Witnessing a Social Change. Due To the
Modernization, Employment Opportunities Are Leading to The Change in The Society, And
Women Are Participating in Every Field of Life. This Social Change Can Be Visualized By
Comparing The Present Behavior Patterns With Those Prevailing A Few Decades Back. It Has
Been Observed That The Old Values And Behavior Patterns Of The People Have Been Changing.
Due To The Social And Cultural Changes, People Have Been Showing Less Rigidity Regarding
Their Traditions. They Have Been Adopting New And Modern Ideas And Values, And The Society
Has Been Changing From The Traditional To The Modern Way Of Life. It Has Had Serious
Impacts on The Environment and Social Structure of The Societies. The Present Study Was
Conducted in Punjab Pakistan. A Sample Of 380 Respondents Was Selected. Moreover, The
Interview Schedule Was Used for The Purpose of The Data Collection. The Collected Data Were
Analyzed by Using SPSS. The Results of The Study Indicated That the More Stable Economy
Produces the More Economic Progressive Development and The Adoption of Luxurious Standard
of Living. Democracy And Modernization Have Been Interdependent On Each Other. Based On
the Findings, It Was Concluded That Family Patterns Have Been Affected by The Modernization.
To Overcome This Issue, The Government and Families Should Work Parallel, The Government
Should Control the Media to Promote the Cultural and Traditional Values. On The Other Hand, The
Families Should Participate in The Collective Activities, And Make Strong Social Interactions
Within the Household, Too

Q5 b) Explain the collaboration among the institutions which may lead towards
national development
Education's mandate includes representing Sweden in the work to implement the European
agenda for adult learning. Within the framework of the European Agenda for Adult Learning 2014-
2015, Sweden will contribute with examples of effective collaboration forms in adult learning, with a
view to primarily improve and streamline recruitment to adult education, as well as the continued
path into the workplace. Adult education refers to the three types of schools, municipal education
for adults at a basic level (Komvux), special education for adults at a basic level.
This report is a mapping of how interactions between different actors in basic adult education take
place. The report describes the extent to which adult education interacts with different social
institutions, such as municipal administrations or businesses, educational institutions and
government agencies. The focus is primarily on how adult education reaches out to its target
audience (with limited previous education), how they are captured by the municipal recruitment
process and what organizational solutions or practices apply.
The purpose of the mapping study is to help increase the knowledge base of how collaboration
between different actors within adult education takes place, and describe how effective
coordination of efforts between the municipality's adult education and other operations functions, to
ultimately in-crease the accessibility and the adaptation of adult education to the needs of the
target group.