Role of Parents in Life Long Education Running head: Life Long Education Role of Parents in Life Long Education: A Case Study

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구
ㆍ저자명 : Arpita Sabath

목차

Abstract
1. Introduction
2.1 Sample
3. Results
4. Discussion
5. Conclusion
References

영어 초록

The objectives of the present study are to assess or ascertain the role and responsibility of parents/stakeholders for character and behavior formation of their children. Here stakeholders like teachers, guardians, community members are responsible for giving life- long education to the children. In the purview of life long education, education begins with birth and ends in death. Parents hence, are the first teachers who teach their children the alphabets of life, from A to Z. Teachers are parent surrogaters who also equip children to prepare for life challenges. This study also intends to find out the role of teachers in imparting complete meaningful education and students' responses towards their school environment and education. In this study children's responses to their parent's parenting style are compared with parent's role in mapping out the lives of their children. This criteria is again interpreted, in both English and Vernacular schools. Similarly teacher's role in giving meaningful education and equipping children are assessed through the responses of students of both English and Vernacular schools. For data collection four different five-point scales having both positive and negative dimensions are administered. These scales are parent's response vrs children's response scale and Teacher's response vrs student's response scale. The results show that negative items of the scale like improper knowledge is significant in teacher's vrs student's response scale in both types of schools but the positive item of the same scale i.e. togetherness is only significant in IX class students of English medium school. Togetherness attribute is conspicuously absent in X class of English medium school. Moreover the result reveals that togetherness is significant in both the classes of vernacular school. The findings of parent vrs children response scale show that positive dimensions are less significant than negative dimensions. The results indicate that our parents, teachers are responsible for the precarious fall of students and failure of giving life-long education to children.

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