Influence of Non-educational Forces on the Development of Instructional Goals
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Influence of Non-educational Forces on the Development of Instructional Goals
There are various ways by which the political ideology interferes with the decision-making of a school policy. Both the public and the private institutions are affected by it. The interference is too complicated in that it cannot be categorized as positive or negative. With the 10th Amendment of the Constitution, the lawmakers ruled maintenance of the school districts must be done by the local state government (Ming 2017). The Education Department in the United States administrates every school district and gives recommendations on the teaching strategies as well as the materials which might be easily ignored by the local government. Generally, the real control depends on the government. It is the only one with the final word allocation of finances, pedagogy, curriculum, and teaching. The federal government can however have an impact on the education system by rewarding schools that fulfill a certain criterion.
Culture also plays a vital role in the management of the education system. The culture of certain people values and respect education above anything else. In such a society, the more you are educated, the more you are likely to be successful. Similarly, some other cultures do not value education and they only believe in teaching what benefits an individual and the society as a whole. The values transmitted by a school can be perceived as the culture of a community. There happens to be a strong interrelationship between culture, society, and education whereby each is necessary for the continued existence of the other. For instance, a teacher cannot punish or report a student who fails to report to school if in their culture they don’t see the value of education.
A predilection is a preference for something. Concerning its influence on the system of education, it can be related to the Covid-19 pandemic (Rose 2020). With the many rules and the regulation that came along with the pandemic, education had to be suspended until further notice. The social distancing, lockdown, and curfew had to make the learning a bit difficult. It interfered with the timing of the exams, the graduates as well as the pre-school kids who were about to join the school. So many inadequacies and inequities have been brought into the education system by the crisis.
Regardless of the organization’s influence, the learning goals and the objectives set for the students will match the instructional intent since I as an instructor will try to adjust the learners to every changing pattern in the education system. This can be better achieved by working closely with the government, the society, and the religion at large to ensure that students acquire all they need when learning. My learning goals are also affected by external factors. According to my perception, have to be affected since there a strong interrelationship with the external forces and there is nothing I would avoid them.
In conclusion, the outside forces and expectations might be shaping learning that happens in the classroom both negatively and positively. The positive effect is that it helps in easy allocation of finances, pedagogy, curriculum, and teaching in the organization as well as rewarding schools that fulfill a certain criterion. On the other hand, so many inadequacies and inequities have been brought into the education system by the Covid-19 pandemic thereby making it a bit complicated to achieve the target. I fully agree that external influence has played a huge role in the construction of the learning goals and objectives.
Ming, O. K., Abdullah, S., Tee, M. Y., & Samuel, M. (2017). Education and politics in Malaysia. In Education in Malaysia (pp. 33-51). Springer, Singapore. https://link.springer.com/chapter/10.1007/978-981-10-4427-4_3
Rose, S. (2020). Medical student education in the time of COVID-19. Jama, 323(21), 2131-2132.https://link.springer.com/article/10.1007/s11125-020-09464-3
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