Course: Citizenship Education and Community Engagement (8606)

Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

Course Code: 8606

Tutor Name: Yousaf Ali
Tutor's Address: Boys High school Tissar Shigar
Student Name Khalida Batool
Student ID: 00000373450@aiou.edu.pk
Semester: Autumn 2022
Allama Iqbal Open university

ASSIGNMENT No. 1

Q. 1 a) Evaluate the role of an individual in the development of any society

Ans.

Role of Individual in Development of Society

After reading this article, you will understand how Marx and Engels view the individual's
contribution to the growth of society.

It should be underlined that Marx and Engels had no desire to minimise the value and
significance of individuals.

It is important to put people's roles in Marx and Engels' theories into the correct context.
They have acknowledged the critical role that individuals with extraordinary qualities play in
shaping the growth process as well as in shaping history.

History is greatly influenced by outstanding individuals, such as Oliver Cromwell, Napoleon

Bonaparte, or even Marx himself. A remarkable person possesses certain character qualities
that guarantee his place in the development of history.

Marx and Engels have brought our attention to a very important point. Many periods of time
saw the evolution of history.

Also, we learn that specific people were in charge of these development procedures or this
development. Marx and Engels, however, argued that these people should not be taken lightly
because they are leaders of classes and movements, not just regular people.

Being representatives of the mass and leaders of classes, individuals shape the course of
history. In this regard, Cornforth asserts that "an individual is powerless and incapable of
exerting decisive influence" unless they "base their authority and their influence upon the
support of some class, whose interests and tendencies they represent."
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

Leaders cannot shape history without the support of the classes, and classes and movements
cannot succeed without leaders. The movement is accelerated by good leaders while it is
slowed down by bad leaders.

Marx views people as either products of their social environment or products of their
materialistic environment. No person is created in a vacuum. He finds inspiration in the
culture. Of course, this does not imply that a specific historical circumstance will result in the
same people.

Ideology, religion, art, and literature all come in many different forms. All of these contribute
to the different personalities and attitudes of people. Hence, there are many different kinds of
people in a capitalist base. That is why certain people in capitalist society struggle
vehemently against capitalism and swear to overturn it.

In a capitalist society, an individual is merely a wage earner and a machine that creates
surplus value. He sells his labor and receives a paycheck in return, just enough to make ends
meet. The workers are compelled to remain and support themselves with wages below
subsistence. The biggest "success" of capitalism is the dehumanization and alienation of the
individual. The enormous riches fortress was constructed with his labor.

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.

Political freedom is negated in the absence of economic freedom. The individual's capacity
for creativity is stunted by capitalism. What is the exit then? Marx asserts that the only path
to emancipation is socialism.

It opens up a plethora of opportunities for the person, enough for them to utilise any creative
abilities they may have.

He regains his value. In Kolakowski's words, "Socialism was vastly to expand the realm of
creative activity outside the production process freeing awareness from mystification and
social existence 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.

There will be no more exploitation of man. Dehumanization and alienation will both be
forgotten. According to Cliff Slaughter, "socialist production" will offer a whole new
foundation for personal growth. Social forces and cultural influences will be controlled by the
person.

We draw the conclusion that Marx offers a significant contribution to social philosophy from
the aforementioned understanding of the relationship between the base and the superstructure.
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

Many of Marx's theories and notions may be contested or rejected, but his in-depth
examination of the base and superstructure has enduring importance.

In every capitalist society the base generally controls the superstructure and sometimes the
superstructure is found to influence the base. This view of Marx is found in many systems

Q1.b) Explain the major elements of social structure in Pakistani context

Major elements of the social structure of Pakistan

Family units are a key component of Pakistan's social structure. The term "berdar" alludes to
the patrilineal structure of society and is a crucial component. In most families, the oldest
male has the most sway. With certain exceptions among the impoverished in rural areas,
women are typically kept in seclusion.

The social system of Pakistan is known for its inherent resistance to change. This should not
be surprising given that Pakistani society is based on a diverse array of tribes, each of which
is rooted in patriarchal beliefs. Pakistani society is primarily tribal, ensuring that it will
always be highly hierarchical, with significant political, personal, and spiritual authority held
by tribal chiefs, clan leaders, and religious figures.

Even in areas where there is a reasonable amount of agreement, like the fight against
corruption, the persistence of these social hierarchies and their deeply ingrained power work
against the implementation of dramatic change at the national political level. Despite the fact
that Pakistan is nominally a democracy, the strong influence of clans, tribes, and religious
leaders prevents the general populace and their democratically elected representatives from
having a significant impact on the political system's functioning.

In that regard, one could contend that Pakistan is a traditional, conservative society with
painfully grafted-on components of a modern political system. These conflicting factors have
led to significant tensions that aren't even close to being addressed or resolved.

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.

Pakistan has a social caste structure just like its neighbour India. Caste, however, is
subordinate to kinship and clan affiliation. In a large portion of Pakistan, the term "berdar"
alludes to this patrilineal arrangement of society. One marries frequently inside their own
berdar or clan.

Depending on social class, women play different roles in Pakistani society. Most middle-class
and wealthy families keep adult women in isolation. Purdah is the name given to this action.
These women typically aren't allowed to leave the house unless they're escorted by a male
relative and dressed modestly.
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

Contrary to popular belief, rural and poorer women actually tend to have greater freedom
than their metropolitan and more affluent counterparts. As they are required outside, these
ladies do not observe purdah.

Q.2 a) How does individual and group behavior affect the school and classroom
environment?

Ans.

The social caste system in Pakistan is identical to that in its neighbour, India. Nonetheless,
kinship and clan membership take precedence over caste. The word "berdar" refers to this
patrilineal structure of society throughout a vast part of Pakistan. One often marries inside
their own berdar or clan.

Women in Pakistani society have a variety of roles, depending on their socioeconomic level.
The majority of middle-class and affluent families keep adult women apart. This action is
referred known as purdah. These women typically aren't allowed to leave the house unless
they're escorted by a male relative and dressed modestly.

Contrary to popular belief, rural and poorer women actually tend to have greater freedom
than their metropolitan and more affluent counterparts. As they are required outside, these
ladies do not observe purdah.

Our recommendations are based on a number of presumptions and convictions. Teachers in

particular have a big impact on how students behave. This is especially true if early
interventions are supported at home. Next, the majority of student misbehaviours are learned
and have a purpose. It is our responsibility to identify these causes and impart acceptable
behaviours in their stead. The best method of behaviour management, in our opinion, is
prevention. In other words, the best method to stop bad behaviours is to stop them from
starting in the first place. A proactive strategy also enables us to put more of our attention
into teaching right habits as opposed to eradicating inappropriate ones.

Misbehavior By How It Looks

We frequently simply describe bad conduct by its outward appearance when attempting to
change it (e.g., calling out, hitting, getting out of seat). By defining inappropriate behaviour
just by its outward manifestation, we only get a partial view of the behaviour; we learn
nothing about its causes and receive little assistance in our efforts to change inappropriate
behaviour. For instance, a student who is not paying attention in class is a frequent issue. If
two of our pupils routinely stray from their work, they might or might not be doing so for the
same reason. We may need to adopt numerous strategies to modify their behaviour if they are
diverted for various reasons. In fact, a method that will stop one student from being off-task
may make the off-task conduct of the other students worse.

Q2.b) How can group dynamics be applied in your daily classroom teaching
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

Group dynamics refers to the alteration of behaviour brought about by group interaction.
Dynamics denote change. As is common knowledge, students interact with one another in
groups in the classroom, playgroup, interest club, science club, library, etc.

Students naturally connect with one another in groups to fulfil their needs, obtain
information, convey messages, etc. Human behaviour is not static, so when students interact
with other group members, their behaviour changes over time. This is because human
behaviour is not static. Group dynamics refers to this type of alteration in a student's
behaviour brought on by their interactions with other group members.

We see that when a teacher plans a group project in the classroom on any subject, he or she
forms different groups and assigns them project work. Students must communicate with the
others in their group to complete various project tasks, obtain information, ask for assistance,
etc.

Reciprocity is expected of all groups' members. Every group has a significant impact on how
its members behave. In order to grow, students engage with their surroundings. Social
engagement is necessary for this growth. To deal with different student groups, a teacher
should learn about group dynamics.

We will now talk about how a teacher can benefit from studying group dynamics in the
classroom:

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 can not even imagine organising 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.
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

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 organise 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.3 a) Discuss the concept of socialization and identify its role in the learining 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
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

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.

The term "socialisation" describes the process of continuously learning the social skills,
attitudes, and conventions of people who play specific roles in society. The social institutions
in which socialisation takes place are the agents of socialisation. Family and school are
important socialisation factors, but peer groups, the media, and other important social
institutions like religion and the legal system are also important socialisation factors.
Moreover, there are two categories of socialising: primary socialisation and secondary
socialisation. Primary socialising takes place in the home, when kids initially discover their
unique selves, pick up language, and grow cognitively. Children are socialised into specific
ways of thinking about morals, cultural values, and social duties within 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

 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

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 behaviours 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 behaviours 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,
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

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

 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

You ought to be aware of the alleged cultural lag. The sociologist Ogburn is credited for
creating this idea. Many cultural forms exist. The two that are most significant are material
and non-material. Geographical discoveries, scientific advancements, and technological
advancement are all extremely important but can also be detrimental to society. When one's
material circumstances improve, one's tendency is to forget about non-cultural aspects of
one's life. This causes the lag, which education aims to fix. We learn to cherish the moral
code and what makes us human from our teachers. Otherwise, it can cause a complete and
revolting shift in moral standards.

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 behaviour. 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 behaviour
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
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

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 behaviour. Rather, it's an important factor
in a pool of other factors like genetics, environment, parenting, drives, and needs that
determine our behaviour.

Research supports that there is a correlation between religious beliefs and behaviour, 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 behaviour.

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
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

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 towads 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.
 Course: Citizenship Education and Community Engagement (8606)
Level: B.Ed (1.5/2.5 Years) Semester: Autumn, 2022

Thisreport 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 organisational 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.