ASSIGNMENT NO.

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Citizenship Education and Community Engagement - 8606

Syed Ali Saboor Zaidi

0000401127 - Autumn 2022
Q1a. Evaluate the role of an individual in the development of any society.

Our world Is full of several distinct societies. However, there was a time when human societies
were developing and new. In response to this question I'll talk about the development of society,
and explore how early people learned to define themselves.

Early Human Societies:

Assume you are about to organize an event with some of your friends and you're the first to reach
the venue. Now assume that you’ve to make some decisions. Do you want to put up some
decorations? Which sort of music will you like to play? What should be in the food?

My point here is that being the first person means having to figure out how to do things all on
your own. Now assume you are the first person to have ever lived somewhere. Yeah, now you
really have a lot of decisions to make. How do you live? How many people do you want to live
with? What do you do to earn your bread and/or in leisure time?

As per the researchers humans evolved roughly 200,000 years ago and began moving across the
world. Various groups were formed and they had their own ways of doing things, like creating
their own cultures, or sets of productions, beliefs, and behaviors. People having the same culture
formed societies, or communities who saw themselves as belonging together.

Social Divisions:
Let's take a look at some of the basic ways that people started to define themselves, and started
creating early societies. Most early human groups were relatively small, and traveled
consistently. When they started to develop unique cultures, they had ways to distinguish
themselves from other groups and began to define the role of each individual within their own
group. This was one of the first steps to the formation of a society. Now, some groups were
egalitarian, in which everyone was completely equal. However some found it was useful to put
someone in charge this led to a system of social stratification. In which people had different roles
in society. Compared to later societies, early humans had pretty low levels of separation, but they
were there.

One common way people differentiated themselves was through gender. Men and women often
had different tasks. Another form of division was based on skill sets. Have you ever made a stone
tool? it’s really hard, and it takes lots of time. So, rather than having the entire group make tools,
one or two people may specialize in that skill, while others hunted or gathered food.

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Cultural Divisions:
So, if social divisions helped define the roles of people within a society, what differentiated
societies from each other? Well, as time passed, each human group developed their own unique
sets of beliefs, customs, rituals, and attitudes, which we collectively call their culture.
Understanding a society’s culture was a sign of belonging to that society. Some of the early
cultural divisions include things like different languages and religious beliefs, so we’re not
talking about subtle differences here. Cultural divisions could absolutely define people and their
societies. Just think about how hard it would be for you to move into another culture, one that
speaks another language and does things differently. Early humans may have lived in smaller
societies, but were anatomically just like us, just as capable of creating complex cultures, and
they did!
Role set is the term used to describe the variety of roles and relationships you have as a result of
your status in society. For instance, a high school student interacts with a variety of different
people as he goes through the school year, including teachers, guidance counselors, the principal
and administration, and his peers. His role set Includes the different behaviors, or roles, he uses
to meet the demands of this one social status of 'student.'
Everyone has a status set, or a combination of many social statuses. Social statuses include our
gender, occupation, ethnic group, volunteer associations, and hobbies. We can either choose to
associate ourselves with a status (an achieved status), such as an occupation, or we are born into
one (an ascribed status), such as our ethnicity. So one person may have a status set that includes
being a woman, a sales professional, a mother, a daughter, a sister, a person with a Latina
heritage, and a volunteer tutor.
Roles are the way that statuses get expressed. For instance, a person whose status in society is a
'high school student' will behave in particular ways. This behavior is the 'role' the student is
playing.
Likewise, a 'sales professional' will behave in a certain way, and a 'volunteer tutor in still another
way. Each social status can be expressed through the roles we act out.

Merton's Analysis:
Think about just one social status that applies to you now or in the past. For instance, this could
be the job you do, or your status as a student. Now think of the different people you interact with
while you are playing out the related roles of this status. For instance, for your occupation, you
may interact with your manager, your customers, other businesses, your coworkers, your human
resources department, and others. Now think about each of the people you interact with, and
consider that they all have a complex set of roles they play in society as well, through their own
social statuses, such as occupation. Now imagine a whole country, or even the whole world filled
with individuals acting out their roles with one another. Society starts to look pretty complicated.
Sociologists, such as Merton, are interested in how society functions and maintains itself with

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such complicated interactions happening every day. Why don’t we come apart at the seams?
What holds things together and ensures that we don't constantly wake up in the morning
overwhelmed by the sheer complexity of so many people interacting with one another in their
different role sets?
After defining role set as a concept, Merton's next step was to discuss the social mechanisms of
role sets that help answer the question of how society functions. Social mechanisms are the ways
that people, activities, and other building blocks of society interact. Social mechanisms include
particular ways that people relate to one another, the tendencies we notice about our society, and
the sequence in which things typically take place. He looked at social mechanisms as a way of
better understanding the glue that holds society together.
Merton pointed out that one social mechanism that comes into play to hold society together is
that some of the statuses we have may be more scrutinized than others. If all of our statuses were
under a microscope and were equally important all of the time, it would be very difficult for us to
act out our role set. Thankfully, not all statuses are equally important. Their importance is
relative, with some more important and some less important. The part-time volunteer work a
person does on the weekends, for instance, does not demand the same attention as a full-time job.
You can prioritize the more important status as appropriate which helps simplify things for you
and for society.

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

Major Elements of the Social Structure of Pakistan:

Major elements of the social structure of Pakistan center around family units. Beradari 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 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

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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 family 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 beradari.

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?

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 present
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.

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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?

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 such 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, 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 change in behavior of students
due to their interaction in groups with group members is called group dynamics.

We see that when a teacher organizes any group project work in the classroom regarding any

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topic, then he/she formulates various groups and provides 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 help a teacher in classroom transaction:

To provide appropriate guidance to students for their adjustment: If a 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 citizens of the
country, we want our students to have positive adjustment with their friends, classmates,
playmates and others.
Sometimes students can face certain problems regarding their process of adjustment. If the
teacher is well-equipped with the basic knowledge of group dynamics, if the 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.

To improve the emotional and social climate of the class: As we know that we can not even
imagine organizing participative, effective and harmful teaching- learning processes 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 unsociable as
enemies, if they do not care about 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. Teachers can improve the emotional and
social climate of the class.

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 a 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.

Teachers should try to encourage participation of students in all the school activities. If a teacher
has studied group dynamics, then he/she can improve the climate of the students of his class by
taking them into confidence.

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Teacher can make 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.
To deal effectively with social groups:

Teachers have to organize various activities in various groups. To deal efficiently with social
groups in the classroom, in the playground, in laboratory, in co-curricular activities, teachers
should have studied group dynamics.

To have a thorough knowledge of the interaction process: As we know that in a class we

cannot find all the students of the same qualities, needs, interests etc. They may be of different
socio-economic backgrounds.

Teachers should try to ascertain positive interaction among these students. For this teacher
should have a complete knowledge of group dynamics and the interaction process.
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 studied the group dynamic
process.

As a whole, a teacher’s work is not only to teach the students but he/she should work to create
positive circumstances in the class which could motivate students towards being participative.
For this kind of creation a teacher should have thorough knowledge of group dynamics which
help a teacher in classroom transactions.

Q3a. Discuss the concept of socialization and identify its role in the learning process.

Schools and the Socialization 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 day and, indeed,
their lives. Prior to attending school, children’s main source of socialization comes from their
families.

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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. Ofcourse, 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. 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 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.
Schools Versus Families:

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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.

Q3b. 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:

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One of the most important roles of education is the possibility to connect it to the culture of
every person. 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.

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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 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.

Q4a. Elucidate the role of religious groups and their influence on social behavior.

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. 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.

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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 (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.

Q4b. 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 has 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

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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
didn't know. Sadly Media can serve as a negative function in young people's lives. 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.

Q5a. Explain the evolution of family structure in the past three decades in Pakistan.

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 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 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 the
economy produces the more economic progressive development and the adoption of a 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 modernization. To
overcome this issue, the government and families should work parallel, the government should
control the media to promote cultural and traditional values. On the other hand, the families

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should participate in the collective activities, and make strong social interactions within the
household, too

Q5b. 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.

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 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.

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