Systems Theory

Human beings tend to impose rationales to explain the phenomena that surround them. Some employ the mechanistic scientific view, and some take a systems view. The former is an analytical, reductionist and linear-causal paradigm, in which the observed phenomenon is broken into parts, and the parts are isolated from the whole and examined separately. Systems theory opposes the reduction of systems. It criticizes the mechanistic view neglects the relationship of the components with the larger systems. It emphasizes the totality, complexity, and dynamics of the system. However, it also argues that, despite of the complexity and diversity of the world, models, principles and laws can be generalized across various systems, their components, and the relationships between them. In other words, corresponding abstractions and conceptual models can be applied to different phenomena.

Systems theory comes from the general systems theory proposed by the biologist Ludwig von Bertalanffy. He recognized a compelling need for a unified and disciplined inquiry in understanding and dealing with increasing complexities, complexities that are beyond the competence of any single discipline. The theory pursues scientific exploration, understanding, and controlling of systems.

The systems view investigates the components of the phenomena, the interaction between the components, and the relation of components to their larger environment. The underlying assumption of Bertalanffy's theory is that there are universal principles of organization across different fields. Boulding states that the objectives of GST aim to point out similarities in the theoretical constructions of different disciplines, and to develop something like a spectrum of theories -- a system of systems that may perform a gestalt in theoretical constructions.
Systems theory was furthered by Ross Ashby's concept of Cybernetics. Cybernetics means steersman in Greek. Wiener introduced this idea as the science of communication and control in the animal and the machine. The idea was first described to illustrate the transmission of information through communication channels and the concept of feedback. It evolved to emphasize the constructive power of the observer, who controls/constructs models of the systems with which the observer interacts.
Characteristics of systems theory
The major purpose of systems theory is to develop unifying principles by the integration of various sciences, natural and social. With focus on the structures and functions of the system, the system can be viewed from different perspectives:

• Open system: a system keeps evolving and its properties keep emerging through its interaction with environment
• Holistic view: systems theory focuses on the arrangement of and relations between the parts that connect them into a whole. The mutual interaction of the parts makes the whole bigger than the parts themselves.
• Goal-directedness: systems are goal oriented and engage in feedback with the environment in order to meet the goals. Also, every part of the system is interdependent with each other working together toward the goals.
• Self-organizing: productive dynamic systems are self-organizing. It implies the adaptive ability of the systems to the changes in the environment. Using a metaphor of social interaction, Pask (1975, 1984) described the self-organizing process as "a conversation between two or more participants, whose purpose is to arrive at "an agreement over an understanding."

What are the assumptions about systems view?
Reigeluth, Bathany, and Olson (1993) described the following assumption in terms of design:

• "A systems view suggests that essential quality of a part resides in its relationship to the whole."
• "The system and its parts should be designed from the perspective of the whole system and in view of its embeddedness in its environment."
• "The systems design notion requires both coordination and integration. We need to design all parts operating at a specific system level of the organization interactively and simultaneously. This requires coordination. The requirement of designing for the interdependency across all system levels invites integration."

The importance to Instructional Systems Design: Theory into Practice
From a systems view, the instructional system is an open system that interacts with the educational system and is an interdisciplinary subject matter that incorporates different fields, such as psychology, communication, education, and computer science. Also, the systems approach applied to instructional design brings forth an extensive analysis of components that engage in carrying out the instructional goal as well as the input-output-feedback transformational process that interacts between the components (Banathy, 1991).
From a systems view, examination of the processes and components of the instructional system is not adequate to fully understand the system itself. Thus, it shifts the attention from the design components, such as instructional strategies, media selection and material development, to implementation. How the system adopts the instructional innovation or the change becomes the major issue. The systems theory provides a comprehensive perspective for designers to foresee the resistance to change and enables designers to understand the complexity of educational systems.
Banathy (1996) suggests that besides paying attention to this functional structure of the system, we should also look at the system from two other perspectives. One is to examine the instructional system as a synthetic organism in the context of its community and the larger society. The other is to explore what the instructional system does through time. The suggestions, in fact, echoes the ways that Reigeluth, Bathany, and Olson (1993) proposed to adopt systems design:
" We should explore educational change and renewal from the larger vistas of the evolving society, and envision a new design. We should view the system we design from the perspectives of the overall societal context. Approaching education from this perspective, we shall enlarge our horizon and develop the largest possible picture of education within the largest possible context."
Impacts to Educational Systems
Systemic change recognizes the interrelationships and interdependencies among the parts of the educational system, with the consequence that desired changes in one part of the system are accompanied by changes in other parts that are necessary to support those desired changes and recognizes the interrelationships and interdependencies between the educational systems and its community, including parents, employers, social service agencies, religious organizations, and much more, with the consequence that all those stakeholders are given active ownership over the change effort (Jenlink et al 1996.)
According to Banathy (1987), there are four subsystems in any educational enterprise:

1. The learning experience subsystem: the cognitive information processing of the learner
2. The instructional subsystem: the production of the environment or opportunities for learners to learn by the instructional designers and teachers
3. The administrative subsystem: decision making of resource allocation by the administrators based on the instructional needs and governance input
4. The governance subsystem: the production of policies which provide directions and resources for the educational enterprise in order to meet their needs by "owners"

Based on the interpretations of such analysis, the instructional system is part of educational system. Reigeluth (1996) gave more of his thought on the comparison of ESD and ISD.
What is the relationship between ESD (Educational Systems Development) and ISD (Instructional Systems Development)?

1. First, let's examine their definitions. Based on the definitions, ISD is within ESD.
   ESD is the "knowledge base about the complete educational enterprise" (Reigeluth, 1995).
   ISD is the "knowledge base about the instructional subsystem" (Reigeluth, 1995)
2. In what way do these two knowledge bases relate to each other?

• The function of ESD aims to create a new paradigm of education. It is not concerned with making changes within the existing paradigm. It encompasses all subsystems of the educational enterprise. It entails radical changes.
• ESD needs ISD: ISD, as a more fully developed knowledge base, can contributes insights to developing ESD; design skills and systems thinking of ISD are needed in EDS.
• ISD needs ESD: ISD needs changes in the larger organizations, such as administrative and governance systems) to support their success; The new paradigm in ESD will create a greater needs for ISD expertise; ESD will initiate ISD's search for new directions in instructional theory.

What are the common characteristics between ESD and ISD?

1. Both use systems thinking to examine and explain the mutually interdependent relationships:

• Between the new system and its suprasystem
• Between the new system and its peer system
• Among the many functions and components that compose the new system

2. Both use design theory to inform the process, which consists of the fundamental elements, such as analysis, synthesis, evaluation and basic activities of deign, development and implementation
3. Both are not linear: both needs simultaneity and recursion during the process.

Why a New Paradigm in ESD?

1. Changes in Society: the major paradigm shifts in society is from Agrarian to Industrial to Information. Such shifts bring in changes in all of the society's subsystems including family, business and education.
2. The need for a new paradigm of education is based on massive changes in both the conditions and educational needs of an information society.
3. Selection vs. Learning: In terms of the educational function, the industrial age is to use standardization strategy to separate the laborers from the managers, and to build up conformity and compliance in bureaucratic organization. On the contrary, the education and training in the information age should be designed to foster active thinkers, who can take initiatives and think critically in team-based organization.
4. The systemic changes in the family requires school to become a caring environment due to the systemic changed in the family

CULLED from :
http://www.personal.psu.edu/users/w/x/wxh139/System_Talk.htm


References:
Banathy, B. H. (1968). Instructional systems. Palo Alto, CA: Fearon Publishers.
Banathy, B. H. (1987). Instructional systems design. In R. M. Gagne (Ed.), Instructional technology: Foundations. HIllsdale, NJ: Lawrence Erlbaum.

Banathy, B. H. (1991). Systems design of education. Englewood Cliffs, NJ: Educational Technology Publication.

Banathy, B. H. (1996). Systems inquiry and its application in education. In D. H. Jonassen (Ed), Handbook of research for educational communications and technology. New York: Macmillan.

Jenlink, P.M., Reigeluth, C.M., Carr, AA & Nelson, L.M. (Jan-Feb. 1996). An Expedition for Change: Facilitating the Systemic Change Process in School Districts. Tech Trends. Vol 41, No. 1, page 21-30.

Bertalanffy, L. V (1968). General systems theory. New York: Braziller.

Reigeluth, C. , Banathy, B. H. & Olson, J. R. (1993). Comprehensive systems design: A new educational technology. Berlin: Springer-Verlag.

Lecture One: Socio-Political Context of Educational Planning and Administration

Lecture One: Socio-Political Context of Educational Planning and Administration

Summary of Lecture One

§  Educational Administration or Management involves the planning and implementation of educational programmes

§  Educational Management comprises educational administration and educational planning

§  Educational Administration deals more with the implementation of educational programme

§  The activities of institutions, educational planners and administrators are influenced by socio-political factors like culture, politics, technology, economy, and religion

§  The social influence model illustrates the interrelationship between education, culture, politics, technology, economy, and religion.

§  Culture is the total way of life as practiced by people living within a geographical areas

§  The bi-directional relationship between culture and education implies that culture enriches education, while education is a way of improving the culture of a people.  

§  The use of information and communication technology as teaching aids improves teaching learning process and education administration while education enhances technological growth

§  Religion influence on education include the establishment of missionary schools while education train  clergymen that serve in the missions

§  The education sector depends on the political class for funding, servicing and monitoring, while the political system depends on the school system for the training and supply of political leaders

§  The education sector also supplies the economy with skilled manpower, while the economy provides the required educational resources

                                                                                                   

Module Three: Historical Antecedent

Module Three: Historical Antecedent

The Southern and Northern protectorates were amalgamated in 1914, named Nigeria, and Lord Luggard introduced the direct rule policy

The indirect rule system introduced in Nigeria recognized the existing traditional administrative structure, and used such for the administration the Lagos colony, and the Southern and Northern protectorates

The disparity in the level of educational development between the Northern and Southern protectorates can be attributed to the fact that the indirect rule policy recognized Islamic education which restricted the spread of Christian missionaries and Western education to the North.

The 6-3-3-4 education policy was introduced in 1977; sought to introduce a functional technological-based education; and was introduced to provide technology-based education that could sustain the economy.

The colonial administrator administered education through the use of 1882, 1887, 1916, 1926, 1948, and 1952 ordinances

The 1882 education ordinance for the British West Africa territories of Lagos, Gold Coast, Sierra Leone and Gambia prescribed the following

i.       a capitation grant for each subject

ii.    award of grants for organization and discipline, special grants for schools that obtained high percentage of passes/high standard of general excellence

iii.  a capitation grant in proportion of the average attendance at school

The 1926 education ordinance was regarded as a landmark in the development of education in Nigeria because it recommended the

i.       registration of teachers as a pre-condition for teaching in any school in Southern Nigeria

ii.     specific functions and duties of supervisors or mission school inspectors

iii.  regulated the minimum pay for teachers who were employed in an assisted school

The 1952 education ordinance became an education law for the country; enabled the development of different educational policies and systems for the Eastern, Western and Northern regions of Nigeria; and subjected all schools (public or private) to inspection by the Regional Director or his representative and the Inspector General or his representative.

The Ashby Report of 1959 revealed that

i.                   few school teachers were qualified and certificated

ii.                 there was imbalance in the development of education between the North and South

iii.              there was limited admission opportunities for primary school leavers

The education edicts of 1966 - 1979 had the common feature of school take-over from individuals and voluntary agencies, establishment of school management boards and a unified teaching service.

In the 1979 constitution, the education objectives included:

i.          directing government policy towards ensuring equal and adequate educational opportunities at all level;

ii.        promoting science and technology;

iii.     providing free, compulsory and universal primary education, free secondary education and free adult literacy programme as and when practicable 

The System Theory

Hello EME 401 students,

Simply put, a system is the collection of interrelated parts which form a whole. The origin of the term `system’ can be traced to Aristotle (384-322 B.C.) who argued that the whole is greater than the sum of its parts.

Check out the link below as support to Module 5 (The System Theory ) of the EME 401 course material.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CFwQFjAD&url=http%3A%2F%2Fwww.personal.psu.edu%2Fusers%2Fw%2Fx%2Fwxh139%2FSystem_Talk.htm&ei=wxxMUq3BMIfL0AXn5IDgBw&usg=AFQjCNFDpPKKl5QqsoCx7Xs5ImNQErxXJg

Enjoy!

Past Questions on EME 402

Hello all,
Here are some past questions to aid your study.

<Q1> culture is the total ways of life of the people of a geographical area and there is a bi-directional relationship between culture and education. This statement is
<C> true
<C> false

<Q2> the bi-directional relationship between culture and education means that
<C> the strange/odd practices in culture are corrected through education
<C> culture is introduced into school curriculum to promote the total ways of life of the people
<C> culture and education work together for the benefit of mankind
<C> all of the above

<Q3> in the social influence model, education is influenced by
<C> technology, politics, and economy
<C> economy, culture, religion, and politics
<C> politics, technology, and religion
<C> technology, politics, economy, culture, and religion

<Q4> the supply of skilled manpower to the economy by education and the dependence of education on the economy for resources can be described as
<C> multilateral relationship
<C> bi-directional relationship
<C> bilateral institution
<C> multilateral mechanism

<Q5> which of these is not a definition of education
<C> the united concern of a people for the right upbringing of the children and the improvement of its national life
<C> the process whereby persons intentionally guide the development of persons
<C> the eternal process of superior adjustment of the physically and mentally developed free-conscious human beings to God that is not manifested in the intellectual, emotional and volitional environment of man
<C> the systematic socialization of the young

<Q6> irrespective of the definition of education, the major characteristics that can be inferred are
<C> it is a process of transmitting or disseminating cognitive, psychomotor and affective domains of knowledge
<C> it develops the individual's capability and reasoning powers
<C> it is a legitimate method of transmission of knowledge that takes the culture of the society into consideration
<C> all of the above

<Q7> in Nigeria, the national objectives of the Second National development Plan include
<C> a free and democratic society
<C> a just and egalitarian society; and a land of bright and full opportunities for all citizens
<C> a united, strong and self-reliant nation; and a great and dynamic economy
<C> all of the above

<Q8> to achieve the Nigeria national objectives in education, the quality of instruction is oriented towards inculcating
<C> respect for the worth and dignity of the individual; and the promotion of the emotional, physical and psychological health of all children
<C> faith in man's ability to make rational decisions; and respect for the dignity of labour
<C> moral and spiritual values in interpersonal and human relations; and shared responsibility for the common good of society
<C> all of the above

<Q9> the aims and objectives of education is to inculcate national consciousness and national unity; train the mind to understand the world around; acquire, both physical and mentally, appropriate skills, abilities and competences; and inculcate the right types of values and attitudes for the survival of the individual and the Nigerian society. This statement is
<C> true
<C> false

<Q10> which of these is not true - to achieve the aims and objectives of education, the Nigerian government intends to
<C> continually rate education high in the national development plan
<C> take lifelong education as the basis for the nation's educational policies
<C> centre educational activities on the teacher for maximum self development and fulfilment
<C> multiply educational and training facilities and make them more accessible so that the individual will have diversified and flexible choice