Meaning of Population Education

Population Education in lay man’s language is the education about population matters i.e. fertility, mortality,
migration, etc.

But population education is an educational process. It is a desired to help people to understand the nature, the
causes and consequences of population growth.

The population forces (fertility, mortality, migration) are shaped by the population related policies. These factors
operate within the society and affect social, political and economic standards also. In other ways the political,
social and economic decisions made by the people of a society of Nation influence the behaviour of the individual
in relation to population growth.

Definitions:

According to Gopal Rao, “Population education an educational programme which provides for a study of the
population phenomenon so as to enable the students to make rational decisions towards problems arising of
rapid population growth”. To tell in simple words population education means educating the students about a
large population or ever increasing population and problems “which the population creates”.

According to Sharma, “Population education is the study of human population in relation to his environment with
a view to improving his quality of life without adversely affecting the environment.”

In view of Burbson “Population education is an exploration of knowledge and attitude about population, the
family and sex. It includes population awareness, family living, reproduction education and basic values”.

Population education should not be misunderstood as sex education, family planning, family welfare project,
family life education. But population education is an educational programme which studies the population
situation in the family, in the community, in the nation and in the world. It is a relationship between population
change and quality of life at the micro and macro-level.

Population education enables those students to be aware of the process and consequences of the population
growth on the quality of our lives and the environment. The child gets an opportunity to investigate and explore
the interaction between populations and their environments. Population characteristics, the meaning and nature
of the process. The child also knows the causes and consequences of population increase at local, national and
global level.

Environmental education:-
Unlike traditional forms of education, Environmental Education is a holistic, lifelong learning process directed at
creating responsible individuals who explore and identify environmental issues, engage in problem solving, and
take action effectively to improve the environment.

As a result, individuals develop a deeper awareness and understanding of environmental issues and have
effective skills to make informed and responsible decisions that lead to resolute the environmental challenges.
Environmental Education is neither environmental advocacy nor environmental information; rather,
Environmental Education is a varied and diverse field that focuses on the educational process that has to remain
neutral by teaching individuals critical thinking and enhancing their own problem-solving and decision-making
skills in a participatory approach. The guiding principles of Environmental Education include awareness,
knowledge, attitudes, skills and participation.

Environmental Education can be taught formally in schools, classrooms, colleges and universities, or it can take
place in informal learning contexts through NGOs, businesses, and the media, natural centers, botanic gardens,
bird-watching canoeing, scuba diving and ecotourism. Besides, Environmental Education takes place in various
non-formal education programs such as experiential outdoor education, workshops, outreach programs and
community education.

Environmental educator should deliver Environmental Education in a unique way as it is not only based on
science, but also concerned with historical, political, and cultural aspects with the human dimension of socio-
economic factors. It is also based on developing knowledge on socio-ecological systems.

Environmental Education provides opportunities to children to build skills to become environmentally-smart,

including problem-solving and investigation skills. Qualified environmental educators should work in the field,
conducting programs, involving and collaborating with local communities, and using strategies to link the
environmental awareness, building skills, and responsible action. It is through Environmental Education that
citizens, especially children, can test various aspects of an issue to make informed, science-based, non-biased,
and responsible decisions.

Environmental Education in Islam

Islam considers seeking knowledge as an obligation. Islam teaches its followers to keep streets clean, to help
animals and any living being, prohibits the pollution of water, prohibits cutting down a fruitful tree and preserves
the components of the environment. Islam also sets legislation for cultivating land and benefiting from it.

Additionally, Islam has strict teachings to prevent environmental deterioration caused by industrial development,
urbanization, poverty etc. Islam organizes the relationship between humans and nature where it calls for its
protection and enrichment through a comprehensive educational process.

Islamic teachings in preserving environmental components hold the sense of responsibility, sensitivity
and sustainability. Such teachings were extraordinary at a time when the environment was not suffering the
pressures it is suffering nowadays.

Role of teacher in community:-

In ancient times above lines were followed by each and every student for their teachers. According to that time
their teacher was always correct and right this gesture was just to respect to the teachers. Everyone used to mark
the words of their teachers and thought them to be perfect.

But with the passage of time due to modernization people started thinking and becoming aware about the world
and happenings in it. So, things have changed now the teachers are choosen by the students.
In today's modern era the teacher has to mould and work as per the needs of the students which is true and need
of the hour. Now the job of the teacher is also not at all as respectful as it was.

If a teacher will work as per the demand and need of the society then only he will be respected otherwise he will
only be a burden on education system.

So as a teacher one should be aware about the world the needs and desires of the students. If the students are
satisfied then automatically the community will get an asset. A teacher should always take the community to
their classrooms so that they can make a change in the society.

The role of the teacher in a positive school-community relationship is extremely important since it is the teacher
who is the backbone of the educational system. Although school boards create school policy and administrators
interpret these policies, teachers are the personnel who implement school policy. Teachers must also be
prepared to make the most favorable impression possible in even the most innocent of circumstances in order to
maintain public support. The community's perceptions of the teacher affect their perceptions of the school and
subsequently student morale, school resources, and support for the school in general.

A teacher plays a vital role in community as the suggestion of a teacher or his perception is very important on any
issue of society. Without a teacher community cannot survive although cannot exist.

Role of teacher in our socity:-

The role of a teacher in society is both significant and valuable.It has far-reaching influence on the
society he lives in and no other personality can have an influence more profound than that of a teacher.
Students are deeply affected by the teacher's love and affection, his character, his competence, and his
moral commitment. A popular teacher becomes a model for his students. The students try to follow
their teacher in his manners, costumes, etiquette, style of conversation and his get up. He is their ideal.

He can lead them anywhere. During their early education, the students tend to determine their aims in
life and their future plans, in consultation with their teachers. Therefore, a good and visionary teacher
can play a prominent role in making the future of his students while as a corrupt teacher can only harm
his students much more seriously than a class of corrupt and perverted judiciary, army, police,
bureaucracy, politicians or technocrats. A corrupt and incompetent teacher in not only a bad individual,
but also an embodiment of a corrupt and incompetent generation. A nation with corrupt teachers is a
nation at risk; every coming day announces the advent of its approaching destruction.

The importance of a teacher as an architect of our future generations demands that only the best and
the most intelligent and competent members of our intelligentsia be allowed to qualify for this noble
profession. It is unfortunate to find that generally the worst and the most incapable people of the
society find their way into this profession. Anyone who fails to find an opening in any other walk of life,
gets into this profession and recklessly plays with the destiny of the nation. An important reason for this
is understood to be the poor salaries of our primary and secondary teachers which are no better than
that of clerks. A large number of our teachers is , therefore, frustrated and disinterested.

When we speak of good teachers it means that a teacher must be a model of faith and piety and should
have a fairly good knowledge . A teacher should consider it his duty to educate and train his students
and should feel responsible for it. He should feel that his students have been entrusted to him and he
should avoid any breach of the trust the society has reposed in him. He should be a sociable person with
his roots in the society. People should take him as their well-wisher and a sincere friend who cares for
their children. It should be ascertained at all cost that a candidate for this profession has a natural
acumen and aptitude for teaching.

He should actively participate in the social activities in a positive way. He should know the art of
teaching with a deep insight into child psychology. He should always deal with the students in a just
manner. He should not lose his self-control on mistakes his students may commit, and instead he should
respect their feelings and ego, and should try to understand and resolve their difficulties with grace
while keeping his cool. He should be able to smile in the face of bitter criticism on his opinions, and
should not feel ashamed or humiliated to accept his mistakes wholeheartedly.

Adult education, also called continuing education, any form of learning undertaken by or provided
for mature men and women. In a 1970 report, the National Institute of Adult Education (England and
Wales) defined adult education as “any kind of education for people who are old enough to work, vote,
fight and marry and who have completed the cycle of continuous education, [if any] commenced in
childhood.” Adult education comprehends such diverse modes as independent study consciously
pursued with or without the aid of libraries; broadcast programs or correspondence courses; group
discussion and other “mutual aid” learning in study circles, colloquia, seminars or workshops, and
residential conferences or meetings; and full- or part-time study in classes or courses in which the
lecturer, teacher, or tutor has a formal leading role.
1. Education for vocational, technical, and professional competence. (Such education may aim at
preparing an adult for a first job or for a new job, or it may aim at keeping him up to date on new
developments in his occupation or profession.)

2. Education for health, welfare, and family living. (Such education includes all kinds of education in
health, family relations, consumer buying, planned parenthood, hygiene, child care, and the like.)

Education for civic, political, and community competence. (Such education includes all kinds of
education relating to government, community development, public and international affairs, voting and
political participation, and so forth.)

4. Education for “self-fulfillment.” (Such education embraces all kinds of liberal education programs:
education in music, the arts, dance, theatre, literature, arts and crafts, whether brief or long-term.
These programs aim primarily at learning for the sake of learning rather than at achieving the aims
included in the other categories.)

5. Remedial education: fundamental and literacy education. (Such education is obviously a

prerequisite for all other kinds of adult education and thus, as a category, stands somewhat apart from
the other types of adult education.)

Social change, in sociology, the alteration of mechanisms within the social structure, characterized
by changes in cultural symbols, rules of behaviour, social organizations, or value systems.

Throughout the historical development of their discipline, sociologists have borrowed models of social
change from other academic fields. In the late 19th century, when evolution became the predominant
model for understanding biological change, ideas of social change took on an evolutionary cast, and,
though other models have refined modern notions of social change, evolution persists as an underlying
principle.

Other sociological models created analogies between social change and the West’s technological
progress. In the mid-20th century, anthropologists borrowed from the linguistic theory
of structuralism to elaborate an approach to social change called structural functionalism. This theory
postulated the existence of certain basic institutions (including kinship relations and division of labour)
that determine social behaviour. Because of their interrelated nature, a change in one institution will
affect other institutions.

arious theoretical schools emphasize different aspects of change. Marxist theory suggests that changes
in modes of production can lead to changes in class systems, which can prompt other new forms of
change or incite class conflict. A different view is conflict theory, which operates on a broad base that
includes all institutions. The focus is not only on the purely divisive aspects of conflict, because conflict,
while inevitable, also brings about changes that promote social integration. Taking yet another
approach, structural-functional theory emphasizes the integrating forces in society that ultimately
minimize instability.

Social change can evolve from a number of different sources, including contact with other societies
(diffusion), changes in the ecosystem (which can cause the loss of natural resources or widespread
disease), technological change (epitomized by the Industrial Revolution, which created a new social
group, the urban proletariat), and population growth and other demographic variables. Social change is
also spurred by ideological, economic, and political movements.
Characteristics of Islamic society:-
The Islamic Society is unique in its structure, composition and its characteristics. These characteristics
are depicted from the Quran and Hadith. The following is a partial list of the characteristics of an Islamic
society:

1. Enjoining what is good

2. Forbidding what is bad

3. Faith in Allah

These three characteristics are summarized in the Quran in Surah Al-'Imran (The Family of 'Imran). "You
are the best of peoples, evolved for mankind, enjoining what is right, forbidding what is wrong and
believing in God" (3:110).

4. The fourth characteristic of the Islamic Society is based on Moderation, and it is an Ummah of
moderation. This concept of community of moderation is explained in the Quran very nicely. In Surah-
Al-Baqarah (The Cow), Allah says, "Thus have we made of you an Ummah justly balanced, that you
might be witnesses over the nations, and the Apostle a witness over yourselves,"(2:143).

5. The fifth characteristic of the Islamic Society is one Ummah. This concept of being one Muslim
community is explained nicely in the Quran. In Surah Al-Anbiya (The Prophets), Allah says:

"Verily, this brotherhood of yours is a single brotherhood, and I am your lord and cherisher: Therefore
serve me (and no other)" (21:92).

This concept of being one Ummah is explained nicely in Surah Al-Mu'minun (the believers) Allah says:

"And verily this brotherhood of yours is a single brotherhood, and I am your lord and cherisher:
therefore fear me (and no other) (25:52)

6. Another characteristic of the Islamic Society is based on the concept of Consultation. Allah designated
a whole Surah in the Quran under the tilte of Consultation. In Surah Ash-Shura (Consultation) Allah says:
"And who (conduct) their affairs by mutual consultation; who spend out of what we bestow on them for
sustenance," (42-38).

7. Another characteristic is that of Brotherhood. The Islamic society is built on the concept of
brotherhood. Muslims are ordained to have the feelings and application of concept of brotherhood. In
this regard, the Quran states in Surah Al-Hujurat (The Inner Apartments) the following:

"The believers are but on single brotherhood." (49:10).

This concept of brotherhood is explained in the Hadith of the Prophet Muhammad (pbuh)which has
been narrated by Al-Nu'man Bin Basheer that prophet Muhammad (pbuh) said: "The similitude of the
believers in their kindness, mercy, affection and compassion toward one another, is like a body, when
one organ ails, the whole body is drafted to take care of the problem."

8. Another important characteristic of the Islamic society is that it is built on the concept of Taqwa. This
word "Taqwa" may be defined to mean selfdiscipline, self control, self-restraint, self evaluation and self
education. In this regard Allah demanded from the Muslims who are the members of the Islamic Society
to have Taqwa. In this regard, the Quran states in Surah Al-imran. "O you who believe! Fear God as He
should be feared, and die not except in a state of Islam," (2:102)

This concept of Taqwa was explained by one of the companions of the Prophet to mean: "Taqwa is the
respect (fear) of the Almighty, the doing by what was revealed, the acceptance of whatever little you
receive, and the preparation to depart from this world."

9. Another characteristic of this Ummah of Islam is being an International one. Islam merged all
nationalities altogether into one Ummah. Islam transcended all types of nationalities, languages, and
ethnic backgrounds and hence established an international community committed to the concept of La
Ilaha Illallah and Muhammad Rasulullah. This type of international community is being demonstrated
during the daily prayers, the Friday congregational prayers,during the two feasts and especially during
the time of Hajj Pilgrimage). It should be mentioned here that Allah reminded the Muslims that they are
made out of different nationalities. The Quran states in Surah Al-Huiurat the following: "O mankind! We
created you from a single (pair) of a male and a female, and made you into nations and tribes, that you
may know each other(not that you may despise each other). Verily the most honored of you in the site
of God is (he who is) the most righteous of you. and God has full knowledge and is well acquainted (with
all things)," (49:13)

10. Another characteristic is the reciprocal responsibility of the individual and the Ummah. The
individual is to strive to help and protect the community. On the other hand the community is to take
care of the welfare of the individuals. The concepts of Zakat, charity (Sadaqah) and interest free loans
(Qard hasana) are among the financial reciprocal responsibilities of the community and the individuals
toward one another.

Roles of schools on pupil:-

Schools benefit from a variety of different staff that support the learning and welfare of pupils. In
addition to the main teacher in each classroom, there are many other jobs inside and outside of lessons
that contribute to how a school runs and how pupils learn. These jobs are typically called support roles,
and make up half of the workforce in schools.
Support roles will all be slightly different depending on the type of school you are working in, and the
particular needs of pupils and parents in the area. People can also take on more than one type of role in
one school, for example working as a bilingual teaching assistant in the classroom part time, while also
working as a parent support advisor to their particular language community, or working as an invigilator
during the examining period. Support roles are split into different types of general roles:

Facilities - these roles help children to flourish by creating a safe and healthy environment, such as by
ensuring caretakers, cleaners and catering staff.

Pupil support and welfare - these are roles which may take place inside and outside of school, and
often deal with parents and carers as well as pupils to make sure a pupil can learn to their full potential.

Specialist and technical - these roles take place in the classroom where more technical skill is needed,
for example in science or Information and Communication Technology (ICT), making sure lessons are
safe for the teacher and pupils.

Teaching and learning support - these are roles in the classroom working with the main teacher to
deliver education to pupils and help them learn.

Role of Individuality in Social Development:-

When man left his hunter-gatherer origins behind him and tried to settle down for a civilised way of life,
the transition led to an amorphous form of society that had to take some steps to shape itself into a
viable integrated form. Once some organized form emerged, society got a strength of its own and
would not allow any disturbance that might harm that integrity. Even harmless variations were
discouraged and only a stereotyped unity was allowed. By such iron-fisted authority society ensured its
survival. Once such a survival had been assured, society lapsed into a subconscious mode of functioning
by which whatever growth and progress and variation were achieved came about only in a
subconscious, erratic and spontaneous manner rather than through a conscious and organized and
systematic manner. Once the major aim of survival had been accomplished, other activities grew
without conscious supervision or direction by the collective.

Even during this subconscious way of functioning society’s knowledge kept collecting at the
subconscious level for centuries and when the time was ripe burst forth into conscious social awareness
by being given conscious formulation by enlightened pioneers and visionaries. The European
Renaissance that burst upon the European scene after centuries of inactivity described as dark ages was
such a flowering of subconscious knowledge into conscious awareness. Advances in information
technology kept gaining momentum at the subconscious level till a CERN Scientist gave conscious
expression to the possibility of forming the World Wide Web by developing the hypertext form of
communication. These developments did not spring out of the blue. They kept gaining strength at the
subconscious level of the society by the gradual and ever increasing subconscious accumulation of
knowledge till some conscious individuals emerged to give concrete expression.

When the subconscious accumulation is full and ripe it leads to the emergence of conscious individuals
in the form of pioneers who can give expression to it. If the social milieu is fully in tune with the
emerging pioneer he is received warmly and his innovative ideas and actions are welcomed. The
political leader who leads a revolution, the social reformer and prophet who eliminate many wrong
customs and practices in the society, the entrepreneur who starts a new type of business or industry
and the scientist and inventor who announces a new discovery or who develops a new machine are all
examples of pioneers who help society forge ahead. Such pioneers who emerge as conscious
embodiments of ripening subconscious knowledge can be described as true individuals. Each has a
unique impact on society by formulating his or her unique form of idea and action. But all draw their
strength only from the vast subconscious reservoir of knowledge that society has in store for its
members. If the pioneer arrives at the right time his ideas and actions are bound to spread fast and
wide among members of the society just as seeds sown at the right season sprout and seedlings emerge
in vast numbers.

The European Renaissance led to mental creativity and mental individuality but its full expression was
stifled by the oppressive and restrictive social atmosphere that prevailed in that continent in 14 th and
15th and 16th centuries. Galileo who endorsed the theories of Copernicus about the earth revolving
around the sun was so intimidated by the church authorities that he led the rest of his life under house
arrest. The new world with its vast open territories, absence of established social structures and lack of
political authority proved conducive to the flowering of true individualistic and creative thinking and
functioning. So what began in Europe as mental creativity emerged in the new world as creative and
individualistic action in an atmosphere of freedom.

The flowering of individuality is far from complete. Social pressure for conformity still remains as a huge
impediment to originality of ideas and functioning. Scientists who come up with new and original ideas
are hesitant to voice them if the leaders in the field do not agree. Politicians are hesitant to speed up
the progress of their countries by introducing radical reforms if conservative sections of the population
oppose out of vested interest. The same is true of the global scene where many worthwhile initiatives
are sapped of support due to fear of conservative backlash. The world needs courageous individuals to
emerge on the global scene who can give a powerful push to such constructive proposals as total
nuclear disarmament, democratization of the U.N, saving the environment from global warming and
developing a global currency and forming world government etc.

The Responsibility of the Individual to the Community:-

More than a destination at the end of the day, a community is a place people feel at home and a place
where people want to feel safe at. Community responsibilities area unit a personality's duties or
obligations to the community and embody cooperation, respect and participation. The thought goes on
the far side thinking and acting as people to common beliefs concerning shared interests and life. A
basic community responsibility is voting in elections. Being socially accountable means folks and
organizations should behave ethically and with sensitivity toward social, cultural, economic and
environmental problems. Striving for social responsibility helps people, organizations and governments
have a positive impact on development, business

It all begins with an idea. An idea is the most precious, valuable, and influential possession anyone could
have. Ideas build people, build groups, build communities, build worlds. Ideas turn small sparks into
dazzling spectacles of light, drops of water into vast oceans of potential. Any one of us can tap into the
amazing framework of imagination to create wonderful things. This is why it is so important for the
world to come together and embrace each other – not only to celebrate the great differences of the
people, but the great similarities we all possess.

Under community we tend to perceive the village, the tiny city or the residential complicated within the
massive town, where lives every one of us. Every community lives its own life that undergoes a method
of development all the time. And each one might participate in this development in numerous ways ,
for example by taking part in cleaning of the street on which someone lives, by collaborating in
organization of an occurrence, connected with the history of the city or the village or by rendering social
services to youngsters without parents or elderly people. The individual social responsibility additionally
might be expressed in creating donations for important for the society causes – social, cultural or
ecological. There are some ways of donating, as an example donating of products or donating cash
through a checking account or online. Social Responsibility can be “negative,” in that it is a responsibility
to refrain from acting or it can be “positive,” meaning there is a responsibility to act. Being socially
responsible not only requires participating in socially responsible activities like recycling, volunteering
and mentoring, but to actually make it a lifestyle. “But does everyone on earth have an equal right to an
equal share of its resources,” (Hardin 365). Only through a commitment to embrace and embed social
responsibility into people’s personal value and belief system can people truly become socially
responsible .

Our ideas create communities within our minds, and those idea-communities bring into real value to
the real-life communities we live in. It’s a constant cycle – ideas bring community, community brings
ideas, which brings more community. A community could do nothing without the people to set these
ideas in motion. What community could exist without individuals to further their goals?

That is why the individual is so vital and important to establishing strong communities. Everyone, from
leader to follower, brain and brawn, most important to least important – every individual plays a great
part in each of their communities. They are the sum of their parts and so much more, yet could not
function without the strength of great individuals to play their roles in each idea.
Role of teacher in Curriculum development:-
It is evident that teachers are the people who know best what should be included in the curriculum.
However, administrators, curriculum specialists and outside companies dealing with education are the
ones who spent a lot of time to accomplish this task. Teachers know best about curriculum
development because they are the ones who interact most with students, and are aware of their needs.
Therefore, for a curriculum to be effective, teachers have to play a significant role in each step of
curriculum development (Part 1: Curriculum foundations, 2013).

It is the role of the teacher to provide the state with the types of activities, skills and materials that
should be included in the curriculum. Though it is mostly the state or federal body that dictates the
skills that a curriculum should cover, the teacher is the one who should identify skills that students need
at a certain point in the education process. This will ensure that the curriculum adequately prepares
students for the next class or grade. This reflects the curriculum theory in that the needs of the students
are brought into perspective.

Creation

Teachers are the ones who should guide the creation of the curriculum because they are the ones
who use it. Designing of curriculum by outside bodies may be ineffective because those people do not
interact at a personal level with students, to have a good understanding of their requirements. It is a
teacher who will have the ability to ascertain if a particular activity in the curriculum will engage
students or if it will fit in with the allocated time for a certain lesson. The teachers who use the
curriculum should be involved as much as possible in the creation of this curriculum. This will enable
teachers to feel a sense of ownership because the curriculum was created with the needs of learners
and concerns of teachers in mind (Kennedy, 1996).

Implementation

It is the role of the teacher to implement curriculum in their classrooms, and stick to the designed
curriculum. A curriculum takes a lot of time, planning and efforts to create. Therefore, a teacher should
properly implement it, by ensuring that he or she meets the standards of the curriculum by
implementing efficient practices in the classroom. Failure of a teacher to implement a curriculum that is
strong means that he or she risks failing in the implementation of effective classroom practices, or not
covering the set standards. A teacher, however, has the power to make minor changes to the
curriculum to suit the educational needs of a learner. This is because a curriculum that is strong is
designed in a way that allows a teacher to choose from various activities or for him or her to insert
several personalized components that the teacher deems fit.
Change

Teachers and everyone involved in the curriculum process should reflect on the curriculum, to find
out if there are any problems that need to be addressed, in an effort to make the curriculum better.
This can be done through surveying students, analyzing of data gathered during the assessment of
children. Curriculum reflection can also be done through a review of performance of individual
students. A teacher can also decide to keep a record as he or she implements the curriculum. This
process reflects the curriculum theory because it allows for use of assessment data; to make
adjustments to the existing curriculum (Zeiger, 2013).Reflection can also help in guiding the formation
of a new curriculum, leading to curriculum change.

Reconceptualizing curriculum

Curriculum theory stresses the role of education in shaping the society. Therefore, teachers have to
encourage and inform students on how to do this by encouraging their talents and abilities. Teacher
education should be infused with resources that promote empowerment and reform in society. A
curriculum should be designed in such a way that it allows for students experiences to be linked to their
culture. Teachers should play a role in the reconceptualization process by keeping at par with the
various conditions that shape the society today, and seek to infuse these into the curriculum. If teachers
examine how cultures interrelate, they will have a greater ability to understand the curriculum, and
implement it in a very efficient way.

Role of Students in Society:-

Today’s youth is tomorrow’s nation. And today’s youth are our students. Students do pay a vital role in
the society and how a society is shaped generation after generations. The formative period of an
individual is during the student phase and hence it is known to be the crucial time of life. What is being
sown today is what shall be reaped later.

Education is where a student gets formed from. Education is in-fact character building in students. It
through education that he understands the facts and figures and how things ought to be sorted and
what is the current scenario and many other relevant important factors. Based on these factors are
what he redesigns his thoughts and ideas and this is what helps him in due course when being an adult.

Education enables the student to understand within himself his strengths and freedom in his life.
Education starts not only at school, but from every home. A child learns from his home, school and then
from the society and thus every individual that a kid interacts, influences his life later on.

When students are being treated with due respect and responsibility, they have also lived up to be
responsible and respect in return to the society. When being recognized, they have the acceptance to
work for a better society through hardships rather than giving up in between.
Today, there are many activities that students take initiatives for the betterment of the society. We
have seen that students of the younger classes taking steps to plant tress and thus promoting
awareness programs on protecting tress and the importance of planting trees for the coming
generations, rather than felling trees. There are activities where students promote for the awareness of
old age and rescue shelters. College going students take the initiatives to help the old and abandoned
people on the streets and get them to a rescue shelter or homes that provide proper food, clothing and
medication for them.

Apart from these , when there is a natural calamity in any part of the globe, schools across the globe
contribute to the affected people and place what they can and this kind of programs would help realize
young children the importance of brotherhood. At schools there are the NCC camps and Scout troops
that have been trained and in such situations they have been of immense help and have done real
commendable services to the nation.

Apart from services, we have political arena where students are seen. With the right kind of motivation
and guidance, they could become the most trustworthy, most accepted and sensible leaders for
tomorrow. However, if exploited, they could become the worst and corrupt leaders. It is we who bring
the good and bad out in our students.

We have seen how the youth stand as one against the negative aspects like corruption, violence,
terrorism and fight for the peace and security of the nation. However we see that there is a lack of
patriotism in the youth slowly coming up which destroys the harmony and peace of the nation.

Students act as bridges between two generations. They need to realize and understand the happening
of today and eliminate the bad and extract the good and implement for tomorrow. For this
understanding , the right education with the right involvement of the happening is a requirement and
the education system should see to it that are being equipped for a better understanding rather than
classifying education as elementary, secondary or higher education. The syllabus and the activities
should be framed in such a manner that it is interactive and interesting so that students understand and
signify the importance of what they learn.

If we do not mould our youth today, we may have to regret tomorrow as tomorrow’s nation is in the
hands of our upcoming youth and they in turn would pass on what they have acquired in a better
format to the forth coming generations, thus enabling the nation to grow in all sectors and make is one
among the most powerful and harmonious nations of tomorrow.
CURRICULUM MUST RESPOND TO CHANGES IN SOCIETY:-
Farrant (1980:24) defines curriculum as "all that is taught in a school including the time tabled subjects
and all those aspects of its life". If a curriculum is going to be relevant it must respond to the charges in
society. The relevance and effectiveness of a curriculum which will be good for school instruction must
thus take into consideration the changes in society; society should be given an opportunity for inclusion
of its aspirations. It becomes important that the curriculum is constructed in light of the factors that are
present in society and how these factors change over time such as the culture and the availability of
resources and the ideology of a nation. This essay will thus discuss the view that effective curriculum
must respond to changes in society.

One of the factors that an effective curriculum must consider is the ideology of a society or nation. An
ideology is a way of thinking which forms a basis for an economic or political system. The ideology of
the nation will determine the curriculum a country will offer and this will change the way people
perceive things. Ideology can be described as the strong beliefs and ideas that a society possesses.
Changes in ideological perspectives in society also influence the effectiveness of a curriculum and thus
must be considered in any well-meaning curriculum planning, development and implementation
process. Kelly (2006:99) agrees with this and says "Curriculum planning must be a commitment to an
ideology of knowledge, of education, of society and of humanity". For example, in the early when
Zambia gained her independence, humanism the ideology of the new government was embedded in
the education curriculum system

Secondly, in 1990 the transformation of the country to a multi-party ssystem, privatization and
liberalization was the new government ideology and so it was included in the curriculum in accordance
with the shift from the former humanistic ideological philosophy that existed before. Such a
consideration does help in the effective implementation of a curriculum that must consider such a
critical change in society.

Political changes in society must also be considered in order to formulate an effective curriculum.
Politics is a science of governing people. David (1992:41) `q1qASSasswwwqwqqqwwtes that "As
education and training have moved up the political agenda, we have witnessed the entry of industry
and politics into 'secret garden' of education. Indeed politics does find itself influencing the
effectiveness of education in a great deal. Politics of a nation does determine the curriculum to be
followed and this is usually dependant on the political situation in the country at any given time. Such a
political influence would affect the education system. Declarations by political parties in power
influence the curriculum. For example, the revised curriculum dubbed the ‘two'two pathways'
curriculum that is being piloted in technical secondary schools proposed by the new Zambian ruling
party, the Patriotic front (Mulenga 2014). This education system is aimed at providing two pathways as
the name suggests. One will be an academic stream aimed at nurturing the learners who are
academically gifted and biased and the other a vocational stream for those who might not be
academically gifted but are are gifted with hands-on skills.

Societal changes also influence the curriculum and must be considered as such. A society is an
organisation of people with particular interest or purpose. The particular interest people have
determines a curriculum to follow. For example, the people of North-western province value pineapple
production thus the emphasis on the production of pineapples in the agriculture would be more
appropriate there.

Religion is yet another determinant whose change influences the effectiveness of the curriculum. For
example, Zambia was declared a Christian nation on 29th December, 1991 and that change has
continued to influence the curriculum (AOSIS, 2010). Christian values are emphasized in the curriculum
because of that religious change and it will continue to influence the Zambian curriculum and embrace
Christianity as long as that close stays in the constitution.

Institutions or colleges are another factor in the effectiveness of the curriculum. It is also seen that the
organization of each individual school and which collectively make up the culture of the school are a
factor in the effectiveness of a curriculum (The ministry of educationn, 1996:32). So a curriculum must
respond to Institutional changes such as the changes in course emphasis do affect the curriculum and so
must be considered to take care of those changes. Kelly (2006:121) argues that "a teacher's
understanding, support and approval is crucial in any innovation, including curricula.

Cultural changes in society also influence the effectiveness of a curriculum. Society's values and norms
determine the standard of behaviour in a given society and thus influence how effective a curriculum
will be. By upholding good morals, this inevitably promotes good values and norms not only in the
school but the community as a whole.

The availability of resources do also influence the effectiveness of the curriculum. These resources can
either be human or material resources. The changes in the quality and availability of resources at any
given time must be considered in the formulation of the curriculum because its success is affected thus.
For curriculum to be implemented in a given institution, the resources both physical and human should
be available. Availability of qualified teachers, suitable infrastructure and materials such as text books
do affect the success of curriculum development.

Conclusion:-

All in all, a meaningful curriculum must take care of the changes in society in areas such as: ideology,
culture, institution and religion. These and other determinants must be taken into consideration in
relation to the society in which a curriculum is to be implemented. Curriculum planners must carefully
study the changes in society so as to come up with a curriculum that is considerate of the needs of a
given society for which a curriculum is intended.
 What Makes a Great Teacher:-
 expert communication skills

 superior listening skills

 deep knowledge and passion for their subject matter

 the ability to build caring relationships with students

 friendliness and approachability

 excellent preparation and organization skills

 strong work ethic

 community-building skills

 high expectations for all

Each of these characteristics is described fully below. Although great teachers may also possess a
number of other wonderful qualities (like a sense of humor, personality, flexibility, kindness, leadership,
classroom management, a calm demeanor, experience, and the ability to multitask), these are the
qualities the best teachers universally possess.

. Excellent Communication Skills

You'd think that the most important quality for a teacher to possess would be knowledge, since that's
what the job is all about, after all: sharing knowledge. But no matter how knowledgable a person is, if
they can't convey what they know to others in a way that is not only understandable but engaging, the
knowledge itself is useless.

 If a teacher's communication skills (verbal, nonverbal, and visual, which involve speaking, writing,
imagery, body language, and the organization of ideas into understandable structures) are good, they
can convey knowledge with better skill and results.

 Since a large part of good communication is knowing when the audience has understood, these
teachers notice when they have communicated effectively and when they have not. They will often
paraphrase, illustrate, or take another tact entirely when it becomes apparent that their communication
has fallen flat or has not reached or connected to the entire class.

 A good teacher notices when even one student among many does not understand, and makes an effort
to communicate individually when necessary.
 Communication also involves explaining exactly what the assignments and expectations are. When
students fully understand what is expected of them, it's much easier for them to deliver.

 Interestingly, not only are communication skills incredibly important in the classroom, but they are
among the most important skills in any setting. According to a recent survey by the Pew Research
Center, most Americans view communication as the most important skill for long term success “to get
ahead in the world today.” So by being good communicators, teachers are modeling important lifetime
skills by example.

2. Superior Listening Skills

In addition to being good communicators, good teachers also happen to be excellent listeners. As the
Turkish proverb says,"If speaking is silver, then listening is gold." Of course, effective communication
only happens when at least two parties are actively involved in the process together, and the only way
to know if communication is heard is by asking (and listening to the answer).

So in an ideal learning environment, teachers ask important questions and then actively, carefully,
empathetically listen to what learners have to say. When good teachers develop this patient quality in
themselves, they start to become great. Great teachers listen hard and then use what they hear to
improve the communication.

3. Deep Knowledge of and Passion for the Subject Matter

There is a saying that a teacher is only as good as what they know. If a teacher lacks knowledge in a
subject, that dearth of understanding is passed along to the students. And keep in mind that although
formal education is one way a teacher might gain the knowledge they need in order to teach well, there
are other ways.

Passion is infectious. Love of a subject matter inspires a person to learn more, dig deeper, and think
harder about it, so passion inspires deeper knowledge. The best teachers are those that clearly love
their subjects and pass that passion and desire to learn more on to their students. When the teacher
not only has the right answer to a student's question but can expand the discussion with vivid examples,
amusing illustrative anecdotes, and relevant facts, and when the teacher has a deep well of
understanding and expertise to draw on, then every lesson is enriched, and every student might be
inspired.

4. The Ability to Develop Strong Relationships With Students

It's not enough just to know what you're talking about, though, and a great teacher doesn't only teach
from the head. In the best classrooms, hearts are involved, as well. In order to create successful learning
environments, great teachers need to be able to build caring relationships with their students. It is the
caring student-teacher relationship that facilitates the exchange of information.
The best teachers are often the ones that care the most deeply, not only about their jobs, but about
every student they serve. It's not enough just to love the subject matter: Great teachers also share a
love of students. Caring about the students is what inspires teachers to reach out, do better,
communicate more, ask, learn, refine, and improve. This is something that can't be taught, not even in
the best school.

5. Friendliness and Approachability

Because it's the teacher's job to help students learn, they must be easy to approach. Students will have
questions that can't be answered if the teacher isn't friendly and easy to talk to. The crabby,
unapproachable, terse, mean, arrogant, rude, all-business teacher can't last long. If the students think
of their teacher as their enemy, they certainly won't learn much. The best teachers are the most open,
welcoming, and easy to approach.

6. Preparation and Organization Skills

No matter how charming you are, if you show up for a class without an excellent plan for how to teach
your material, you won't succeed. Great teachers spend endless hours outside of the classroom
preparing, designing lessons, learning more (both about their subject matter specifically and how to
teach, in general), participating in professional development, and thinking of fresh and interesting ways
to reach the students.

The best teachers have excellent lesson plans, lectures, and assignments that they continually improve.
They have studied extensively and read widely about how to teach and methods to facilitate learning.
They structure their days, lessons, and units in a way that fosters maximal understanding and interest.
They collaborate with other teachers and attend classes to learn more about their subject matter and
how to best convey it. They are available outside of class, and they grade papers quickly, writing
personal notes to help their students understand.

The Ability to Build Community

The best teachers understand the importance of building supportive and collaborative environments. In
addition to forming caring relationships with each student, the best teachers foster healthy and
mutually respectful relationships between the students. They know how to establish guidelines and
assign roles to enlist every student's help and participation. Every student feels like they are not only
accepted by the larger group, but that their presence is a necessary ingredient in the classroom's magic.
Their classrooms are like little communities where each individual plays a part and feels at home.
Some of the difference between society and community are as follows:-
The term society and community are two important concept used in Sociology. There exists both a
similarity as well as differences between the two. But in a wider sense both society and community is a
social group. However, following differences is observed between the two.

(1) A group of individual is necessary for both society and community. But society refers to a system or
network of relationships that exists among these individuals. Whereas community refers to a group of
individual living within a definite locality with some degree of we-feeling.

(2) Society has no definite locality or boundary because it refers to a system of social relationships.
Hence it is universal or pervasive. On the other hand a community always associated with a definite
locality.

(3) Community sentiment is another important factor from which society and community can be
distinguished from each other community sentiment is an essential characteristic of community.
Without which a community can’t be constituted. But a society may or may not have community
sentiment. Society is more concerned with organization but community is concerned with life from
which organization develops.

(4) Society is abstract whereas community is concrete in nature. Community has its own physical
existence but society exists only in the minds of individuals who constitute it. Community refers to a
group of people who live in a definite locality but society refers to a system of social relationships.

(5) Society is a broader concept whereas a community is narrower concept. Because there exists more
than one community within a society. Hence community is smaller than society.

(6) Society is based on both similarities as well as differences. But community is based on only
similarities among its members.

(7) Society has wider ends but the ends of community are general or common.

(8) Size of a community may be small or big like a village community or a nation community but the size
of a society is always large.
School:-
School is a social institution which builds the personality and character of the youths in accordance with
the social aspirations and needs. As a social centre, school provides such experiences to the students
which help them develop their natural abilities. Society fixes the responsibility of character building of
the members of society on the shoulders of education. The role of school in the society can be
manifested in the following lines :-

School role in society:-

Acquaintance with life ideology :

Every nation follows an ideology of life which gives an identity to the nation. This ideology provides a
line of action to the nation for leading successful individual and collective life. Every Society longs for
enabling the new generation acquainted with life ideology: The society sets up educational institutions
for the realization of this national objective. This is the duty of the school to impart the national
ideology to the children and provide all sorts of help for leading life according to the national ideology.

Transmission of cultural values :

Every society has the desire to propagate and promote its civilization and culture. When people
belonging to various societies feel pride in adopting a particular culture, it indicates the propagation of a
particular culture. Every society takes steps for the promotion of its cultural values by means of the
educative process. This is the duty of school to indoctrinate the social, religious, cultural and moral
values to the Students. This is the foremost responsibility of the school which cannot be ignored in any
case.

Social agreeableness:

Education develops a social sense in the students. This ability enables them to lead a balanced and
adjusted life in the society. This is the responsibility of education to bring school and society closer to
each other. This
closeness brings about social agreeableness which is a significant social aim of education. The society
expects that the school would teach the social values and ethical. manners to the children and thereby
make them useful and productive citizens. The school administration should produce a society-oriented
environment in the school so that the students may learn the social rules and values before entering the
society.
Civic training:

Education develops the social understanding of the individuals. After being educated, They observe
respect for the social environment. To my mind, school is the only place which can provide civic training
to. the individuals. The people should be equipped with the emotions of love, justice, and mutual-
respect. These emotions are necessary for pleasant and productive social life. If the children have
respect for the national and social to the maximum extent, they would be considered as socially trained.

Reconstruction Of social order :

Education is a process of imparting social values and ethics to the students so that they may become
useful citizens. The social needs and demands change as the time passes. In the changing social
conditions, this is the duty of school to critically and impartially evaluate the changing demands of life. It
should select those activities for the student which may harmonize them with the modern social needs.
In short, reconstruction of social life is one of the significant responsibilities of the educative process.

Promotion of democratic values :

A school takes steps for the provision of such environment which allows democratic values to flourish in
the personality and character of the children. The school, as a social centre, provides the opportunities
of
freedom of expression. They are left with the liberty to. speak whatever they wish to speak. The teacher
should ensure the participation of the students in the instructional process. Their aspirations and
desires should be honored and steps should be taken up for the realization of their inner desires.

Development of abilities :

Every child is born with peculiar individual abilities and faculties. This is the responsibility of the
educative process to help the child in the development and training of the granted abilities. A balanced
system of education is responsible for the comprehensive development of the abilities of the students:
The school should make arrangements for the physical, cognitive, social, emotional, and spiritual
aspects of a child’s personality. The co-curricular activities play a significant role in the development of
various aspects of the personality of the children. That is why; a school promotes co-curricular activities
in the premises of the school.

Fulfillment of national aims :

The School is a Significant source of realization of national aims and priorities. It should train the
students in line with the national aims and ideals. A nation expects that the educated children would
fulfill the national aims and ideals after being educated. There should be no negligence on the part of
school in fulfilling the national aims set by the society. If education is not able to fulfill the said aims, it
would be considered as unproductive and futility of time.

Safeguard of civilization & culture :

Every society has a particular ideology according to Which it decides the various affairs of its life. All the
societies vary in cultural values and social fabrics. This very difference in cultural values distinguishes
one society from the others. Every society has the desire to transfer its culture and civilization to the
safe hands. School is the only means which take steps for the safeguard of culture and civilization of-a
nation. Safeguard of civilization is a very sensitive responsibility which is taken up by education as a
representative of society.

Character building :

The school should build the character and personality of the students in line with national ideology by
means of various curricular and co-curricular activities. The national life philosophy should be reflected
in the
personality of the children. Their conduct should speak the national code of conduct. The school should
provide the freedom of expression to the students so they may grow their natural freedom. The student
should be persuaded to follow the golden immortal values like truthfulness, industriousness, fraternity,
honesty, piety fulfillment of promise, and trustworthiness.

Social Functions of Education:-

Essay on Social Importance of Work and Occupations – Education, as a social institution has a great
social importance especially in the modern, complex industrialized societies. Philosophers of all periods,
beginning with ancient sages, devoted to it a great deal of attention.

Accordingly, various theories regarding its nature and objectives have come into being. Let us now
examine some of the significant functions of education.

(1) To completes the Socialization Process:

The main social objective of education is to complete the socialization process. The family gets the child,
but the modern family tends to leave much undone in the socialization process.

The school and other institutions have come into being in place of family to complete the socialization
process. Now, the people feel that it is “the school’s business to train the whole child even to the extent
of teaching him honesty, fair play, consideration for others and a sense of right and wrong”.
The school devotes much of its time and energy to the matter such as co-operation, good citizenship,
doing one’s duty, and upholding the law. Directly through textbooks, and indirectly through celebration
of programmes patriotic sentiments are instilled. The nation’s past is glorified, its legendary heroes
respected, and its military ventures justified.

(2) To Transmit the Central Heritage:

All societies maintain themselves by the exploitation of a culture. Culture here refers to a set of beliefs
and skills, art, literature, philosophy, religion, music, etc. that are not carried through the mechanism of
heredity. They must be learned.

This social heritage (culture) must be transmitted through social organisations. Education has this
function of cultural transmission in all societies. It is only at the upper levels of the school that any
serious attempt has been, or now is, made to deal with this area.

(3) For the Formation of Social Personality:

Individuals must have personalities shaped or fashioned in ways that fit into the culture. Education,
everywhere, has the function of the formation of social personalities.

Education helps in transmitting culture through proper moulding of social personalities. In this way, it
contributes to the integration of society. It helps men to adapt themselves to their environment, to
survive, and to reproduce themselves.

(4) Reformation of Attitudes:

Education aims at the reformation of attitudes wrongly developed by the children already. For various
reasons the child may have absorbed a host of attitudes, beliefs and disbeliefs, loyalties and prejudices,
jealousy and hatred, etc. These are to be reformed.

It is the function of education to see that unfounded beliefs, illogical prejudices and unreasoned
loyalties are removed from the child’s mind. Though the school has its own limitations in this regard, it
is expected to continue its efforts in reforming the attitudes of the child.

(5) Education for Occupational Placement—an Instrument of Livelihood:

Education has a practical end also. It should help the adolescent for earning his livelihood. Education
has come to be today as nothing more than an instrument of livelihood.

It should enable the student to eke out his livelihood. Education must prepare the student for future
occupational positions. The youth should be enahled to play a productive role in society. Accordingly,
great emphasis has been placed on vocational training.
(6) Conferring of Status:

Conferring of status is one of the most important functions of education. The amount of education one
has is correlated with his class position. This is true in U.S.A., U.S.S.R., Japan, Germany and some other
societies. Education is related to one’s position in the stratification structure in two ways:

(1) An evaluation of one’s status is partially decided by what kind of education one has received and (2)
many of the other important criteria of class position such as occupation, income, and style of life, are
partially the results of the type and amount of education one has had. Men who finish college, for
example, earn two and a half times as much as those who have only a grammar school education.

(7) Education Encourages the Spirit of Competition:

The school instills co-operative values through civic and patriotic exhortation or advice. Yet the school’s
main emphasis is upon personal competition.

For each subject studied the child is compared with the companions by percentage of marks or
rankings. The teacher admires and praises those who do well and frowns upon those who fail to do well.

The school’s ranking system serves to prepare for a later ranking system. Many of those who are
emotionally disappointed by low ranking in the school are thereby prepared to accept limited
achievement in the larger world outside the school.
What is Curriculum? How Curriculum Change in Society:-

Curriculum define as "all that is taught in a school including the time tabled subjects and all those
aspects of its life". If a curriculum is going to be relevant it must respond to the changes in society. The
relevance and effectiveness of a curriculum which will be good for school instruction must thus take
into consideration the changes in society; society should be given an opportunity for inclusion of its
aspirations. It becomes important that the curriculum is constructed in light of the factors that are
present in society and how these factors change over time such as the culture and the availability of
resources and the ideology of a nation. This essay will thus discuss the view that effective curriculum
must respond to changes in society.

Curriculum reflects Ideolody and society:-

Curriculum reflects Ideolody and society One of the factors that an effective curriculum must consider is
the ideology of a society or nation. An ideology is a way of thinking which forms a basis for an economic
or political system. The ideology of the nation will determine the curriculum a country will offer and this
will change the way people perceive things. Ideology can be described as the strong beliefs and ideas
that a society possesses. Changes in ideological perspectives in society also influence the effectiveness
of a curriculum and thus must be considered in any well-meaning curriculum planning, development
and implementation process.

Political changes in society:-

Political changes in society must also be considered in order to formulate an effective curriculum.
Politics is a science of governing people. "As education and training have moved up the political agenda,
we have witnessed the entry of industry and politics into 'secret garden' of education. Indeed politics
does find itself influencing the effectiveness of education in a great deal. Politics of a nation does
determine the curriculum to be followed and this is usually dependant on the political situation in the
country at any given time. Such a political influence would affect the education system. Declarations by
political parties in power influence the curriculum.

Societal changes:-

Societal changes also influence the curriculum and must be considered as such. A society is an
organisation of people with particular interest or purpose. The particular interest people have
determines a curriculum to follow. For example, the people of North-western province value pineapple
production thus the emphasis on the production of pineapples in the agriculture would be more
appropriate there.

Religion:-

Religion is yet another determinant whose change influences the effectiveness of the curriculum. For
example, Zambia was declared a Christian nation on 29th December, 1991 and that change has
continued to influence the curriculum (AOSIS, 2010). Christian values are emphasized in the curriculum
because of that religious change and it will continue to influence the Zambian curriculum and embrace
Christianity as long as that close stays in the constitution.

Institutions or colleges are another factor in the effectiveness of the curriculum.

Cultural changes:-

Cultural changes in society also influence the effectiveness of a curriculum. Society's values and norms
determine the standard of behaviour in a given society and thus influence how effective a curriculum
will be.By upholding good morals, this inevitably promotes good values and norms not only in the
school but the community as a whole.

Availability of resources:-

The availability of resources do also influence the effectiveness of the curriculum. These resources can
either be human or material resources. The changes in the quality and availability of resources at any
given time must be considered in the formulation of the curriculum because its success is affected thus.
For curriculum to be implemented in a given institution, the resources both physical and human should
be available. Availability of qualified teachers, suitable infrastructure and materials such as text books
do affect the success of curriculum development.

Conclusion:-

All in all, a meaningful curriculum must take care of the changes in society in areas such as: ideology,
culture, institution and religion. These and other determinants must be taken into consideration in
relation to the society in which a curriculum is to be implemented. Curriculum planners must carefully
study the changes in society so as to come up with a curriculum that is considerate of the needs of a
given society for which a curriculum is intended.

Difference Between Society and Community

Definition:-
Society is a group of people with a common territory and culture, interacting with one another while
community is a group of people living in the same place or having a particular characteristic in common.
This is the basic difference between society and community.
People:-
The members of a society are diverse since it consists of many different communities while the
members in a community necessarily share common characteristics among each other.
Interactions:-
Interactions among members is a core element in society since it determines the connection between
vast networks of people whereas interactions among members in a community happen involuntarily
since these people share many things in common.
Diversity:-
There is a high diversity among the society members; hence, it is heterogeneous. Conversely, there is
minimum diversity among those in a community; hence, it is rather homogenous. This is
another difference between society and community.
Size:-
Size is a major difference between society and community. Comparatively, a community is smaller than
society, and society is larger than a community.
Locality:-
In a society, locality is not defined, and it is not an essential element to shape a society. For a
community, definite locality becomes an essential factor, and it provides a definite shape to the
community.
Conclusion:-
Society and community are two basic elements in sociology. They are, therefore, inter-related concepts.
Nevertheless, there is a difference between society and community based primarily on its members,
their interactions, locality, etc. Hence, the main difference between society and community is that
society is built upon interactions with varied people whereas community is the collection of people with
similar interests essentially residing in one geographic place.
Difference between Culture and Society:-

Culture Society

Culture refers to the set of beliefs, practices, Society means an interdependent group of
learned behavior and moral values that are people who live together in a particular region
passed on, from one generation to another. and are associated with one another.

It is something that differentiates one society It is a community of people, residing in a specific

from the other. area, sharing common culture over time.

It unites the social framework through It shapes the social framework through
influence. pressure.

Rules that guide the way people live. Structure that provides the way people organize
themselves.

Beliefs, values and practices of a group. People who share common beliefs and
practices.

Fashion, lifestyle, tastes & preferences, music, Economy, village, city etc.
art, etc.