Planning of education

In the school work conscious planning of the four components of education is realized: educational goals, impact systems, personal, material and organizational conditions, and ways of establishing success.

1. Educational Goals

The goal is the ultimate point that we want to achieve with the activity, performing tasks to make progress toward the goal.

The educational goal indicates the direction of the activity, motivates the action, the activity, has a role to play in the selection of content, organizational modes and methods, as a measure of effectiveness.

2. Impact systems to achieve the goals

The pedagogical effects can be:

• direct-direct, direct contact between the teacher and the student,
• indirectly-indirectly, the educator's educational effects are mediated by means of a tool, connection system or activity.

The pedagogical target interventions work in conjunction with each other. A combination of impacts is called an impact system.

3. Personal, material and organizational conditions of education

Personal Conditions:

What kind of specialists, teachers, how many are there; what qualifications should still be obtained during the period of validity of the program; what further training programs should be launched; whether they are using parental assistance; what group of students they want to win ...

Material conditions:

Surveying and providing room, equipment and material requirements.

Organizational Conditions:

It involves the management of the institution's management, the way in which it is used, the organization of frameworks and forms, and the order of help-serving departments.

4. Method of determining effectiveness

During planning, we need to think about how to make sure the results of the development.

Questions that we can search for:

• Was the direction of development correct?
• Has the development adapted to the students' age and development?
• Did the results approve the educational goals?
• How far did the unexpected spontaneous events affect the consequences of the effects?

knowledge

When it comes to the world of the school, the quality and efficiency of education, preparation for lifelong learning, and integration into the world of work, the knowledge of the students, as the basis of judgment and evaluation, always falls under the spotlight.

Knowledge is one of the most important achievements in the learning process, so every science has dealt with / deals with its characteristics, whose research areas include exploring the specifices of cognition and learning processes.

When analyzing the relationship between learning and knowledge, we must take into account the fact that the results of school learning are not only knowledge, skills, skills and abilities but also changes in behavior and personality.

Essay-related studies relate essentially to the acquisition of curricular material, knowledge level that can be evaluated and measured. The basic task of education is to develop the knowledge level defined in the requirements system. Knowledge is a constantly changing system, knowledge level is a constantly changing point of reference for education. Knowledge-related studies also cover the usability of knowledge, the possibilities and levels of the application.

Knowledge has two components: one is knowledge-based knowledge resulting from cognition, the other is skill-related knowledge about action and activity. Knowledge is known as "knowing what". Different ideas, concepts, descriptions, facts, and data belong here. Skill-like knowledge is characterized by "knowing how". This is the practice in practice of this knowledge, the implementation of actions and activities. 

The pedagogical literature also distinguishes the tools and content knowledge. Tool knowledge is part of the entire knowledge that enables the acquisition and processing of information. It includes the ability to speak, literacy, word formation, mother tongue and foreign language skills, thinking skills, learning strategies and methods. Knowledge of knowledge is knowledge that is individually captured, for example: knowledge of poems, definition of definitions and concepts.

They are known by their content in four groups:

• Imagination: a sensational image of the objects and phenomena of reality in which the specific features of objects and phenomena are reflected.
• Meaning: the essential, general features of objects are reflected in the consciousness level. In the concept of creation, the analysis, synthesis, generalization and correct definition play a prominent role.
• Statement (judgment): knowledge that reflects the properties of things and phenomena.
• Description: Two or more related statements. Types: Definition (definition of the concept according to strict rules), law (description of objective relationships), theory (a coherent explanation of phenomena), principle (the basis of the reaction to reality), rule (knowledge necessary to perform the activity).

Based on the validity and evidence of knowledge, they can be divided into two groups:

• Proven knowledge: the research results of the sciences are justified and proven. Proven knowledge is the basis of general literacy.
• Hypothetical knowledge: not yet proven

Exteriorization levels of knowledge 

Exteriorization is the process when the acquired knowledge is disclosed in some form (eg, answer, exam).

forms:

• Recognition: you have to choose the location or the wrong one from the answers you have provided.
• Reproduction: a prerequisite for intentional recall is the repetition of multiplication.
• Application: means the use of acquired knowledge in practice.

We have already formulated that knowledge is the process of learning, as a result of the formation of consciousness-forming systems, and the conceptions of knowledge, in the light of the student's perceptions of learning.

The perceptions of learning include the views that students formulate about learning, the purpose of learning, the process of learning and teaching, the role of the teacher in the process, and the role of the companions.

Based on the learning concept of students, two main categories can be distinguished:

• According to the first category, learning is a passive, reproductive process, identifying learning with the acquisition of more knowledge, interpreting it as a memorization, and the application means mechanical use.
• According to the second category, learning is an active, knowledge-creating, knowledge-changing, constructive activity where understanding of the subject matter and reality is important, personality development, the creative use and utilization of learning in everyday practice.

They complement the ideas of learning and at the same time depend on them the ideas that are formulated for the pupils' knowledge of the nature and the particularities of knowledge.

The idea of ​​a knowledge-based society is also reflected in the education policy of the European Union. In the concept of "To teach and learn - to the cognitive society", the human factor occupies a central place and, accordingly, human resource development was promoted. For a long time, the school was the scene of acquiring knowledge, and nowadays, many institutions provide knowledge, information, courses, introductory lectures, distance learning, and knowledge transfer through the media.

When we talk about a knowledge-based society, there are many questions about the role of the education system: eg What is the role of education in a knowledge-based society? How to adapt education to change? How and with whom can the education co-operate? competing with the media ?, How does the knowledge acquired in the school adapt to the socio-economic expectations? Which competences will become a priority?

Answers affect both educational and educational content, tools used, and methods.

Former societies have been thinking of "finished" knowledge, knowledge is no longer a goal, but a means of social participation. Effective social existence and success necessitate the knowledge of facts and facts, so the role and development of memory can not be neglected. However, material knowledge requires creativity, imagination, flexibility and competence.

In addition to the development of material knowledge, competence development has become the focus of attention.

Information and knowledge acquisition becomes a basic requirement for information technology: the acquisition and use of digital culture elements and tools, where the internet plays the most prominent role.

The school should provide practical skills and develop skills that increase labor market chances of outsiders.

To make learning more effective, it is necessary to renew and develop a methodological culture. One of the possible ways of doing this is the constructivist conception of education, in which the teacher applying traditional methods is replaced by a counselor, manager, motivator, collaborator, teacher helping the learning process. In this system, it is desirable to increase student participation and self-employment, to favor group-based student activity and cooperation based on self-organization, and to develop self-assessment skills.