SYSTEM APPROACH UNIT -VI

UNIT -VI SYSTEM APPROACH

1.      Definition of a System

2.      Components of an Instructional System

3.      System approach in Education – Meaning and objectives

4.      Procedural steps in the System approach

5.      Advantages

6.      Area of use.

1. The Definition of System 

The word system is actually derived from Greece, namely “Systema”, which in English is known as "SYSTEM", that had a meaning as a set of parts or components that are interconnected on regularly and it is a whole that cannot be separated. 

According to the Institute of Public Administration:

“System is essentially a set of components, elements, which are related to each other, interplay and interdependence, so that the whole is an integrated unit or a totality, and has a specific role or purpose.” 

The following are the definitions of system according to some experts: 

1. Stoa 

System is a combination of heaven and earth who work together, so that we can see that system consist of elements that work together to form a whole and if one element is missing or not working, then the overall combination cannot be called as a system. 

2. Buckley 

System is a whole that functions as a whole by virtue of interdependence of its parts. 

3. H. Kerzner 

System is a group of components consisting of humans and or non-human who organized and arranged so that the components can act as a unity in achieving its objectives, common goals or outcomes. This meaning implies the importance of aspects arrangement and organizing the components of a system to reach the common goal, because if there is no proper coordination and synchronization, then the activities of each component, sub–system, or areas in an organization will be less support each other. 

Furthermore, understanding of system is in fact also used to show a lot of things like: a system that is used to indicate a set and the set of objects that are merged or combined by a mutual connection form or interdependence in regularly; a set of parts that combined naturally or by human resources to become an integrated unity. 

In general, within the scope of the understanding of system contained a variety of components (elements), various activities (pointing function of each component), a mutual dependency relationship between components, the integrity (unity organist = integration) between components, the breadth of system (there are areas in the system and outside the system), and dynamic motion of all the functions of all the component leads (oriented) to the achievement of the goal of predetermined system. 

Based on the various definitions above, then it can be taken a conclusion that system is an association of many components that integrate each other, mutual functioning cooperatively and influence each other in order to achieve a particular goal. 

Definition of System Approach

Twelkier – Systems approach is a management tool that allows individuals to examine all aspects of the organization, to interrelate the effects of one set of decisions to another and to optimally use all the resources at hand to solve the problem.

Component of an Instructional System:

It can be seen that there is a close relationship between the teaching-learning process, i.e., educational process and the components of the instructional system. Keeping in mind the educational process, it can be seen that, aims and goals; contents and syllabus; tools used in teaching methods, educational environment and evaluation are components of the instructional system. They have been discussed in detail below.

Component of an Instructional System:

1.      Aims and Goals: Before implementing any program or plan, it is very important to first decide what is the goal to be achieved. There is a difference between aims and goals. Aims are very broad, while goals can be easily achieved during that stage. Goal identification means to decide the behavioural changes that are expected to take place in the students due to the implementation of an instructional system. Immediate goals are achieved step-wise. One cannot proceed towards the next step till the expected goals are fulfilled. The desired goal can be achieved by the complete evaluation and additional changes that are necessary in the system. Specific goals are achieved through the fulfillment of the short term goals. By fulfilling the specific goal one can proceed towards achieving the aim.

2.      Course and Syllabus: The course and syllabus are helpful in the achievement of the goals decided at the beginning of the educational process. After the syllabus has been finalized contents are the next step that help in achieving the goals therein. The course has elements and sub-elements which are arranged in an ascending order.

3.      Instructional System & Methods, Educational Environment: It is important to create a conducive environment for the achievement of the  desired goals. Nevertheless, the main crux of the instructional systems is in this step. The creation of an environment is essential for achieving the expected goal of the two stages mentioned before, namely, goals and syllabus. For this, it is essential to co-ordinate the human component, surrounding component, instructional techniques, study material and instructional system properly. In Instructional system, at this stage, actual action is taken to achieve the expected goals.

4.      Evaluation: This is the last stage of an Instructional system. In this stage, it is seen how far the expected goals have been achieved. This means that the estimate of the fulfillment of the goal helps in updation. At the end of the year evaluation is done at the school level. by conducting unit test continuously throughout the year, it can be seen how far the expected behavioural changes have occurred.

The various stages in the systems approach
Let us now take a more detailed look at the various elements of the basic system shown in Figure 4:

(a) Consider target population characteristics and topic area

The range of backgrounds, interests, knowledge, attitudes and skills of students coming on to the course will have a strong influence on course design. Pre-knowledge and any common misconceptions will have to be catered for in the design of the course (these may, for example, affect sequence, structure and support mechanisms).

The broad thrust of the course content will also have to be considered. Consideration will be given to the sort of people which the course is trying to develop. The subject area may have traditional aims and directions, but one may wish to consider the justification of these and/or preparation for future change.

Figure 4. A simplified systems approach to course and curriculum design

(b) Estimate relevant existing skills and knowledge of learners

There may be minimum standards of entry to the course, but this will not always be so. For example, the increasing numbers of non-standard and mature student entrants to higher education will not necessarily have conventional paper qualifications, but may possess skills and qualities which will have an influence on course design. This may have implications for teaching methods, bridging courses, support systems etc.

(c) Formulate objectives/learning outcomes

The roles of objectives and learning outcomes in a systems approach to instruction are dealt with in detail in the booklet on 'Specifying the Outcomes of Student Learning'. The objectives and learning outcomes of the course or curriculum element will attempt to encapsulate the new skills, knowledge or attitudes which it is intended that the students will acquire. They may be formulated by the learners themselves, by employers, by teaching staff, by a validating, examining or professional body, or by some combination of these and other sources.

(d) Select appropriate instructional methods

Having specified the objectives and learning outcomes (ie, what we are trying to achieve in the course), we should be in a better position to select appropriate teaching/learning methods through which these have a reasonable chance of being achieved. There are far more teaching methods available to choose from than most people realise - one recent book describes no less than 303 different teaching/learning methods! The process of attempting to match appropriate methods to given objectives and learning outcomes is normally done on the basis of a combination of research and experience. The strengths and weaknesses of different methods are discussed in the booklet on 'Selecting Appropriate Teaching/Learning Methods'.

(e) Operate course or curriculum

The next element in the system is the actual implementation of the course. This involves all the logistical arrangements associated with running the course, including overall structuring, pacing, implementing the chosen teaching strategies, using appropriate supportive media and materials, and ensuring that all aspects of the course run as smoothly as possible. Later booklets will provide detailed guidance on how this can be done.

(f) Assess and evaluate

The combined result of the preceding stages is that students are involved in a learning experience that is planned to develop their knowledge, skills and attitudes, taking into account the individual needs and experience of the learners. Just how effective the pre-planning and subsequent operation has been can be measured by studying student performance in continuing and/or post-course assessments. These assessments should be closely related to the specified course objectives and learning outcomes. Poorly-achieved objectives or learning outcomes should lead the course designers to examine the entire system in order to identify places where improvements might be made. This could involve a change in the objectives/learning outcomes, a revised assessment of students' pre-knowledge, a critical review of the instructional methods used, an examination of the course structure and organisation, a consideration of the assessment methods used, or a combination of some or all of these. These deliberations, together with feedback on the course from staff, students, employers, etc, can be used in an evaluation of the entire concept of the course, which should, in turn, form the basis of an on-going cyclical course development process. The topic of assessment is reviewed in the section on 'Assessing Student Performance', with evaluation being covered in the section on 'Evaluating the Effectiveness of the Teaching/Learning Process'.

ADVANTAGES OF SYSTEMS APPROACH

1.      Systems approach helps to identify the suitability of the resource material to achieve the specific goal.

2.      Technological advance could be used to provide integration of machines, media and people for attaining the defined goal.

3.      It helps to assess the resource needs, their sources and facilities in relation to quantities, time and other factors.

4.      It permits an orderly introduction of components demonstrated to be required for systems success in terms of student learning.

5.      It avoids rigidity in plan of action as continuous evaluation affords desired beneficial changes to be made.

LIMITATIONS OF SYSTEMS APPROACH

1.   Resistance to change. Old ways are difficult to erase. There is always resistance to any new method or approach.

2.   Involves hard work. Systems approach requires hard and continuous work on the part of school personnel. Some are not prepared for the extra load.

3.   Lack of understanding. Teachers and administrators are still not familiar with systems approach. Though it has been successfully implemented industry, it has still to make headway in education.

Conclusion. From the above discussion, it is understood that system approach is a systematic attempt to coordinate all aspects of a problem towards specific objectives. In education, this means planned and organised use of all available learning resources, including audio-visual media, to achieve the desirable learning objectives by the most efficient means possible.

Subsystem of an Educational Institution.

1.      Technical subsystem includes task activities , skills, techniques, strategies , methodologies, knowledge etc required to perform the job.

2.      Social subsystem consists of individual and their mutual social interaction. Includes status, group norms and values. Greatly influences the behavior of members of an institution.

3.      Structural subsystem implies the interrelationships among people designed formally to accomplish coordination among them. it also includes physical setting or the environment in which work has to be done.

4.      Managerial subsystem Uses processes like review, control, direct and Evaluation  and takes corrective actions on the basis of the feed

back received.

Steps involved in using System Approach

Input

Formulation of objectives

Pre assessment of the pupil’s entry behaviour

Desirable attitude and aptitude of pupils is to be considered

Content to be taught and instructional material to be used is planned.

Cost factor.

Process

Deciding suitable teaching strategies/methods

1.      Selection of appropriate media and material.

2.      Selection of appropriate evaluation procedures.

3.      Formulating a scheme of comprehensive programmes/ timetable for the working of the system in relation to its parameters and stimulated objectives.

Systems operation /implementation

1.      The role and function of the elements teaching , pupils, and material resources . c) Evaluation of learning outcomes/ objectives

Output

1.      Attainment of objectives.

2.      If the objectives are achieved as per desired the system is allowed to continue.

3.      If the objectives are not achieved certain modification need to be made in the system.

4.      The system in this case can be restructured, reorganized and its function may be replanned  for better results.

Figure 1 Structure of Education System

Importance of System Approach for Education

1.      Framework for planning, decision making control and problem solving.

2.      Throws light on dynamic nature of management.

3.      Provides a unified focus to institutional efforts.

4.      Helps to look at institution as a whole and not as parts.

5.      Helps the manager to identify the critical sub systems and their interaction with each other.

6.      Helps in improving institution.

7.      Helps in bringing efficiency in school administration and management.

8.      Helps in systematic educational planning.

9.      Maximum utilization of resources.

10.  Helps in improving examination and evaluation system.

11.  Maintaining, controlling and improving the guidance services.

AREA OF USE

1.      Instructional system or Procedure.

2.      School administration and Supervision.

3.      Examination and Evaluation system.

4.      Non formal and Adult Education.

5.      Education guidance System.