Abstract
The aims of our education system are no longer only to impart knowledge on the “3 Rs”. The formal educative process in the school has been slowly broadened and includes not only academic pursuits, but plays a large part in the overall socialization of a child to become a functioning member of society. The school has taken on functions once the prerogative of the family (for example, use of leisure time, vocational guidance, sex and health education) and provides other cultural learning experiences. It has come to be expected of the school that it take responsibility for part of the child's emotional and social development as well as the formal educative aspects of a school's curriculum.1
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