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Reply00(Maximum 900 words)SubmitEducation is indeed the answer to all of our questions Almost any problem that you can think of can be mitigated by more education, whether it is poverty, crime, obesity, drug addiction, and of course bad educational outcomes. Reply00(Maximum 900 words)SubmitNo it is not No, because if that were the case than people with educations would all be happy and care free, but they are not, at least not all them. In this informal paper, I’ll argue that the education reform being promoted by the federal government will fail, that the major underlying cause of poor school performance is being incorrectly diagnosed, and that the basic rationale for the reform strategy is unsupportable.  I’ll identify what I believe to be a largely ignored but critically important component of reform, list myriad specific problems with that component, and suggest a way to address them.
The “standards and accountability” education reform effort begun in the 1980s at the urging of leaders of business and industry is failing. Market forces must be brought to bear to pressure teachers and students to work to those standards.
It’s assumed that competition – student against student, teacher against teacher, school against school, state against state, nation against nation – will yield the improvement necessary for the United States to finish in first place internationally. This diagnosis of the cause of poor school performance and prescription for its cure drive a reform strategy that seems straightforward and logical but rests on an unexamined assumption.
Or, to sequence the logic differently: Custom and bureaucracy legitimize the core curriculum, the core curriculum legitimizes certain school subjects, those subjects legitimize the standards, the standards legitimize the tests, the tests legitimize the scores, and the scores legitimize the reform strategy. Imagine an inverted pyramid, with the whole of the current reform effort resting on the assumption that the present math-science-language arts-social studies “core curriculum” adequately prepares the young for what will almost certainly be the most complex, unpredictable, demanding and dangerous era in human history. But if poor performance isn’t primarily a “people problem” but a system problem – a poor curriculum – these programs are at best ineffectual and at worst counterproductive, for they maintain and reinforce the curricular status quo and stifle alternatives. The role the curriculum plays in shaping individuals and the future of the nation is too important to simply take the adequacy of the traditional curriculum for granted. The most useful thing Congress and state departments of education can do is back away from centralizing initiatives and legislation that attempt to establish or reinforce, either directly or indirectly, a particular curriculum.  Presently, most damaging to meaningful reform are national subject-matter standards and corporately produced standardized tests. Scholars have been saying for centuries that it’s not possible to make good sense of reality by breaking it apart and studying the parts, that it’s relationships between the parts that create the whole.  Educators, being in the sense-making business, are going to have to make the subjects in the core curriculum fit together to form a comprehensive, logically coherent, systemically integrated curriculum. Attempts to do that have led to the use of themes, projects, problems, concepts, interdisciplinary activities, and so on as organizers of instruction.  These have enjoyed success, but they don’t go far enough in helping learners construct systemically integrated mental models of reality, models so well understood they become conscious guides to decision making and action.
There’s a more direct approach, and the simplest way for teachers to learn it is also the best way – learning by doing – putting the approach to work.
An ideal learning laboratory is already in place.  It’s “hands on,” instantly accessible, and sophisticated. It adapts to every ability level, encompasses every major concept in every major field of study, and couldn’t be more relevant. It engages learners in every known thought process, erases the artificial, arbitrary boundaries between school subjects, stimulates imagination and creativity, and meshes the “two cultures” – the sciences and the humanities. It addresses all 22 of the curricular problems noted earlier, and making use of it doesn’t cost a dime. In fact, for general education purposes, its efficiency could both radically reduce costs and free up time for a range of instructional options not now possible. The school offers, on an intellectually manageable scale, all the components of reality.  It’s a complex physical environment, contains a diverse population, and displays all major patterns of human action and interaction, all shaped by values, beliefs, and assumptions.
Those four kinds of information encompass and organize all reality, and all present and future academic disciplines designed to explain that reality. If teachers and learners are charged with making more sense of the immediate reality of their school, then are challenged to use that sense to make the school a true learning organization, what’s now a social institution all but paralyzed by a static curriculum, lack of overarching aim, and sense of mission, will become dynamic, adaptive, and creative, capable of playing its proper role in guiding individual and collective action. Those teachers and learners will be doing, and learning from doing, what all humans must constantly do in order to survive – asking and answering questions the answers to which determine our individual and collective fate: What’s going on here?  Why?  What should I do next? The questions they’ll ask and try to answer in their new roles will quickly demonstrate the usefulness of geography, physics, economics, history, chemistry, sociology, art, all other disciplines, and other, presently neglected fields of study. The step from making more sense of immediate reality to making more sense of community, society, nation, and world is small enough to allow it to be taken with minimal bureaucratic wave making.  Even grade cards can remain unchanged. There’s a “looseness” in learning by doing that’s worrisome, even unacceptable, to many.  Implicit in traditional instruction is an ancient assumption that the elders know enough about human potential, the nature of the future, and the range of differences in the young and their situations to decide what they need to know.
Closing textbooks, getting out of chairs and classrooms, and trying to make more sense of immediate here-and-now experience is the surest, most direct route to creating a comprehensive, philosophically defensible, theoretically sound, politically neutral, dynamic and functional general education.
About UsEcology of Education is a multi-author blog dedicated to exploring issues and ideas in education.
Registering on capacity4dev.eu enables interaction in public groups and allows access to closed collaboration spaces. A conference organized to help raise awareness on the problems confronting the educational system in Lebanon will be held on April 28 at Babel theater in Hamra. The conference will stress that education can help build “rational citizens” and a “better economy,” according to a EduChange press release.
Farah Mtaweh and Hala Kaddoura, two friends and fresh graduates, started this initiative during the summer after working in an educational robotics company. The company's staff was able to identify eight key elements encountering the educational system in Lebanon including: curriculum design, value of teaching and empowering teachers, relationship between teachers and students, citizenship education, in-classroom technology, assessment of students and creativity, career guidance and counseling and extra curricular activities and empowerment of youth. The conference will host experts and will address those topics and four other presentations will be displayed by community members, teachers, students and others. According to the press release the conference will “give the chance for everyone interested to leave a mark ans say what they really believe can save the educational system and the country. Education is considered the second most influential institution in any person's socialization, so education can, if managed properly help solve the problems you have mentioned.


PCI Educational Publishing Pro-Ed Word Problems for Nonreaders: Multiplication & Division CD features lessons on specific math skills and assists students with limited or no reading skills solve basic addition problems based on life in the real world.
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A sound educational system has always been a vital tool globally, to solve economic problems, more so in developing countries. LAGOS, Nigeria — A three-story structure comprised of wood panels floats on the Gulf of Guinea off the coast of Lagos.
Nigerian architect Kunle Adeyemi built the school for children in Makoko with help from the United Nations and the Heinrich Boll Foundation, an organization that promotes international human rights. Makoko, a severely impoverished fishing village in Lagos, exists on stilts planted in heavily polluted water. UNICEF statistics indicate that 40 percent of children under the age of 11 do not attend school in Nigeria. This school, as well as most of Makoko, floods frequently, leaving the facilities unusable and children without a school on numerous days of the year. The NLE project description for the school’s construction stated, “Makoko Floating School is a prototype structure that addresses physical and social needs in view of the growing challenges of climate change in an urbanizing African context.” Adeyemi and NLE hope that the school’s design may be applied to other needed structures in African regions with severe weather conditions. The project description also provides illustrations of the school’s sustainable structure, demonstrating the use of barrels and water collection inside the bottom level combined with a triangular building design — a Makoko building tradition — to sustain flotation. The architect utilized many of Makokos’ local resources to create the structure, including the barrels for flotation and bamboo for the wooden panels. No, the answer to all of our problems is not education, because an education alone cannot provide a person with a job.
Some people work hard at low level jobs and save their money, then they open up their own business and become just as successful if not more successful than the person who wasted time learning instead of earning. The core curriculum is valid because it’s been in use for more than a century and its validity hasn’t been challenged. Any one of the 22 problems noted above is sufficiently serious to prompt immediate corrective action, the present curriculum suffers from all of them, and more than a century of effort to eliminate them by sequencing and re-sequencing courses, altering distribution requirements, and exploring interdisciplinary parallels and intersections, hasn’t solved the core’s problems.
First, doing what we’ve been doing for more than a century, just doing it with greater determination, isn’t education reform. There’s a little truth in that, but not nearly enough to support the traditional core curriculum and the drive to standardize learners rather than capitalize on their differences.
This is even more true of countries affected by fragility,” according to Erika Boak of CfBT Education Trust, who recently collaborated with several others on a EuropeAid-funded study, “Study on Governance Challenges for Education in Fragile Situations”.Ms. It consists the first level which includes SymbolStix symbols which allows nonreaders to read as well as understand the clear and simple word problems. Within 30 days of delivery of your order, you may return any merchandise purchased from Mansion Schools in its original condition with your email order confirmation or packing slip. Adyemi and his studio, NLE, used wood planks of bamboo for the structure and solar panels for energy to design the school at a low cost. Each year, residents of Makoko struggle to access safe drinking water, sanitation and adequate education. Theophilus Damijida, a physician from the area, explains that the residents of Makoko believe the water is clean and will even clean wounds with it. The World Bank estimates that 46 percent of Nigeria’s population lives below the poverty line, and often families cannot afford school supplies, need children to work during the day or do not believe in non-secular school programs, especially for girls. According to Dezeen Magazine, a publication that showcases architectural and design projects, Makoko had one English speaking school before construction of the floating school. The floating school provides a solution to these challenges as the structure adjusts with current water levels, rendering the school usable during the flood season.
The use of Makoko’s triangular building shape and local products suggests that residents of the area could construct similar sustainable structures. Jaclyn was drawn to The Borgen Project's focus on the challenges and successes in the fight against global poverty. If you no longer have access to the e-mail address associated with your account, contact Customer Service for help restoring access to your account. It would also lead to a better common citizen because their intelligence level would be higher. Boak focused on DRC and Haiti but other case studies included Lebanon, Liberia, Southern Sudan, Somalia, Cambodia and Aceh, Indonesia. I will leave you with one simple example, all of the rules you have mentioned, must be and should be a matter of discussion at schools and not only a matter of mention, summarizing and memorizing; in our Civic books at school, those topics are mentioned but never discussed, but are memorized and then forgot, so how can our generation reflect on the rights of the laborers or the consequences of performing crimes if they have never said what they think of such matters. CD also has the second level for students who can read featuring easy-to-understand sentences without symbols while both levels contain visual representations of the problems. Higher education can develop scientific thoughts, political awareness, social cohesion and tolerance for a healthy social life. The school serves 100 elementary-aged children during the day and acts as a community space during the evening. According to a 2013 Al Jazeera article, in “Nigeria’s water-starved ‘Venice of Africa,’” the lack of education perpetuates sanitation and health issues for the region. In other cases, rural areas lack proper school facilities for students or have damaged school facilities.


Perhaps Makoko’s floating school will be the first of many similar structures along Africa’s coastal regions as it continues to demonstrate success for students in Lagos. She wanted to help The Borgen Project demonstrate the positive impact of poverty-focused aid as well as use media to draw attention to ongoing global issues. It will have to come “bottom up” and spread from school to school, propelled by its success with average teachers working in ordinary classrooms with learners of every ability level.
Taken together, their real-world exploration by learners enables them to construct, elaborate, refine, and put to practical use their comprehensive models of reality. The research was conducted in 2009, prior to Haiti’s devastating earthquake of 2010.In DRC, Ms. I appreciate your comment and in case you are interested, attend on April 28 and get to know what we are talking about exactly, we might help change your opinion. On items over $275 shipping within the continental US, we will even arrange free pick up or pay for returns shipping.Carefully Selected for Teachers, Moms, Dads and Kids. Unfortunately both the public and private investments in higher education in India have failed to keep pace with qualitative and quantitative expansion. Boak found an education system suffering from the ongoing legacy of former President Mobutu Sese-Seko, with years of neglect and predatory interference.“The last two decades have seen an almost total removal of the state from financing education. This book therefore analyzes economic problems of higher education in India through a case study at the micro level. This means that community members finance school running costs, the administration of school networks, the construction and maintenance of Ministry offices, teacher training, inspections and exams. The work attempts to assess and review developmental problems, both in professional and non-professional colleges. They also top up the salaries of Ministry officials right through to the capital level,” says Ms. The analysis hopes to provide practical insight into educational policies and procedures and is expected to specially help administrators, researchers, policymakers and local leaders to deal more effectively with hurdles coming in the way of effective higher education. Boak, “there is a need for phased substitution of community financing with appropriate regulatory and legislative frameworks. This needs to take place within the context of a whole-of-government approach reviewing civil service remuneration, in order to address the root causes of the quasi private system. DRC has demonstrated that there may be no political appetite for governance reform in education (in relation to the collection of school fees) where the bureaucracy of the Ministry of Primary, Secondary and Vocational Education stands to lose.”On a more positive note, “there is high-level political and national commitment to education as part of the stabilisation and reconstruction process.
A National Strategy for the Reduction of School Fees has been developed and a sub-sector education plan was also being developed. The country is starting a radical decentralisation reform which will impact education, with the delegation of service delivery responsibility to sub-national levels.”Haiti meanwhile has a history of political instability, with 14 governments and five coups over the past two decades, compounded by violent uprisings and catastrophic natural disasters. Public provision of education has been, and continues to be skeletal and this has meant that trends in exclusion and marginalisation have been anchored in Haiti’s past. In fact Haiti is known for its very high levels of non-state provision.“The Haitian state has very limited service delivery or regulatory capacity, due to entrenched historical reasons. This has led to the uncoordinated proliferation of non-state providers in the education sector.
Only 19 percent of primary school going children attend public schools and only 35 percent of non-public elementary schools are accredited. Curricula and pedagogy are fragmented and quality is poor with only 10 percent of teachers having teacher training qualifications,” says Ms. Boak.“The Ministry of National Education and Vocational Training suffers from a legitimacy deficit in the eyes of both non-state providers and Haitian citizens, making developing and enforcing regulation a real challenge. The relationship between the Ministry and the main education providers has, in the past, been characterised by mistrust and suspicion,” according to her findings.“Haiti is a clear example of a country in which historical donor support has affected relations between the state and non-state providers for the worse. Certain bilateral donors bypassed the Government during the 1980s due to political instability and financed faith-based providers. Legislation was passed in 2007 for the creation of the National Office for Partnership in Education which is to manage non-state providers and promote their involvement in policy development.
Although the financial envelope for education is still low, the budget allocations have increased by around 30 percent since 2005.”Standing back from this research, Ms.
Boak believes that some of the more sensitive areas of governance analysis, such as the interests and incentives and informal relationships between different actors are rarely documented, so researching these can be challenging. What’s the best way to organize the information being generated by all the questions we’re asking? Boak concludes: “The study rightly sought to identify areas of resilience within the education sector as well as fragility. In countries affected by fragility, this is an important angle in order to ensure donor support builds positively on local and national resilience.”For a note on Ms.




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