THE FUTURE OF EDUCATION
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Future of Education
Introduction
Education change refers to the goal of amendment of some public education changes intending to introduce education in the form of an input and output system. The forms of education reforms include the thought that the small change seen in education will have considerable community achievements in individuals’ health, wealth, and well-being. Education being the government’s superior stone, focuses on the approval of school movement, systemic reform initiatives, assessment, and accountability reforms. In the past, reforms on education took different systems compared to today; for example, education focused on output that is the student’s achievement in the education sector. Therefore, it only benefitted the high performing students more. The system has conceptualized equality as the starting point of education for all the students in the United States of America. Currently, changes in reforming education can either be implemented by individual educators, the board of school-based organizations, and curriculum changes with performance evaluations. In, the past classical education was only available for wealthy individuals. Still, due to reforms in the education sector, it’s compulsory and available for every student in the whole nation.
Section 1: Local Control.
A significant issue posted in the past by the education reform movement in the state is the balance between the state government and the local school districts in terms of authority. .specific curriculum should always remain to be the local responsibility or include the state when it’s necessary (Tienken&Orlich, 2013). Today the reform movement has resulted in new legislation, which involves a design to raise standards for students and revise the licensing, training, and compensation, thus enhancing knowledge through school performance. Though reform in education can occur at the local level, economic growth and the spread of democracy should participate in rising standards of education and the significance of ensuring that all children and adults have access to high quality, practical education today and in the future to come.
Section 2: Assessment.
Most of the Policymakers always create assessments for the national standards, with few of them focusing on the assessment regarding students’ knowledge. As the author points out in either of the corporate contracts, social institutions with the core role of serving and educating youth but embrace the profit earning act. (Tienken, Orlich,2013). Education can make a significant difference whether people accept to face challenges they are confronted with; it is always appropriate that curriculum should always evolve in an appositive way. A child who is currently joining the school will need to leave the perception of resources are limitless, but instead, they should embrace the worth of shared prosperity and well-being. In terms of assessment, students should also play a role in all dimensions of life across a wide variety of contexts in terms of time. The education sector at the national level should apply several actions to ensure that the future education reforms are competent in creating new values, reconciling tensions and dilemmas, and taking full responsibility in their roles.
Section 3: Root Causes Of Under Achievement
Tienken and Orlich reveal that many school reform proposals, policies, and slogans are based upon bankruptcy ideologies. The systems of outlining the school performances at international exams have been misleading and manufacturing crises in public schools. This does not help close the gap between the privileged and the disadvantaged groups and is contributed by American education reform systems’ dirty politics. There are several reasons for the underachievement of students in the school; some include; parental expectations, social difficulties at their homes, educational settings, low self-esteem. Therefore motivation is the main ingredient for solving all these learning(s Voegeli,2008). Effective education leadership makes a very significant change in improving learning; for example, institutional leadership encourages teachers to improve classroom practices for teachers as a directive source in school. Tienken suggests that education policies should always provide school leaders and policymakers with ideas that they can use to take action. Changes in state economies always drive away from local decisions in terms of resource allocation. Therefore the state’s political culture is the principal enactment of educational leadership. Inequality of education opportunity also contributes to underachievement; this makes some of the best schools selective on the type of students they admit. Creating limitedness in entry to the best school makes it difficult for some students to get a chance. Lacking social capital makes some parents send their children to local schools because they have no other option.
Section 4: Role of the United State Department of Education
The Department of education’s primary functions is to establish policy and coordinate federal assistance to education. Its mission is to promote students’ achievement in preparation for global competitiveness by ensuring equal success. This Department is in control of distributing financial aids for education. It should set those funds to head and serve individuals with disabilities, the students who live in poverty, and those with limited English know-how. The funds should not be granted anyhow but to students whose family has proof that they need financial assistance. The Department of education should always oversee and gather information to identify the best practices in education. Identifying the problems in education and focusing the national attention on them enables the Department to make appropriate educational reforms. Department working with experts from different advisory groups from all walks of life will also help provide significant ideas on critical policies and programs concerning the education sector. The Department should also prohibit discrimination in programs and ensure equal opportunity for all the students; thus, future education will be in a better-placed position compared to the past and the present.
Conclusion
Education has a vital role in the growth and development of knowledge and growth of skills to enable people to contribute and benefit from a sustainable future. Therefore, education should aim to do more than prepare the students for the world of work, equip students with the appropriate skills they need to be more responsible and engaged citizens. Students who are always ready for the future need to exercise their agency in their education and lives fully. By responding appropriately to the underachieved challenges in the education sector, different design principles in changing curriculum will be of great importance in the future.
References
Howells, K. (2018). The future of education and skills: education 2030: the future we want.
Taguma, M., Senior Analyst, M., & Barrera, M. F. (2019). OECD Future of Education and Skills 2030: Curriculum analysis.
Tienken, C. H., & Orlich, D. C. (2013). The school reform landscape: Fraud, myth, and lies. R&L Education.
Voegeli, S. M. (2008). Academic underachievement: Understanding and implications for educators.