Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, instruction, training, and research directed. Education often takes place under the guidance of educators, but learners can also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way people think, feel, or act can be regarded as education. The teaching methodology is called pedagogy.
Education is usually divided formally into stages such as preschool or kindergarten, elementary school, high school and then college, university, or apprenticeship.
The right to education has been recognized by several governments and the United Nations. In most areas, education is mandatory up to a certain age.
Video Education
Etimologi
Etymologically, the word "education" comes from the Latin ? Duc? Ti? ("Breeding, raising, maintaining") of ? Duc? ("I educate, I train") related to homonym ? D? C? ("I lead, I take; I wake up, I am erectile") from ? - ("from, out of") and d? c? ("I lead, I do").
Maps Education
History
Education begins in prehistoric times, when adults train young people in the knowledge and skills deemed necessary in their community. In a pre-literacy society, this is achieved orally and by imitation. Storytelling through knowledge, values, and skills from one generation to the next. As cultures begin to expand their knowledge beyond skills that can be easily learned through imitation, formal education is developed. Schools existed in Egypt during the Middle Kingdom.
Plato founded the Academy in Athens, the first higher education institution in Europe. The city of Alexandria in Egypt, founded in 330 BC, became the successor of Athens as the intellectual birthplace of Ancient Greece. There, the great Library of Alexandria was built in the 3rd century BC. European civilization suffered the collapse of literacy and organization after the fall of Rome in CE 476.
In China, Confucius (551-479 BC), State of Lu, is the most influential ancient philosopher in the country, whose educational views continue to influence Chinese and neighbors like Korea, Japan, and Vietnam. Confucius gathered the disciples and sought in vain for a ruler who would adopt his ideals for good governance, but his Analects were written by followers and continued to influence education in East Asia into the modern era.
After the Fall of Rome, the Catholic Church became the sole scholar of scholarship in Western Europe. The church established a cathedral school in the Early Middle Ages as a center of continuing education. Some of these establishments eventually evolved into medieval universities and ancestors of many modern European universities. During the High Middle Ages, Chartres Cathedral operates the famous and influential Chartres Cathedral School. Western Christian medieval universities are well integrated throughout Western Europe, encouraging freedom of inquiry, and producing a wide variety of scholars and philosophers of nature, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, early expositors of the systematic method of scientific experiments, and Saint Albert the Great, pioneer of field biology research. Founded in 1088, the University of Bologne is considered the first and oldest university to continue operating.
Elsewhere during the Middle Ages, Islamic science and mathematics developed under the Islamic Caliphate established in the Middle East, stretching from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid dynasty and the Mali Empire to the south.
The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around the year 1450, Johannes Gutenberg developed a printing press, which allowed literary works to spread faster. The European Age of Empires sees the ideas of European education in philosophy, religion, art, and science spread throughout the world. Missionaries and scholars also brought back new ideas from other civilizations - such as the Chinese Jesuit mission which played an important role in the transmission of knowledge, science and culture between China and Europe, translating works from Europe such as Euclid's Elements for Chinese scholars and Confucian thought for a European audience. Enlightenment sees the emergence of a more secular educational outlook in Europe.
In most countries today, full-time education, whether in school or otherwise, is mandatory for all children up to a certain age. Because of this proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all human history so far.
Formal education
Formal education takes place in a structured environment whose explicit objective is to teach students. Typically, formal education takes place in a school environment with a classroom of some students learning together with a trained and certified teacher. Most school systems are designed around a set of values ​​or ideals that govern all education options within the system. These options include curriculum, organizational model, physical learning room design (eg classroom), student-teacher interaction, assessment methods, class size, educational activities, and more.
Preschool
Preschool provides education from about three to seven years of age, depending on the country when children enter primary education. It is also known as a nursery school and kindergarten, except in the US, where kindergarten is a term used for basic education. Kindergarten "provides children-centered children's curricula for children aged three to seven who aim to unravel the child's physical, intellectual, and moral characteristics with a balanced emphasis on each."
Primary
Basic (or basic) education consists of the first five to seven years of formal and structured education. In general, primary education consists of six to eight years of schooling starting at the age of five or six, though this varies between, and sometimes within, countries. Globally, about 89% of children aged six to twelve are enrolled in primary education, and this proportion increases. Under Education For All UNESCO-driven programs, most countries have committed to achieving universal enrollment in basic education by 2015, and in many countries, it is mandatory. The division between primary and secondary education is somewhat arbitrary, but generally occurs about eleven or twelve years. Some education systems have separate secondary schools, with a transition to the final stage of secondary education that takes place around the age of fourteen. Schools that provide primary education are mostly referred to as primary school or primary schools. Elementary schools are often subdivided into infant and junior high schools.
In India, for example, education must extend over twelve years, with eight years of elementary education, five years of primary school and three years of primary school. Various countries in the Indian republic provide 12 years of compulsory schooling education based on a national curriculum framework designed by the National Council for Educational Research and Training.
Secondary
In most contemporary educational systems in the world, secondary education consists of formal education that occurs during adolescence. It is characterized by a transition from basic, compulsory, comprehensive education to minors, to optional education, selective selective education, "postsecondary," or "higher" (eg universities, vocational schools) to adults. Depending on the system, schools for this period, or part of it, may be called secondary or high school, gymnasium, lyceum, high school, college, or vocational school. The exact meaning of these terms varies from one system to another. The precise boundary between primary and secondary education also varies from country to country and even within them but generally around the seventh to the tenth school. Secondary education occurs mainly during adolescence. In the United States, Canada, and Australia, primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand in 1-13 years are used. The purpose of secondary education can be to provide general knowledge, to prepare for higher education, or to train directly in a profession.
Secondary education in the United States did not emerge until 1910, with the rise of large corporations and technological advances in factories, requiring skilled workers. To meet this new job demand, high school was created, with a curriculum focused on practical work skills that would better prepare students for white-collar or skilled blue collar jobs. This proves to be beneficial for both employers and employees, as increased human capital reduces costs for employers, while skilled employees receive higher wages.
Middle education has a longer history in Europe, where grammar schools or academies come from as early as the 16th century, in the form of public schools, paid schools, or charitable education foundations, which themselves go even further.
Colleges offer other options in this transitional education phase. They provide non-resident junior college courses to people who live in certain areas.
Tertiary (higher)
Higher education, also called tertiary education, third stage, or secondary education, is the level of non-compulsory education that follows the completion of a school such as high school or high school. Tertiary education is usually taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities mainly provide higher education. Collectively, this is sometimes known as a tertiary institution. Individuals who complete higher education generally receive a certificate, diploma, or academic degree.
Higher education usually involves work to degree level or a foundation degree qualification. In most developed countries, a high proportion of people (up to 50%) now enter higher education at some point in their lives. Therefore higher education is essential for the national economy, both as an important industry in its own right and as a source of trained and educated personnel for the rest of the economy.
University education includes teaching, research, and social service activities, and that includes undergraduate level (sometimes referred to as higher education) and postgraduate (or graduate) level (sometimes referred to as graduate school). Some universities consist of several universities.
One type of university education is the liberal arts education, which can be defined as "college or university curriculum aimed at instilling broad general knowledge and developing general intellectual capacity, in contrast to professional, vocational, or technical curricula." Although what is known today as liberal arts education begins in Europe, the term "liberal arts college" is more often associated with institutions in the United States.
Vocational
Vocational education is a form of education that focuses on direct and practical training for specific trades or crafts. Vocational education can come in the form of internships or internships as well as institutions that teach courses such as carpentry, agriculture, engineering, medicine, architecture and art.
Custom
In the past, those with disabilities often did not qualify for public education. Children with disabilities are repeatedly denied education by a special doctor or tutor. These early doctors (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focus on individual instruction and functional skills. In the early years, special education was only given to the severely handicapped, but has recently been opened to anyone with learning difficulties.
Other forms of education
Alternative
Although considered "alternative" today, most of the alternative systems have existed since ancient times. After the general school system was developed widely starting in the 19th century, some parents found the reason for not being satisfied with the new system. Alternative education was developed in part as a reaction to perceived limitations and the failure of traditional education. Various educational approaches emerged, including alternative schools, self-study, homeschooling, and unschooling. Examples of alternative schools include Montessori School, Waldorf School (or Steiner School), Friends School, Sands School, Summerhill School, Walden's Path, Peepal Grove School, Sudbury Valley School, Krishnamurti School, and open class school. The charter school is another example of alternative education, which in recent years has grown in large numbers in the US and is increasingly important in its public education system.
In time, some ideas from experiments and challenges of this paradigm can be adopted as a norm in education, just as the Friedrich FrÃÆ'¶bel approach to early childhood education in 19th century Germany has been incorporated into contemporary kindergarten classes. Other influential writers and thinkers have incorporated the Swiss humanity Johann Heinrich Pestalozzi; American transcendental Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison, and Ivan Illich.
Native
Indigenous education refers to the inclusion of original knowledge, models, methods, and content in the formal and non-formal education system. Often in post-colonial contexts, the recognition and use of indigenous educational methods that are increasingly evolving can be the answer to erosion and loss of knowledge and native languages ​​through the process of colonialism. Furthermore, this may enable indigenous peoples to "reclaim and reassess their language and culture, and thus, improve the educational success of native students."
Informal learning
Informal learning is one of three forms of learning defined by the Organization for Economic Cooperation and Development (OECD). Informal learning takes place in various places, such as at home, work, and through daily interactions and sharing relationships among community members. For many students, this includes language acquisition, cultural norms, and manners.
In informal learning, there are often reference people, peers or experts, to guide the learner. If learners have a personal interest in what is being taught informally, learners tend to extend their existing knowledge and develop new ideas about the topic being studied. For example, a museum is traditionally regarded as an informal learning environment, as there is room for free choice, diverse and non-standard topics, flexible structures, rich social interactions, and no external imposed judgment.
While informal learning often occurs outside educational institutions and does not follow the prescribed curriculum, it can also occur in educational settings and even during formal learning situations. Educators can structure their lessons to directly utilize their students' informal learning skills in educational settings.
At the end of the 19th century, education through games began to be recognized as making an important contribution to child development. At the beginning of the 20th century, this concept was extended to include young adults but the emphasis was on physical activity. LP Jacks, also an early advocate of lifelong learning, explains education through recreation: "A teacher in the art of living does not draw a sharp distinction between his work and his games, his work and his pleasures, his mind and body, his education and his recreation. He just pursues his vision of excellence through whatever he does and leaves others to determine whether he works or plays.For himself, he always seems to do both, enough for him that he does well. "Education through recreation is the opportunity to learn in a seamless way through all life activities. This concept has been revived by the University of Western Ontario to teach anatomy to medical students.
Self-learning
Autodidacticism (also autodidactism) is a term used to describe self-learning. A person can become self-taught at almost any point in a person's life. Notable self-taught figures include Abraham Lincoln (US President), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect) George Bernard Shaw ( playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).
Open education and electronic technology
Many major university institutions are now beginning to offer full or almost free full courses like Harvard, MIT and Berkeley working together to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. This has been called the biggest change in the way we learned since the printing press. Despite a lucrative study on effectiveness, many people may still want to choose traditional campus education for social and cultural reasons. Many open universities work to have the ability to offer standardized testing and a traditional degree of propriety to students.
Conventional merit-system titles are not currently common in open education like at university campuses, although some open universities already offer conventional titles like the Open University in the UK. Currently, many of the major open source education offer their own certificate form. Due to the popularity of open education, this new type of academic certificate earns more respect and the equivalent of "academic value" with traditional titles.
Of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than that of college-based education.
A recent meta-analysis found that an integrated and integrated education approach has better results than methods that only use face-to-face interaction.
Education sector
The education or system education sector is a group of institutions (education ministries, local education authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and youth in the educational environment. It involves a wide variety of people (curriculum developers, inspectors, principals, teachers, school nurses, students, etc.). These institutions may vary according to different contexts.
Schools provide education, with support from the rest of the education system through elements such as education policies and guidelines - which school policy can refer to - curriculum and learning materials, and pre-and in-service teacher training programs. School environments - both physical (infrastructure) and psychological (school climate) - are also guided by school policies that must ensure students' well-being when they are in school. Organizations for Cooperation and Economic Development have found that schools tend to perform best when the principal has full authority and responsibility to ensure that students are proficient in core subjects upon graduation. They should also seek feedback from students for quality assurance and improvement. Governments should limit themselves to monitoring student proficiency.
The education sector is fully integrated into society, through interaction with a large number of stakeholders and other sectors. These include parents, local communities, religious leaders, NGOs, stakeholders involved in health, child protection, justice and law enforcement (police), media and political leadership.
Some UN agencies claim a comprehensive sexuality education should be integrated into the school curriculum.
Development goals
The Agenda 2030 for Sustainable Development, adopted by the United Nations General Assembly in September 2015, calls for a new vision to address the environmental, social and economic problems facing the world today. The agenda includes 17 Goals for Sustainable Development (SDGs), including SDG 4 on education.
Since 1909, the ratio of children in developing countries in school has increased. Before that, a small group of boys attended school. At the beginning of the 21st century, the majority of children in most regions of the world attend school.
Universal Primary Education is one of the eight International Millennium Development Goals, to which progress has been made in the last decade, although obstacles still exist. Securing charitable funding from a potential donor is one of the most persistent issues. Researchers at the Overseas Development Institute have indicated that major barriers to funding for education include conflicting donor priorities, immature aid architecture, and lack of evidence and advocacy for this issue. In addition, Transparency International has identified corruption in the education sector as a major barrier to achieving Universal Basic Education in Africa. Furthermore, demand in developing countries to improve access to education is not as high as foreigners expect. The indigenous government is reluctant to take on the ongoing costs. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than working for long-term educational benefits.
A study conducted by the UNESCO International Education Planning Institute demonstrates that stronger capacity in educational planning and management may have an overwhelmingly important impact on the system as a whole. Sustainable capacity building requires complex interventions at the institutional, organizational and individual levels that can be based on several basic principles:
- national leadership and ownership should be the touchstone of any intervention;
- strategies should be context-specific and context-specific;
- plans should use an integrated set of complementary interventions, although implementation may need to be done in stages; Partners
- must commit to long-term investment in capacity building while working towards short-term achievements;
- external intervention should depend on assessing the impact of national capacity at various levels;
- a certain percentage of students should be removed for academic improvisation (usually done at school, after grade 10).
Internationalization
Almost every country now has Universal Primary Education.
The similarity - in the system or even in the idea - that schools share internationally has led to an increase in international student exchange. The European Socrates-Erasmus program facilitates exchanges at European universities. The Soros Foundation provides many opportunities for students from Central Asia and Eastern Europe. Programs such as International Baccalaureateate have contributed to the internationalization of education. The online global campus, led by American universities, allows free access to classroom material and lecture files recorded during the actual class.
The International Student Assessment Program and the International Association for the Evaluation of Educational Achievements objectively monitor and compare students' proficiency from different countries.
Education and technology in developing countries
Technology plays an increasingly significant role in improving access to education for people living in poor areas and developing countries. Charities like One Laptop per Child are dedicated to providing the infrastructure through which the less fortunate can access educational material.
The OLPC Foundation, a group of MIT Media Labs and supported by several large companies, has another mission to develop a $ 100 laptop to deliver educational software. Laptops are widely available in 2008. They are sold at prices or given on a donation basis.
In Africa, the New Partnership for Africa's Development (NEPAD) has launched an "e-school program" to provide all 600,000 primary and secondary schools with computer equipment, learning materials and internet access in 10 years. An International Development Agency project called nabuur.com, beginning with the support of former US President Bill Clinton, uses the Internet to enable co-operation by individuals on social development issues.
India is developing a technology that will bypass landline phones and Internet infrastructure to provide distance learning directly to its students. In 2004, the Indian Space Research Organization launched EDUSAT, a communications satellite that provides access to educational materials that can reach more of the country's population at a greatly reduced cost.
Private vs public funding in developing countries
Research into LCPS (low-cost private schools) finds that over 5 years to July 2013, LCPS debates over achieving the goal of Education for All (EFA) is polarized and finds a growing scope in international policy. Polarization is caused by disputes around whether schools are affordable for the poor, reaching disadvantaged groups, providing quality education, supporting or undermining equality, and financially sustainable. This report examines the main challenges faced by development organizations that support LCPS. Surveys show these types of schools are expanding across Africa and Asia. This success is associated with excess demand. The survey found attention to:
- Equality: These concerns are widely found in the literature, showing growth in low-cost private schools may exacerbate or perpetuate inequalities that already exist in developing countries, between urban and rural populations, lower incomes and higher families , and between girls and boys. Report findings indicate that girls may be under-represented and that LCPS reaches lower-income families in smaller numbers than higher-income families.
- Quality and education outcomes: It is difficult to generalize about the quality of private schools. While most achieve better results than government counterparts, even after their social background is taken into account, some studies have found otherwise. Quality in terms of teacher absenteeism, teaching activities, and student and teacher ratios in some countries is better in LCPS than in public schools.
- Choice and ability for the poor: Parents may choose private schools because of their perception of better quality teaching and facilities, and the preference of English teaching. Nevertheless, the concept of 'choice' does not apply in all contexts, or to all groups in society, in part because of limited capabilities (not including most of the poorest) and other forms of exclusion, related to caste or social status. li>
- Cost-effectiveness and financial sustainability: There is evidence that private schools operate at low costs while keeping teacher salaries low, and their financial situation may be precarious where they depend on the costs of low-income households.
This report shows some cases of successful voucher and subsidy programs; the evaluation of international support for the sector is not widespread. Addressing regulatory ineffectiveness is a major challenge. Approaches emphasize the importance of understanding the market politics economy for LCPS, in particular how power relations and accountability between users, governments and private providers can produce better educational outcomes for the poor.
Education theory
Educational psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, teaching psychology, and school social psychology as an organization. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists tend to be identified as educational psychologists, while practitioners in school or school-related settings are identified as school psychologists. Educational psychology is concerned with the educational attainment process in the general population and in sub-populations such as gifted children and those with specific disabilities.
Educational psychology can be partially understood through its relationship with other disciplines. It is informed primarily by psychology, bringing the link to the discipline analogous to the relationship between medicine and biology. Educational psychology, in turn, informs various specializations in educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and learning science. At the university, the department of educational psychology usually resides within the faculty of education, perhaps accounting for the lack of representation of educational psychological content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
Education-intelligence relation
Intelligence is an important factor in how individuals respond to education. Those with high intelligence tend to perform better in school and move on to higher levels of education. This effect can also be observed in the opposite direction, in education it increases measurable intelligence. Studies have shown that while educational attainment is important in predicting later intelligence, intelligence in 53 is more closely correlated with intelligence at age 8 than in educational attainment.
Learn the modalities
There has been much interest in studying the modalities and styles of the past two decades. The most commonly used learning modalities are:
- Visual: learn based on observation and see what is being learned.
- Auditory: learn based on listening instruction/information.
- Kinesthetic: learning by motion, e.g. work directly and engage in activities.
Other commonly used modalities include music, interpersonal, verbal, logical, and intrapersonal.
Dunn and Dunn focus on identifying relevant stimuli that can influence learning and manipulate the school environment, at about the same time as Joseph Renzulli recommending various teaching strategies. Howard Gardner identifies various modalities in his Multiple Intelligence theory. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on Jung's works, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other in a learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follow a similar but simplified approach.
Several theories suggest that all individuals benefit from various learning modes, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. The consequence of the latter theory is that effective teaching should present a variety of teaching methods that include all three modalities of learning so that different students have equal opportunities to learn in an effective way for them. Guy Claxton has questioned the extent to which learning styles such as Visual, Auditory and Kinesthetic (VAK) are helpful, especially since they can have a tendency to label children and thereby limit learning. Recent research argues, "there is insufficient evidence to justify incorporating a learning style assessment into public education practice."
Mind, Brain, and Education
Neuroscience education is an emerging scientific field that unites researchers in cognitive neuroscience, the development of cognitive neuroscience, educational psychology, educational technology, educational theories and other related disciplines to explore the interactions between biological processes and education. Researchers in neuroscience education investigate the neural mechanisms of reading, their numerical cognition, attention, and difficulties including dyslexia, dyscalculia, and ADHD when they are associated with education. Several academic institutions around the world are beginning to devote resources to the formation of educational neuroscience research.
Philosophy
As an academic field, the philosophy of education is "the philosophical study of education and its problems (...) the central subject is education, and its method is philosophy". "The philosophy of education may be the philosophy of the educational process or the philosophy of educational discipline, meaning that it may be part of the discipline in the sense of caring for the purpose, form, method or outcome of the educational or educational process, or perhaps the metadisciplinary in the sense of being concerned with the concept, , and disciplinary methods. "Thus, it is part of the field of education and the field of applied philosophy, drawing from the field of metaphysics, epistemology, axiology and philosophical (speculative, prescriptive or analytical) approaches to answering questions in and about pedagogy, educational policy, and curriculum, and learning process, to name a few. For example, it may study what constitutes education and education, values ​​and norms expressed through education and educational practices, the limits and legitimacy of education as an academic discipline, and the relationship between educational theory and practice.
Educational goals
There is no broad consensus on what the primary goal or goal of education should be or should be. Some authors emphasize their value to individuals, emphasizing their potential to positively influence a student's personal development, promoting autonomy, shaping cultural identity or building careers or jobs. Other authors emphasize the contribution of education to community goals, including good citizenship, shaping students into productive members of society, thereby promoting the general economic development of society, and preserving cultural values.
Curriculum
In formal education, the curriculum is a series of courses and their content offered in schools or universities. As an idea, the curriculum comes from the Latin word for race courses , refers to the course of deeds and experiences in which children grow up. The curriculum is prescriptive and based on a more general syllabus that only determines what topics should be understood and to what extent to achieve a certain value or standard.
Academic discipline is a branch of knowledge that is formally taught, either at the university or through other such methods. Each discipline usually has several sub-disciplines or branches, and the line of distinction is often random and ambiguous. Examples of a wide field of academic disciplines include natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.
Educational institutions may include art as part of the K-12 curriculum or in majors at colleges and universities as an option. Various types of visual art are music, dance, and theater.
Instructions
Instruction is the facilitation of learning of others. Instructors in primary and secondary institutions are often called teachers, and they direct students' education and may attract many subjects such as reading, writing, math, science and history. Instructors in post-secondary institutions may be called teachers, instructors, or professors, depending on the type of institution; and they mainly only teach their specific discipline. Studies from the United States show that teacher quality is the most important factor affecting student performance, and that countries that score high on international tests have several policies to ensure that the teachers they use are as effective as possible. With the passage of NCLB in the United States (No Child Left Behind), teachers must have high qualifications. A popular way to measure teaching performance is to use teacher evaluation (SETS), but this evaluation has been criticized for being counterproductive to learning and inaccurate due to student bias.
College basketball coach John Wooden the Westwood Witch will teach through the quick technique "It's Not That". He will show (a) the correct way to perform an action, (b) the wrong way the player does, and again (c) the correct way to perform an action. This helps him become a responsive teacher and corrects mistakes quickly. Also, little communication from him means more time can be done by players.
Education economics
It has been argued that the high level of education is very important for countries to achieve high levels of economic growth. Empirical analysis tends to support theoretical predictions that poorer countries must grow faster than rich countries because they can adopt advanced technology already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers capable of operating a new machine or production practices borrowed from the leader to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of the "human capital" inventory. Recent studies on the determinants of aggregate economic growth have emphasized the importance of fundamental economic institutions and the role of cognitive skills.
At an individual level, there is a great deal of literature, generally related to Jacob Mincer's work, on how income relates to schools and other human resources. This work has motivated a large number of studies, but is also controversial. The main controversy revolves around how to interpret the impact of the school. Some students who have shown high potential for learning, by testing with high intelligence, may not achieve their full academic potential, due to financial difficulties.
Economists Samuel Bowles and Herbert Gintis argued in 1976 that there was a fundamental conflict within American schools between the egalitarian goals of democratic participation and inequality as indicated by the profitability of sustainable capitalist production.
The future of education
Many countries are now drastically changing the way they educate their citizens. The world is changing at an accelerating rate, which means that much knowledge becomes obsolete and inaccurate faster. Therefore, the emphasis shifts to teaching learning skills: to take new knowledge as quickly and narrowly as possible. Finnish schools have even begun to move away from the subject-focused curriculum, introducing developments such as phenomenal-based learning, where students learn concepts like climate change instead.
Education is also a commodity that is no longer reserved for children. Adults also need it. Some government agencies, such as Finland's Sitra Innovation Fund in Finland, have even proposed mandatory lifelong education.
See also
- Alternative education
- Bildung
- Teach with
- Comprehensive sexuality education
- Education for Sustainable Development
- Educational technology
- List of educational terms
- Human rights education
- Index of educational articles
- List of educational articles by country
- Outline of education
- Progressive education
- Right to education
- Sociology of education
- Students
- School
- School uniform
- No school
- Education in Islam
Source
Ã, This article incorporates text from free content works. Licensed under the CC-BY-SA IGO 3.0 licensing license: Outside: Education sector responses to violence based on sexual orientation and gender identity/expression , 54, UNESCO. To learn how to add open license text to Wikipedia articles, please see Wikipedia: Added open license text to Wikipedia. For information on reusing text from Wikipedia, please see the terms of use. Ã, This article incorporates text from free content works. License statement: Solve code: girls and women's education in science, technology, engineering, and mathematics (STEM) , UNESCO. To learn how to add open license text to Wikipedia articles, please see Wikipedia: Added open license text to Wikipedia. For information on reusing text from Wikipedia, please see the terms of use.
References
External links
- Education in Curlie (based on DMOZ)
- Educational Resources from UCB GovPubs Library
- UNESCO Institute for Statistics: International comparable statistics for the education system
- World Bank Education
- System Approach for Better Education Outcomes (SABER)
- Education Statistics (EdStats)
- Intelligent System Educational Mapping Tool
- OECD Education GPS: Policy statistics and analysis, interactive portal
- OECD statistics
- Planipolis: a portal of educational plans and policies
- IIEP Publication on Education System
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