Aspects of a Global Education - Term Paper Example

Though children may be too young or lack the maturity to make education decisions for themselves, their parents or legal guardians may be able to make such decisions. However, much of the primary school curriculum is based on what students will need to learn in secondary education, to pass GCSE (General Certificate of Secondary Education) tests. Curriculum content decisions are generally made by school administrators, though considerations must be made for content that addresses how students will prepare to pass the GCSE and other certificate examinations throughout the education system. Increasingly, how the content is delivered, or in what context, is left to administrators and educators to decide. Educators and administrators should decide what and how children in the UK are educated. Professionals in education are in the best position to understand what resources and tools work best in educating the majority of learners. They are most familiar with innovations that work and those that do not. They are capable of aligning national education requirements with appropriate curriculum and learning activities. The argument can be made that parents and families may be able to help their children make the appropriate choices in their education. Parents and families want the best education for their children, though they may not view the best education in the same light as educators and administrators. ‘The inherent paradigms, values and epistemologies, which they subconsciously carry with them, may block out the value of local knowledge’ (Lynch & Modgil, 1998). Families may have preferences in the type of content or specific knowledge their children are provided. They may know what interests and strengths their children possess, and how their children learn best. Just as children may carry values and beliefs with them that prevent them from considering local knowledge, they may also become so focused on the local knowledge, that they miss out on a more global perspective in education. Families may believe they are protecting their children from the negative influences or aspects of a more global education. They may believe they are preserving a way of life or belief system that is being jeopardized by progress or innovation. However, unless each parent or family is dedicated and willing to design a continuing curriculum which also meets the national standards, they may omit some content, material or subject matter they may deem unimportant. They may not realize their children will need to know specific concepts or have certain skills later in their education or in their careers. Those working in educational systems have more current knowledge on the skills and knowledge that students will need to live and work in a diverse society. Educators can also help children develop the skills, attitudes and concepts they need to deal with increasing diversity in their lives. Education is supposed to prepare children for success as adults, as well as to function in an increasingly complex local and global society. ‘Both the older and younger generations of Europeans seem to have been learning by adjusting to new experiences which are the outcomes of the diversity inherent in the European commonality’ (Brock & Tulasiewicz,1999). Not only do residents of various European nations travel and move from one nation to another more freely and more often, they also move in and out of Europe, to other parts of the world. It is more likely today than ever before, that college graduates will explore employment opportunities in places other than their country of origin. According to a study published by the Institute of Public Policy Research, there are roughly ‘5.5 million British born people live abroad.’ They often go the Australia, Spain and the U.S., though many have moved to Asian countries as well. Many of those working abroad are young, single people without families. This statistic has serious implications for how children in the UK are educated. Not only must they adapt to different lifestyles and cultures, they may also start families and raise children with partners of other nations. Nearly 300 thousand immigrants also move to the UK annually. Children are likely to work in a very culturally diverse environment, whether they move away from the UK or stay. They need to know how to communicate with diverse populations and they should possess some knowledge of those cultural differences. They should understand where they fit in a global society and in a global economy. Many primary and secondary students will attend college, either in the UK or abroad. According to the US/UK Study Group (2009, p.46), higher education in both nations ‘must turn outwards, and develop models of higher education collaboration that are truly suited to the globe.’ In order for students to succeed in global higher education environments, they must have prior exposure to global concepts and an appreciation for a more diverse educational environment. Families may or may not have exposure or experiences in diverse work or educational environments. They may fail to realize the importance of such exposure, if they have not experienced it themselves. This is why educators are an important part of the curriculum design and context in which children learn. They are able to present cultural diversity through many different learning opportunities and in a variety of learning settings. They can promote acceptance of diversity within the classroom through inclusion of the ideas, thoughts and cultural traditions of a diverse group of learners. Such acceptance will be necessary for children seeking higher education opportunities. It will also be necessary in many different work situations, in a variety of industries, throughout the UK. Education in the UK is mandatory for all children ages 5 through 16. Education in core subjects and foundation subjects is mandated by the National Curriculum, introduced in 1992. In 1993, the National Commission on Education issued a statement to the effect that young people were not being challenged enough and their abilities were not being utilized. ‘One imperative has been the need in the economy for more adaptable, skilled and suitably qualified people’ (Norwich, 2000). Legislation that focuses on improving education is important. Agencies such as NCE and are necessary to set standards in education. However, politics should not have an undue influence on education. It should let those professionals who know how to align curriculum with standards make decisions about how and what is taught. “Government policy on 14-19 education and training emphasizes individualized learning, increasing the range of options (of institutions) available to individual learners” (Nuffield, 2010). Such a statement indicates or suggests that government policy should help shape the direction of education in the UK, but should let the professionals determine how that will happen and use the skills they have worked for many years to develop, to provide the most suitable education for many students. This does not mean students and their families should not have choices. They should be able to choose the most appropriate institution for their children, based on needs, challenges, strengths, abilities and interests. Rouse & McLaughlin (1999) explain some of the interventions that governments should take in improving education. They include ‘improving economies by tightening a connection between school, employment and trade, enhancing student outcomes in employment related skills and competencies, reducing costs of government for education and increasing community input to education by direct involvement in school decision making.’ None of these include determining the specific content that should be provided or how the content should be delivered. There are some challenges in working with or through changes that government education policy may prescribe. Reducing costs may mean that a school administrator has to cut certain programs or learning activities within a school. Some programs or activities eliminated may also benefit children, in terms of academic success. Neither parents nor teachers will be able influence such decisions. However, in terms of choice, families may be able to find another schooling option or situation that is more beneficial to the individual child. Educators themselves have a more difficult time finding solutions, when resources are limited. They may have to make tough decisions about which learning activities are most useful. Again, they are the most knowledgeable about the effects of one type of learning activity or program, compared to another. Teachers are in a unique position to influence, to an extent, the use of innovations and to provide meaningful research data for policy makers, whether at the school level, within the community or among colleagues. They work with a variety of learners and can more accurately assess situations in which new applications will be more or less effective. Teachers can contribute to educational research in ways that families and policy makers cannot. They ‘enhance research and innovation in schools by localising and contributing to the design and methodology of research projects, devising learning and research situations that better adapt to the reality of schools, and offering invaluable insights into the limitations, strengths and applicability of research outputs in schools’ (Kikis-Papadakis, 2000, p. 20). In general, teachers or educators are the key to improvements in education. They provide the most insightful data on a variety of education challenges. Because they are the most frequent contributors to educational research, teachers are more in tune with research results, which may influence the content and context in which they help children learn. As educators have access to the most valuable research applicable to learning environments, they can make the most sound decisions. Parents today are extremely busy. In most families, both parents work at least part time. Though they may be able to access research data from a home or work computer, they lack both the time and information that might be useful in making sound decisions about what and how their children learn. Teachers have access to links and databases that families might not. They are also able to make more sense of the information they access. They know what sets of data are most applicable to their school, classroom and overall educational setting. There has been criticism of today’s teachers in the UK, with claims that they are not teaching the 3Rs and basic skills. However, ‘they are highly valued by children and parents and in general are doing a good job. They do not neglect and never have neglected the 3 Rs’ (Cambridge Primary Review, 2009). If teachers were doing such a poor job, they would be losing their jobs at an astounding pace. But they are not. Despite government mandates and policies that are continually changing, teachers remain the one stable force in a child’s education. This is especially true in primary education, though it is applicable in the other levels as well. Most parents understand the value of education for their children. They realize that without it, life would present many more struggles and challenges for them. Yet many parents complain that school work is beginning to encroach on family life. Children also want to keep school and family life separate. ‘The desire to keep family and academic life separate leads many children to regard parental involvement in school with unease’ (Cambridge Primary Review, 2009). Without increased parental involvement, it would be difficult for parents to make informed decisions on what and how their children are taught. Children today want more independence and autonomy. They want to utilize skills and concepts they have learned at home. They regard too much parental involvement as a hindrance to their education. While the review suggests that parents and teachers should continue to keep lines of communication open, there should be a limit to how much influence parents have on the education of their children. Despite the continual changes in education legislation and increased demands it places on educators and teachers, they do a good job in keeping up, while still providing balance and equity in the classroom. It has been suggested that family background has a great impact on early learning and achievement. According to Sammons et al (2008) ‘family and background factors on children’s outcomes in weaker at age 11 that at age 7 and the influence of neighbourhood disadvantage as a predictor of children’s cognitive and social behavioural outcomes is non-significant.’ If family and background factors can have a negative impact on early learning, it would not make much sense then, to allow parents to have a greater say in what and how their children learn. There are many things to consider. First, parents of children who are less likely to succeed may not have received adequate education themselves. While some parents might realize this, they would not necessarily know how or what to do the improve the academic success of their children. Second, parents might not understand the interventions and tools available to educators, that may be helpful in improving children’s academic success. There are many reasons why educators are the most suitable in determining what and how children are taught. While they may lack some particular insights that some parents may possess, in terms of their child’s unique abilities, skills and preferences, they are able to identify areas in which a child might need additional assistance or intervention. They are also uniquely qualified to apply techniques and tools that are most applicable, for specific learning contexts and content. They are increasingly trained to utilize a variety of tools at their disposal. They spend quite a bit of time each day observing children in a variety of settings and in a variety of learning activities. They are the most capable, when modifications to the learning environment are required, or when children struggle with specific skills or concepts. If they are unable to reach some children, they are in a position to make recommendations to the most appropriate professionals or services. Many parents are unaware of the services and supports that are available to their children through schools. Too much government intervention is also not a good idea. While certain standards must be outlined, to maintain or improve academic standards in the UK, government officials lack the ability to meet the needs of each and every child. School administrators and educators are much better at this. They have trained to utilize the various tools and methods available in teaching. They are able to align content with government mandates and certification requirements. Government does not take into account the unique characteristics of the individual learning community or cultural diversity that may exist within a school or region. Education professionals are most knowledgeable in meeting the challenges that individual schools and communities face. Bibliography Brock, C. & Tulasiewicz, W., 1999. Education in Single Europe. London: Routledge Farmer. Cambridge Primary Review, 2009. Available at http://www.primaryreview.org.uk/Downloads/Finalreport/CPR-booklet_low-res.pdf. [Accessed 5 April, 2010]. Kikis-Papadakis, K., 2000. Synergy between Practitioners needs and opportunities, Research orientations and Decision Making on the usage of ICT in primary and secondary education. [Final Report] DG Research, HPHA-CT2000-00033. Lynch, J. & Modgil, (1998). Innovations in delivering primary education, volume 3. : Tradition and innovations in delivering primary education. Continuum International Publishing. Norwich, B. (2000). Education and Psychology in Interaction : Working with Uncertainty in Interconnected Fields. London: Routledge. Pring, R., et al, 2010. The Nuffield review of 14-19 education and training. Available at http://www.nuffield14-19review.org.uk/. [Accessed 5 April, 2010]. Rouse, M. & McLaughlin, M. (1999). Special education and school reform in the United States and Britain. Routledge. P. 2. Sammons, P. et al (2008). Effective pre-school and primary education 3-11 project (EPPE3-11) influences on children’s cognitive and social development in year 6. DCSF-RB048-049, ISBN, 978 1 84775 229 1 Sriskandarajan, D. & Drew, C., 2006. Brits abroad: Mapping the scale and nature of British emigration. Institute for Public Policy Research. Available at http://www.ippr.org.uk/members/download.asp?f=/ecomm/files/BA_exec_summ.pdf&a=skip. [Accessed 5 April, 2010]. US/UK Study Group, 2009. Higher Education and collaboration in global context: Building a global civil society. Available at http://www.international.ac.uk/resources/Final%20Report.pdf. [Accessed 6 April, 2010]. Read More