-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
21st Century Education: Globalization Pillarcarrionc
A presentation on the aspects of Globalization on modern education. The presentation was only designed as a supporting resource, so does not include many details.
-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
21st Century Education: Globalization Pillarcarrionc
A presentation on the aspects of Globalization on modern education. The presentation was only designed as a supporting resource, so does not include many details.
Tran 1 Anh Tran Professor Munoz English 101.docxaryan532920
Tran 1
Anh Tran
Professor Munoz
English 101
3-17-17
The Education System in the US
The American public school system has long been seen to curtail creativity and promote
academic mediocrity due to the emphasis on passing standardized tests. Considering every student
is unique in terms of talents and learning ability, the grading system discourages students from
developing in their own capacity which leads to a negative perception about education. Most
students consider elementary school to be the most enjoyable aspect of their learning since learning
was supplemented by fun activities. As students progress within the system, they tend to
experience numerous pressures to perform which leads to knowledge drain and may promote
school drop outs. The essay will critique the system to identify the aspects of the school
environment that make it challenging for students.
The school environment is traditionally designed to categorize students based on their
academic achievement. A series of tests are used to gauge performance that directs the placement
of students. I appreciate the need for a system that identifies the learning needs of every student
and design teaching programs that address these needs, however, the current placement system
only serves to frustrate and isolate the so-called ‘weak' students. Rose's placement was a confusion
that was never identified leading to his stay in vocational track for two years. Rose points out that
the vocational track served as a dumping ground for students who were not quite making and most
teachers failed to implement effective teaching techniques that would engage the imagination of
I would ground
this assertion
with a quote
or citation
This is a good place
to introduce sources
comma
Avoid overt announcements and instead specifically explain which areas/aspects are challenging
Transition
semi-colon
Introduce author's name and title here
OK, good
OK
Tran 2
the students in his class. The focus of the classes was to increase the economic opportunities of the
students and impact job skills like troubleshooting, effective communication and problem-solving.
Due to the lack of inventiveness by teachers, the students in the Voc. Ed. classes did not develop
but instead succumbed to the pressures of the system by morphing into mediocre students in terms
of problem-solving and learning enthusiasm (Rose 168). The placement process should be well
planned to identify the specific qualification criteria and the systemic learning outcomes required
for each level. This will guide teachers in their teaching criteria to ensure children develop and
grow regardless of their placement.
Ken Robinson's talk on "Do schools kill creativity" questions the integrity of the school
system's ability to effectively educate children. He identifies that the system is fixated on
celebrating one type of intelligence that is evident in the hierarchy of ...
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
Stanford SOCIAL INNOVATIONReviewRedefining Education i.docxwhitneyleman54422
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing
World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many
don’t even finish primary school. In Ghana, for example, only 50 percent of children
complete grade 5, and of those, less than half can comprehend a simple paragraph.
The UNESCO program Education for All, which as part of the Millennium Development
Goals aims to provide free, universal access to primary schooling, has been successful
in dramatically increasing enrollment. But, according to annual Education for All reports,
many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of
schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and
examination fees. And because the quality of education is often poor, parents are
forced to pay for additional tutoring to enable their children to pass tests. Opportunity
costs may be even larger — while they are in school, children forgo opportunities to
produce income working on the family farm or selling in the marketplace. It is not
surprising that when education investments do not result in adequate learning, or even
basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to
secondary school. Job prospects for most people in the developing world are poor, and
staying in school past grade 5, or even through grade 10, does not improve them
significantly. In impoverished regions, the vast majority will not secure formal
employment and will be supported primarily through subsistence level agriculture and
trading. Health outcomes in these regions are also dire. Millions of children die every
year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an
emphasis on math, science, language, and social studies. These programs allocate
scarce resources to topics like Greek mythology, prime numbers, or tectonic plate
movement — topics that may provide intellectual stimulation, but have little relevance in
the lives of impoverished children. High performing students in less developed regions
face a much different future from their counterparts’ in wealthier areas. There are no
higher levels of schooling or professional job opportunities awaiting most of these
1
children; they will likely end up working on family or neighborhood farms or starting their
own small enterprises.
Schooling provides neither the financial literacy students will need to manage the
meager resources under their control, nor the guidance needed to create opportunities
for securing a liv.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
12 Reasons to use YouTube in schools and organizations.EduTechNia
A YouTube Educational Channel is a great way to contribute and reinvest in the communities where your employees and customers live and work. We’ll create and maintain the educational YouTube Channel to support your cause.
Objective: A position in educational technology where I can create an energized learning environment that is conducive to the academic, ethical, and social grow of each individual student and the learning community.
Pedagogy of the oppressed is one of the best books I have read this summer. This is a book review of sorts, though I do not highlight all aspects of the book. I only make reference to chapter 2.
It's a Revolution, Click to bring change and hope.EduTechNia
“Our educational system today is meeting neither our aspirations nor our needs. Yet the changes we need cannot be made by the school systems alone. What is required is a common effort by all members of our society to change the way we raise and educate our children. Everyone– parents, students, teachers, schools administrators, and the business community must play a role”
It's a Revolution, Click to bring change and hope.EduTechNia
“Our educational system today is meeting neither our aspirations nor our needs. Yet the changes we need cannot be made by the school systems alone. What is required is a common effort by all members of our society to change the way we raise and educate our children. Everyone– parents, students, teachers, schools administrators, and the business community must play a role”
It's a Revolution, Click to bring change and hope.EduTechNia
“Our educational system today is meeting neither our aspirations nor our needs. Yet the changes we need cannot be made by the school systems alone. What is required is a common effort by all members of our society to change the way we raise and educate our children. Everyone– parents, students, teachers, schools administrators, and the business community must play a role”
School reform was supposed to be one of the flatteners, but unfortunately politics got in the way. This presentation provides an idea to leveling the playing field for public schools in America.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How libraries can support authors with open access requirements for UKRI fund...
The Challlenge of Globalization for Public Schools
1.
2.
3. The challenge is to provide equity and equality in education for ALL
students. And to meet this challenge, fundamental shifts need to
occur in teacher development, program design, curricula and material,
and instructional and assessment practices.
www.edutechnia.org
4. The goal should be to create a school-wide system of
interventions that provides all students with additional time
and support when they experience difficulty in their
learning. www.edutechnia.org
5. Schools and communities must be globally engaged in
terms of education, the environment, healthcare, and
other quality of life issues that form the very fabric of our
urban communities.
www.edutechnia.org
6. The structures and conditions appear not to be in
place for the success of a strategic action plan to
close the achievement gap.
www.edutechnia.org
7. Schools will be successful if they focus on
their people and their priorities addressing
global challenges and opportunities.
www.edutechnia.org
8. In some places around the world
this is lining up for lunch. . .
www.edutechnia.org
9. In some places around the world
this is determination. . .
www.edutechnia.org
10. In some places around the world
this is responsibility . . .
www.edutechnia.org
11. In some places around the world
this is collaboration and teamwork. . .
www.edutechnia.org
12. In some places around the world
this is searching. . .
www.edutechnia.org
13. In some places around the world
this is looking for new opportunities. . .
www.edutechnia.org
14. In some places around the world
this is getting to the American Dream!
www.edutechnia.org
15. As we can see, these children are heroes in their small
villages. They are solving real-world problems, using real-
world thinking and contributing to their communities using
higher order thinking skills in real life situations:
• remembering
• understanding
• applying
• analyzing
• evaluating
• creating
16. When they arrive at our schools from third
world countries they have to meet our
standards . . . www.edutechnia.org
17. • Arizona has been a port of entry for many of our
students and their families.
• Many of them come from poor living standards.
www.edutechnia.org
18. Are they ready to meet the standards?
www.edutechnia.org
19. State Standards
Rigorous standards might further disadvantage our most vulnerable
children. In our current time-bound system, this fear is well founded.
Applied inflexibly, high standards could cause great mischief.
20. Holding all students to the same high standards means that some
students will need more time, just as some may require less.
Standards are then not a barrier to success but a mark of
accomplishment.
State Standards
22. We might not be providing the learning
environment for ELL students to succeed.
www.edutechnia.org
23. quot;Child laborquot; is, generally speaking, work for
children that harms them or exploits them in some
way.
www.edutechnia.org
24. Inequalities in the system:
Immigrant families settle in poor
neighborhoods and their children
attend hard-to-staff schools. These are
the schools that fail to make AYP,
with overcrowd classrooms, and
unqualified and underpay teachers.
This is a prescription for failure!
www.edutechnia.org
25. 75 % of the families
that moved to America
share a common goal
or vision:
89 % of the families that
arrive from Latin America
share a common goal or
vision:
www.edutechnia.org
26. “Be part of the American Dream”
School and society have failed to capitalize on this strength!
We all know the phrase: Where there is a Will, there is a way!
27. The educational landscape has shifted in the past decade. Many emigrant or ELL
students are entering the US. schools with weak academic skills at the same
time that schools are emphasizing rigorous, standards-based curricula and high
stakes assessments.
www.edutechnia.org
28. ELL, especially those at beginning levels, are learning this challenging content in
a language they do not speak, read, or write proficiently. Some immigrant
students arrive at our schoolhouse doors with very limited formal schooling.
www.edutechnia.org
29. Changes in the geographic distribution of ELL present new challenges to the
numerous districts in these new destination states that have not served these
students in the past.
www.edutechnia.org
30. The lack of success in educating linguistically and culturally diverse students is
problematic because federal and state government expects all students to meet
high standards.
www.edutechnia.org
31. Furthermore, most of the standardized test that states use have been designed
for, and normed on native English speakers who have spent their educational
careers in U.S. schools. Thus, English learners are at a disadvantage.
www.edutechnia.org
32. Many English learners receive more of their instruction from content area teachers
or aides who have not had appropriate professional development to address their
second language development needs or to make content instruction
comprehensible. This situation hinders academic success.
www.edutechnia.org
33. In order to develop the best educational programs for ELL, we need to
understand their diverse backgrounds. These learners bring a wide variety of
educational and cultural experiences to the classrooms as well as considerable
linguistics differences, and these characteristics have implications for instruction,
assessment, and program design.
www.edutechnia.org
34. Conclusion:
Very often, students’ academic difficulties have more to do with the curriculum,
teaching methods, and classroom setting than with any deficit in the child.
Academic programs are not well-established, sheltered curricula and
appropriate resources are not readily available; most importantly, many teachers
are not trained to meet the needs of these second language learners.
www.edutechnia.org
35. There is a large achievement gap
between ELL and native English
speakers across most program
models. For this gap to be closed,
students must gain three to four
more NCE (normal curve
equivalent) points each year than
English speakers gain.
www.edutechnia.org
36. Furthermore, one of the most critical issues facing educators in delivering
an instructional program appropriate for all students in their classes is:
• those with limited English proficiency
• those who excel academically
• those who are performing at grade level
• those with low academic levels
• those who find reading difficult
• those who have found persistent failure
• those who work hard but continue to struggle academically, and
• those with problematic behaviors
37. Therefore, it is a mythology to believe that we can bridge the achievement gap
under current learning environments and conditions. It is impossible for a
teacher to reach all children when some of them lack the necessary building
blocks of learning. www.edutechnia.org
38. For a teacher to pay significant attention to each individual
child in a class of twenty to forty students means individual
neglect for most children most of the time.
www.edutechnia.org
39. Given the variability in these students’ backgrounds, it is clear that there is no
simple, one-size-fits all solution. They need different pathways for academic
success.
www.edutechnia.org
40. We need to search for a way to make our schools capable of addressing the
needs of increasingly diverse student populations and complexities associated
with the social, economic, and moral demands that society places on our
system of public education.
www.edutechnia.org
41. The paradox is that the more the school tries to be fair in
allocating time, the more unfair the consequences. Providing
equal time for students who need more time guarantees
unequal results. If we genuinely intend to give every student
an equal opportunity to reach high academic standards, we
must understand that some students will require unequal
amounts of time, i.e., they will need additional time.
42. Improving student achievement is hard. It requires meaningful change
in the way educators do their work. It requires new structures, new
tools and new knowledge.
www.edutechnia.org
43. The real challenge of
globalization for public school is
closing the achievement gap.
44. The future belongs to the nation that best educates
its citizens. We have everything we need to be
that nation. And year after year, a stubborn gap
persists between how well white students are doing
compared to their African American and Latino
classmates. The relative decline of American
education is untenable for our economy, it's
unsustainable for our democracy, it's unacceptable
for our children -- and we can't afford to let it
continue. President Barak Obama
www.edutechnia.org
45. How do we close the gap?
Technology is a great unrealized hope in
education reform. It can transform learning by
improving both the effectiveness of existing time
and making more time available through self-
guided instruction, both in school and out.
www.edutechnia.org
46. Technology makes it possible for
students to move at their own pace.
Effective learning technologies have
already demonstrated their ability to
pique student interest and increase
motivation, encouraging students not
only to spend more of their own time in
learning but also to be more deeply
involved in what they are doing.
47. Einstein
inspired
us with the
concept of
relativity,
I never teach my pupils; I only attempt to provide the
conditions in which they can learn.
www.edutechnia.org
48. E is the equalizer. . .
E brings Equity and Equality in Education
E energize the mind at the speed of light
2
EE = mc
49. The blueprint to close the achievement gap
between ELL and native English speakers
may lay in a powerful tool and a simple
formula: 2
E = mc
www.edutechnia.org
50. What is energy?
In general, the concept of energy
refers to “the potential for causing
changes.” Energy is the force that
powers mental processes.
www.edutechnia.org
51. Manifestations of energy in the
conceptual age:
• Innovation
• Creativity
• Problem solving
• Critical thinking
• Wisdom
52. The ultimate objective of any educational enterprise is to improve
student achievement so that individuals may contribute to our
democracy, economy, and communities and live their own
American dreams.
www.edutechnia.org
53. 2
E = mc
One-on-one computing is relatively
one giant leap for learning.www.edutechnia.org
54. Learning at the speed of light
is the BIG BANG for closing
the achievement gap.
www.edutechnia.org