The document discusses the history and purpose of higher education in the United States. It notes that historically, higher education trained clergy, elites, and those in power. It then summarizes key acts and laws that expanded federal support and access to higher education, including the GI Bill, Civil Rights Act, and Department of Education establishment. The author's philosophy is that higher education should provide equal opportunities to all who are prepared, while training individuals for their careers and contributing to a strong economy and democracy through critical thinking skills and a diverse environment.
The document discusses education in the United States across five sections. It describes the public school system and its role in providing equal access to education. It outlines the educational ladder from elementary to post-secondary education, including different school types and inequalities. It discusses the history of racial inequality and segregation in education as well as efforts for desegregation. It also covers challenges with attending university, such as costs, and the emphasis on individual development. Finally, it defines multicultural education, its history and goals of respecting diversity and fair treatment for all groups.
This document summarizes key aspects of different education systems around the world that were explored, including the US, England, South Korea, China, Japan, Singapore, Italy, Belgium, Finland, Lithuania, India, and Mexico. For each country, the main successes and concerns of the education system are outlined. The document concludes that the US could benefit from ensuring free and funded education for all, balancing academic and well-being factors, and strengthening support for teachers through professional development and competitive salaries.
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
Workshop Overview Of The Us Basic Education Systemzulemar
The US education system is decentralized, with authority over curriculum and standards reserved for state and local governments. It faces challenges like ensuring access and retention for all students. Key reforms over time include establishing free public elementary education, desegregating schools, and enacting the No Child Left Behind Act to improve standards and accountability. Debate continues around issues such as school choice, bilingual education, and the role of standardized testing.
The document provides information about the education system of the United States of America. It discusses the background of the country and outlines the typical structure of education with levels including primary/elementary education, secondary education, undergraduate education, and postgraduate education. It also discusses teacher education, examinations and grades, curriculum, and the types of universities including private and state. The top 5 universities are also ranked, with Stanford University, MIT, Caltech, Harvard University, and Princeton University at the top.
A Closer Look to the Educational Sytems of the Worldghostfreak09
A report presented by different individuals from the school of Eastern Samar State University-Guiuan. I hope that students can use it in their studies to.
- Education in the US is managed through a shared arrangement between state and national governments, with various levels of providers and funding sources.
- There are minimum requirements to become a teacher, such as a bachelor's degree, teacher training, and certification. Teacher training programs are available for different grade levels.
- Technology is used as both an aid in education through tools like computer-assisted instruction, and as a subject itself. Distance education and other non-traditional forms have also become more common.
- Schools use various teaching methods ranging from lectures to demonstrations, discussions, and hands-on learning. Assessment and standards-based reforms have also been implemented.
Global Curriculum Presentation Group 1 - Martinez, Steele, MartinShauna Martin
Finland has one of the top-ranked education systems in the world. It focuses on equity, quality, and participation for all students. Teaching is a respected profession. Finland reformed its education system in the 1970s-1990s to be more equitable and skills-focused rather than fact-based. It has high student achievement, graduation rates, and low variation between schools. Standardized testing is limited to the matriculation exam. Teachers undergo rigorous training and are trusted to design classroom assessments without high-stakes testing.
The document discusses education in the United States across five sections. It describes the public school system and its role in providing equal access to education. It outlines the educational ladder from elementary to post-secondary education, including different school types and inequalities. It discusses the history of racial inequality and segregation in education as well as efforts for desegregation. It also covers challenges with attending university, such as costs, and the emphasis on individual development. Finally, it defines multicultural education, its history and goals of respecting diversity and fair treatment for all groups.
This document summarizes key aspects of different education systems around the world that were explored, including the US, England, South Korea, China, Japan, Singapore, Italy, Belgium, Finland, Lithuania, India, and Mexico. For each country, the main successes and concerns of the education system are outlined. The document concludes that the US could benefit from ensuring free and funded education for all, balancing academic and well-being factors, and strengthening support for teachers through professional development and competitive salaries.
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
Workshop Overview Of The Us Basic Education Systemzulemar
The US education system is decentralized, with authority over curriculum and standards reserved for state and local governments. It faces challenges like ensuring access and retention for all students. Key reforms over time include establishing free public elementary education, desegregating schools, and enacting the No Child Left Behind Act to improve standards and accountability. Debate continues around issues such as school choice, bilingual education, and the role of standardized testing.
The document provides information about the education system of the United States of America. It discusses the background of the country and outlines the typical structure of education with levels including primary/elementary education, secondary education, undergraduate education, and postgraduate education. It also discusses teacher education, examinations and grades, curriculum, and the types of universities including private and state. The top 5 universities are also ranked, with Stanford University, MIT, Caltech, Harvard University, and Princeton University at the top.
A Closer Look to the Educational Sytems of the Worldghostfreak09
A report presented by different individuals from the school of Eastern Samar State University-Guiuan. I hope that students can use it in their studies to.
- Education in the US is managed through a shared arrangement between state and national governments, with various levels of providers and funding sources.
- There are minimum requirements to become a teacher, such as a bachelor's degree, teacher training, and certification. Teacher training programs are available for different grade levels.
- Technology is used as both an aid in education through tools like computer-assisted instruction, and as a subject itself. Distance education and other non-traditional forms have also become more common.
- Schools use various teaching methods ranging from lectures to demonstrations, discussions, and hands-on learning. Assessment and standards-based reforms have also been implemented.
Global Curriculum Presentation Group 1 - Martinez, Steele, MartinShauna Martin
Finland has one of the top-ranked education systems in the world. It focuses on equity, quality, and participation for all students. Teaching is a respected profession. Finland reformed its education system in the 1970s-1990s to be more equitable and skills-focused rather than fact-based. It has high student achievement, graduation rates, and low variation between schools. Standardized testing is limited to the matriculation exam. Teachers undergo rigorous training and are trusted to design classroom assessments without high-stakes testing.
Features and Historical Aspects of the Philippines Educational systemRushan Ziatdinov
This document discusses the history and features of the Philippine educational system. It begins by comparing the present study to previous works on the topic. It then provides a brief overview of the management structure and history of the Department of Education in the Philippines. The educational system has evolved over different historical periods, starting with a basic system focused on traditions during early Filipino settlements, then being influenced by Spanish, American, and Japanese colonizers in subsequent eras. The document analyzes challenges faced and proposes recommendations to improve the educational system.
“Analyzing South Korean and North American Educational Systems” by Carolina V...0290Lilian
The document compares the educational systems of South Korea and North America. Some key differences are:
- South Korea spends a higher percentage of its GDP on education than North America.
- South Korea has a national curriculum and standardized textbooks, while standards and curriculum are set at the state level in the US.
- Educational patterns like grade levels and types of high schools differ between the two systems.
- Both systems place importance on education stemming from their historical experiences.
The document also notes stereotypes students in each country have of the other and debates the merits of each system. It concludes that neither system is perfect and they could learn beneficial approaches from each other.
This chapter discusses secondary schooling in America. It covers the history and development of intermediate schools like junior high schools and middle schools. It also discusses the organization and curriculum of modern high schools, including the three main tracks of general, academic, and vocational education. The chapter also examines some of the key problems facing secondary students, such as dropout rates, substance abuse, teenage pregnancy, and suicide.
Schooling System In The USA | Mauric WigleyMaurice Wigley
The US education system is decentralized, with control at the state and local levels. It typically consists of elementary school (K-5), middle school (6-8), and high school (9-12). Education is compulsory until age 16 in most states. Standardized tests like the SAT and ACT are required for college admission. Parental involvement is encouraged through organizations like PTAs.
The American school system consists of pre-school (ages 3-5), primary/elementary school (kindergarten ages 5-6 and grades 1-6 ages 6-12), middle school (grades 7-8 ages 12-14), and high school (grades 9-12 ages 14-18). After high school, students can attend colleges or universities for higher education.
The document provides an overview of the education system in the United States. It includes details such as the country's area, population, official language, and currency. It then discusses the primary, middle, and secondary levels of education. It notes the typical age ranges and grades associated with each level. Finally, it provides examples of core subjects taught at each level and some common grading scales used to evaluate students.
The K-12 educational system in the Philippines aims to address shortcomings in the country's basic education system based on recommendations from surveys since 1925. It adds two years of junior and senior high school, bringing the total to 12 years of basic education. This is intended to better prepare students for tertiary education and make them more competitive internationally. The senior high school portion includes core subjects as well as opportunities for specialization in academic, technical, or sports/arts tracks. The goal is for students graduating in 2018 to demonstrate college readiness in terms of proficiency in languages, mathematics, sciences and other areas. While there have been issues in implementation, supporters view K-12 as crucial for developing the skills of future generations and leaders in
Education in the United States is publicly funded at the federal, state, and local levels. Children are required to attend school between certain ages that vary by state. The standard K-12 system comprises elementary, middle, and high school, totaling 12 years. At the high school level, students take a variety of core and elective subjects. The top universities in the US include Harvard, Stanford, UC Berkeley, MIT, Caltech, Columbia, Princeton, Chicago, Yale, and Cornell.
This presentation briefly describes about the education systems on different countries of the world, what policies they follow for best results and their rankings.
Presentation by Dena Dossett, Director of Planning in the Department of Data Management, Planning, and Program Evaluation for Jefferson County Public Schools, Louisville, KY. Presented at the Looking Back, Moving Forward Conference, Richmond, VA.
The educational system of the USA can be summarized as follows:
1. It is a compulsory 10-year system from ages 6-16, with higher education optional. It consists of elementary, middle, and high school, followed by college/university for interested students.
2. Enrollment is high at all levels, with over 60 million students enrolled primary through higher education. Literacy rates are also very high at 97-99% for adults.
3. The philosophy emphasizes a student-centered approach focusing on critical thinking, individual learning styles, and practical application over rote memorization. Education aims to empower independent learning.
Gdit 726 education in a global society, south koreaemtinanalqurashi
South Korea has achieved significant educational successes over the past decades through rapid expansion of educational opportunities at all levels and qualitative improvements in education. However, the education system still faces challenges in addressing issues like overcrowded classrooms, achieving a more democratic approach, promoting gender equality, and accommodating South Korea's diverse population in its curriculum. Experts advise ensuring national unification and addressing these ongoing issues to sustain South Korea's high educational performance into the future.
This document discusses the key principles and goals of multicultural education. It aims to promote diversity, equality, and social justice by helping all students reach their potential regardless of background. A multicultural curriculum values different perspectives and experiences, promotes democracy and equity, and acknowledges different histories. It also helps students understand concepts like racism, sexism, and discrimination. The challenges of achieving equity and inclusion for all groups in a diverse society are also examined, such as overcoming barriers related to gender, language, technology access, and engaging families and communities.
This document summarizes a lecture on curriculum and instruction given by Mr. Soeung Sopha. It outlines topics covered in the lecture including curriculum organization, issues in curriculum development, instructional approaches, and emerging curriculum trends. The lecture discusses four instructional approaches - differentiated instruction, cooperative learning, direct instruction, and technology-enhanced instruction. It also provides examples of how these approaches can be implemented in the classroom.
China has the largest population in the world at over 1.3 billion people, most of whom are Han Chinese. Its government is communist and economy is socialist. China faces challenges of not enough jobs, a widening wealth gap, and increasing migrant workers. This has led China to urgently revamp its education system to close digital and language divides and train local talent. China spends less than average on education as a percentage of GDP. Reforms have focused on expanding access to education, improving curriculum, increasing higher education, and creating world-class universities to support China's growing economy and global competitiveness. The future of Chinese education emphasizes developing students in a comprehensive, quality-driven way through innovation, individualization, and lifelong learning
The US education system is decentralized, with each state and over 14,000 local districts setting their own laws and policies. Compulsory education ranges from ages 6 to 18. The pre-primary level includes kindergarten and preschool from ages 4 to 6. Primary education consists of elementary school spanning grades 1-5 or 6. Secondary education is high school covering grades 7-12 and awarding a diploma. Higher education includes vocational training and degree programs at institutions like community colleges, state universities, private universities, and technical colleges.
This document outlines the typical structure and progression of education in the United States from preschool through post-secondary education. It provides the grade levels, typical ages of students, and brief descriptions of the core subjects taught at each level, including preschool, kindergarten, elementary school (grades 1-5), middle school, high school, and college. The education system is publicly funded and compulsory through high school graduation, with local, state, and federal governance.
A Closer Look on the Education System of Selected CountriesMica Sevillano
This document provides an overview of the education systems in several countries including Australia, China, Japan, South Africa, and the United Kingdom. It describes the basic structure and levels of education in each country. In Australia, education is typically 6 years of primary school, 6 years of high school, and 3-6 years of college or university. China has 6 years of primary education, 3 years of junior middle school, 3 years of senior middle school, and 6 years of university. Japan's system includes kindergarten, 6 years of elementary school, 3 years of lower secondary school, 3 years of upper secondary school, and 4 years of university.
The document outlines the history and development of the Philippine educational system from pre-Spanish times to the present. It discusses key periods and programs that have shaped education in the country. A notable recent reform is the K-12 curriculum implemented under President Benigno Aquino, which extended basic education from 10 to 12 years bringing it in line with global standards. The new curriculum aims to improve students' mastery of concepts through a spiral progression approach where topics are revisited at increasing levels of complexity multiple times throughout their schooling.
The document discusses several key topics related to education in the United States including: 1) Education has increased massively over time with more people receiving high school and college degrees, 2) Schools serve important social functions like socialization and cultural transmission according to structural functionalist theories, 3) Conflict theorists see education as reinforcing social inequalities through mechanisms like tracking and cultural capital, 4) Problems still exist such as unequal school funding, dropouts, segregation, and academic standards.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
The education system of China is centralized and managed by the Ministry of Education. It has the following key aspects:
- It has a tiered structure with pre-primary, primary, secondary, and tertiary levels. Secondary is divided into junior and senior levels.
- The curriculum focuses heavily on core subjects like Chinese, math, and English and emphasizes exams for advancement.
- Teacher education is provided through undergraduate and graduate university programs, and teachers undergo professional development training.
- The system is publicly funded through government appropriations that account for around 4% of China's GDP. Planning and administration is hierarchical with national, provincial, and local bodies.
Features and Historical Aspects of the Philippines Educational systemRushan Ziatdinov
This document discusses the history and features of the Philippine educational system. It begins by comparing the present study to previous works on the topic. It then provides a brief overview of the management structure and history of the Department of Education in the Philippines. The educational system has evolved over different historical periods, starting with a basic system focused on traditions during early Filipino settlements, then being influenced by Spanish, American, and Japanese colonizers in subsequent eras. The document analyzes challenges faced and proposes recommendations to improve the educational system.
“Analyzing South Korean and North American Educational Systems” by Carolina V...0290Lilian
The document compares the educational systems of South Korea and North America. Some key differences are:
- South Korea spends a higher percentage of its GDP on education than North America.
- South Korea has a national curriculum and standardized textbooks, while standards and curriculum are set at the state level in the US.
- Educational patterns like grade levels and types of high schools differ between the two systems.
- Both systems place importance on education stemming from their historical experiences.
The document also notes stereotypes students in each country have of the other and debates the merits of each system. It concludes that neither system is perfect and they could learn beneficial approaches from each other.
This chapter discusses secondary schooling in America. It covers the history and development of intermediate schools like junior high schools and middle schools. It also discusses the organization and curriculum of modern high schools, including the three main tracks of general, academic, and vocational education. The chapter also examines some of the key problems facing secondary students, such as dropout rates, substance abuse, teenage pregnancy, and suicide.
Schooling System In The USA | Mauric WigleyMaurice Wigley
The US education system is decentralized, with control at the state and local levels. It typically consists of elementary school (K-5), middle school (6-8), and high school (9-12). Education is compulsory until age 16 in most states. Standardized tests like the SAT and ACT are required for college admission. Parental involvement is encouraged through organizations like PTAs.
The American school system consists of pre-school (ages 3-5), primary/elementary school (kindergarten ages 5-6 and grades 1-6 ages 6-12), middle school (grades 7-8 ages 12-14), and high school (grades 9-12 ages 14-18). After high school, students can attend colleges or universities for higher education.
The document provides an overview of the education system in the United States. It includes details such as the country's area, population, official language, and currency. It then discusses the primary, middle, and secondary levels of education. It notes the typical age ranges and grades associated with each level. Finally, it provides examples of core subjects taught at each level and some common grading scales used to evaluate students.
The K-12 educational system in the Philippines aims to address shortcomings in the country's basic education system based on recommendations from surveys since 1925. It adds two years of junior and senior high school, bringing the total to 12 years of basic education. This is intended to better prepare students for tertiary education and make them more competitive internationally. The senior high school portion includes core subjects as well as opportunities for specialization in academic, technical, or sports/arts tracks. The goal is for students graduating in 2018 to demonstrate college readiness in terms of proficiency in languages, mathematics, sciences and other areas. While there have been issues in implementation, supporters view K-12 as crucial for developing the skills of future generations and leaders in
Education in the United States is publicly funded at the federal, state, and local levels. Children are required to attend school between certain ages that vary by state. The standard K-12 system comprises elementary, middle, and high school, totaling 12 years. At the high school level, students take a variety of core and elective subjects. The top universities in the US include Harvard, Stanford, UC Berkeley, MIT, Caltech, Columbia, Princeton, Chicago, Yale, and Cornell.
This presentation briefly describes about the education systems on different countries of the world, what policies they follow for best results and their rankings.
Presentation by Dena Dossett, Director of Planning in the Department of Data Management, Planning, and Program Evaluation for Jefferson County Public Schools, Louisville, KY. Presented at the Looking Back, Moving Forward Conference, Richmond, VA.
The educational system of the USA can be summarized as follows:
1. It is a compulsory 10-year system from ages 6-16, with higher education optional. It consists of elementary, middle, and high school, followed by college/university for interested students.
2. Enrollment is high at all levels, with over 60 million students enrolled primary through higher education. Literacy rates are also very high at 97-99% for adults.
3. The philosophy emphasizes a student-centered approach focusing on critical thinking, individual learning styles, and practical application over rote memorization. Education aims to empower independent learning.
Gdit 726 education in a global society, south koreaemtinanalqurashi
South Korea has achieved significant educational successes over the past decades through rapid expansion of educational opportunities at all levels and qualitative improvements in education. However, the education system still faces challenges in addressing issues like overcrowded classrooms, achieving a more democratic approach, promoting gender equality, and accommodating South Korea's diverse population in its curriculum. Experts advise ensuring national unification and addressing these ongoing issues to sustain South Korea's high educational performance into the future.
This document discusses the key principles and goals of multicultural education. It aims to promote diversity, equality, and social justice by helping all students reach their potential regardless of background. A multicultural curriculum values different perspectives and experiences, promotes democracy and equity, and acknowledges different histories. It also helps students understand concepts like racism, sexism, and discrimination. The challenges of achieving equity and inclusion for all groups in a diverse society are also examined, such as overcoming barriers related to gender, language, technology access, and engaging families and communities.
This document summarizes a lecture on curriculum and instruction given by Mr. Soeung Sopha. It outlines topics covered in the lecture including curriculum organization, issues in curriculum development, instructional approaches, and emerging curriculum trends. The lecture discusses four instructional approaches - differentiated instruction, cooperative learning, direct instruction, and technology-enhanced instruction. It also provides examples of how these approaches can be implemented in the classroom.
China has the largest population in the world at over 1.3 billion people, most of whom are Han Chinese. Its government is communist and economy is socialist. China faces challenges of not enough jobs, a widening wealth gap, and increasing migrant workers. This has led China to urgently revamp its education system to close digital and language divides and train local talent. China spends less than average on education as a percentage of GDP. Reforms have focused on expanding access to education, improving curriculum, increasing higher education, and creating world-class universities to support China's growing economy and global competitiveness. The future of Chinese education emphasizes developing students in a comprehensive, quality-driven way through innovation, individualization, and lifelong learning
The US education system is decentralized, with each state and over 14,000 local districts setting their own laws and policies. Compulsory education ranges from ages 6 to 18. The pre-primary level includes kindergarten and preschool from ages 4 to 6. Primary education consists of elementary school spanning grades 1-5 or 6. Secondary education is high school covering grades 7-12 and awarding a diploma. Higher education includes vocational training and degree programs at institutions like community colleges, state universities, private universities, and technical colleges.
This document outlines the typical structure and progression of education in the United States from preschool through post-secondary education. It provides the grade levels, typical ages of students, and brief descriptions of the core subjects taught at each level, including preschool, kindergarten, elementary school (grades 1-5), middle school, high school, and college. The education system is publicly funded and compulsory through high school graduation, with local, state, and federal governance.
A Closer Look on the Education System of Selected CountriesMica Sevillano
This document provides an overview of the education systems in several countries including Australia, China, Japan, South Africa, and the United Kingdom. It describes the basic structure and levels of education in each country. In Australia, education is typically 6 years of primary school, 6 years of high school, and 3-6 years of college or university. China has 6 years of primary education, 3 years of junior middle school, 3 years of senior middle school, and 6 years of university. Japan's system includes kindergarten, 6 years of elementary school, 3 years of lower secondary school, 3 years of upper secondary school, and 4 years of university.
The document outlines the history and development of the Philippine educational system from pre-Spanish times to the present. It discusses key periods and programs that have shaped education in the country. A notable recent reform is the K-12 curriculum implemented under President Benigno Aquino, which extended basic education from 10 to 12 years bringing it in line with global standards. The new curriculum aims to improve students' mastery of concepts through a spiral progression approach where topics are revisited at increasing levels of complexity multiple times throughout their schooling.
The document discusses several key topics related to education in the United States including: 1) Education has increased massively over time with more people receiving high school and college degrees, 2) Schools serve important social functions like socialization and cultural transmission according to structural functionalist theories, 3) Conflict theorists see education as reinforcing social inequalities through mechanisms like tracking and cultural capital, 4) Problems still exist such as unequal school funding, dropouts, segregation, and academic standards.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
The education system of China is centralized and managed by the Ministry of Education. It has the following key aspects:
- It has a tiered structure with pre-primary, primary, secondary, and tertiary levels. Secondary is divided into junior and senior levels.
- The curriculum focuses heavily on core subjects like Chinese, math, and English and emphasizes exams for advancement.
- Teacher education is provided through undergraduate and graduate university programs, and teachers undergo professional development training.
- The system is publicly funded through government appropriations that account for around 4% of China's GDP. Planning and administration is hierarchical with national, provincial, and local bodies.
This document provides an overview of educational systems from several countries around the world. It begins by outlining the objectives of the chapter, which are to increase knowledge of other cultures and peoples, help resolve global problems, improve foreign language skills, and develop tolerance. Several sections then describe the structure and characteristics of educational systems in countries like Australia, China, Japan, South Africa, South Korea, and the United Kingdom. Key details covered include the organization of primary, secondary, and tertiary levels of education as well as typical curriculum, examinations, and qualifications. The document aims to benchmark best practices from high-performing international systems.
The document summarizes India's draft National Education Policy from 2019. The key points are:
1) The policy aims to transform India into an equitable and vibrant knowledge society by providing high-quality education for all, with a focus on access, equity, quality, affordability, and accountability.
2) It proposes reforms to school and higher education, including strengthening early childhood education, ensuring foundational literacy, integrating vocational education, increasing public funding for education, and consolidating higher education institutions.
3) The draft policy faces challenges in its implementation due to issues around funding, coordination with states, addressing disparities in learning levels, and ensuring quality especially in rural government schools.
CH 13 The Changing Purposes of American Education.pptVATHVARY
This chapter describes the relationship between the philosophies and theories
of education and the purposes that have prevailed at different times in the
history of American education. We then examine the important changes
in educational goals of recent years that have been promoted by infl uential
policy reports. First, however, the chapter shows how we defi ne educational
purposes in terms of goals and objectives.
This document provides an overview of sociological perspectives on education. It discusses how functionalists view education as contributing to social stability and mobility, while conflict theorists see it as perpetuating social inequalities. It also examines issues like unequal funding of schools, the role of cultural capital, and racial segregation/integration in the education system.
Different educational settings/curriculum in Japan , China, and USEvadSmith1
The document discusses educational systems in China, Japan, and the Philippines. It provides details on:
- China's highly centralized system with uniform content and national exams.
- Japan's centralized system administered by Mombusho with focus on academics, behavior, and respect.
- The Philippines' K-12 program with kindergarten, K-10 curriculum, and senior high school tracks for academics, technical, or arts.
INTRODUCTION TO HIGHER EDUCATION 8625 unit 1 Part-1R.A Duhdra
INTRODUCTION TO
HIGHER EDUCATION
explain the nature of higher education
discuss the need and purpose of higher
education
know the challenges and suggestions about
higher education
Understand the status, factors and reforms of
higher education in Pakistan
• Lesson 1: Global Education and the Global Teacher
• Lesson 2: A Closer Look at the Education Systems of Selected Countries of the World
• Lesson 3: Multicultural Diversity: A Challenge to Global Teachers
• Lesson 4: Broadening Teaching Perspectives: Teacher Exchange Programs
• Lesson 5: Bringing the World Into the Classroom Through Educational Technology
The document discusses strategies for improving engagement of Latino students in business curriculum at Saint Peter's College, a Hispanic-serving institution. It provides background on HSIs and challenges facing Latino students. Suggested best practices include culturally sensitive instruction, learning communities, service learning, and participatory action research. Specific business course ideas aim to incorporate students' diverse identities, values, and cultures. Measuring student engagement and outcomes could help evaluate success.
8624 Unit 06. cgffggggggfffggggggggggg 06.pdfraheemkhan95959
This document provides an overview of secondary education systems in the UK, USA, Malaysia, China, and Sri Lanka. It describes key aspects of each system such as the types of schools, curriculum, teaching methods, examinations, and certifications. The UK system is outlined as having grammar schools, secondary modern schools, and technical schools following the 1944 Education Act. The US system includes junior high schools and comprehensive high schools. Malaysia's system has lower and upper secondary levels and offers arts, science, technical, and vocational courses. China's system is divided into basic, technical/vocational, higher, and adult education. Sri Lanka has government and non-government schools and its education is divided into four stages.
1. The document discusses Latvia's afterschool education system and ways to ensure quality.
2. A survey of 308 Latvians found that afterschool education helps develop skills for career success like problem solving, teamwork, and understanding different jobs.
3. Interviews found that afterschool programs provide a comprehensive way to develop personality and extra skills through different activities.
4. Recommendations include keeping the system but improving regulations to focus on career skills, ensuring equal access through funding, and providing a clearer definition of interest-related education.
The document discusses various options for educational access such as dual enrollment, co-enrollment, distance learning, and online schools. It reviews the literature on how these options can help underrepresented students transition to college by providing enrichment opportunities earlier. The action plan proposes questioning the insular school model and considering schools as hubs that connect students to a wider world of learning opportunities.
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
This document provides an overview of curriculum development and education systems in several countries including China, India, Indonesia, Malaysia, New Zealand, Pakistan, the United States, the United Kingdom, Canada, Russia, and Japan. It describes the structure of education in each country, from primary to higher education, and highlights some of the reforms to national curriculum frameworks over time, with an emphasis on increasing student-centered learning and problem-solving skills.
This document provides an overview of curriculum development and education systems in several countries including China, India, Indonesia, Malaysia, New Zealand, Pakistan, the United States, the United Kingdom, Canada, Russia, and Japan. It describes the structure of education in each country, from primary to higher education, and highlights some of the reforms to national curriculum frameworks over time, with a focus on increasing student-centered learning, integrating subjects, and reducing curriculum overload.
Federal Programs for School LibrariansJared Shucha
Federal Funds for School Librarians presents background information and overview of how ESEA and ESSA can fund aspects of quality school library programs
Similar to Yianni's Personal Philosophy of Higher Education (20)
2. Purpose of higher education?
• Historically to train:
– the clergy
– the elite
– the men that would occupy positions of power
• system evolved as the needs of the society were changing
• the need to react to certain situations was evident
• taking appropriate action was deemed necessary (Thelin - “A History of
American Higher Education, 2004”)
• Department of Education was created in 1867
– collect information on schools
– teaching to establish effective school systems
– agency's name & location within Executive Branch changed past
130 yrs.
– early emphasis on getting information on what works in
education to teachers and education policymakers continues to
the present day
3. History of higher education
• Second Morrill Act in 1890
– gave the Office of Education responsibility for administering support
for the original system of land-grant colleges and universities
• Smith-Hughes Act in 1917 - Vocational education became
the next major area of federal aid to schools
• George-Barden Act in 1946 - agricultural, industrial, &
home economics training for high school students
• World War II led to a significant expansion of federal
support for education
– Lanham Act in 1941
– Impact Aid laws of 1950
• eased the burden on communities affected by the presence of military and
other federal installations by making payments to school districts
• "GI Bill" in 1944 authorized postsecondary education
assistance
– nearly 8 million World War II veterans to college
4. History of higher education
• Cold War stimulated the first example of
comprehensive federal education legislation
– National Defense Education Act (NDEA) in 1958 in response to the Soviet
launch of Sputnik
• ensure that highly trained individuals would be available to help America
compete with the Soviet Union in scientific and technical fields
• loans to college students & graduate fellowships
• Seeking improvement
– science
– Mathematics
– foreign language & area studies instruction in elementary & secondary schools
• vocational-technical training
5. History of higher education
Anti-poverty & civil rights laws of the 1960s & 1970s
emergence of the Department's equal access mission
Laws:
– Title VI of the Civil Rights Act of 1964
– Title IX of the Education Amendments of 1972
– Section 504 of the Rehabilitation Act of 1973 which prohibited
discrimination based on race, sex, and disability, respectively made civil
rights enforcement a fundamental and long-lasting focus of the
Department of Education
– Elementary and Secondary Education Act in 1965 launched a
comprehensive set of programs
• including the Title I program of Federal aid to disadvantaged children to
address the problems of poor urban and rural areas
• Higher Education Act authorized assistance for postsecondary education,
including financial aid programs for needy college students
6. History of higher education
• In 1980, Congress established the Department of
Education as a Cabinet level agency
– Today, ED operates programs that touch on every
area and level of education
– Department's elementary and secondary programs
annually serve more than 14,000 school districts and
some 56 million students attending more than
97,000 public schools and 28,000 private schools
– Department programs also provide grant, loan, and
work-study assistance to nearly 11 million
postsecondary students.
7. Personal ideology and philosophy of the purpose of
higher education in the USA
• equal opportunities for all individuals who are
prepared to enter such level of education
• necessary training they need in order to adequately
perform in their chosen career fields & positions
• network and socialize with other individuals
• enhance critical and creative thinking skills
• assist in the development, expansion, & sustainability
of a strong economy
• contribute in the formation, & sustainability of a
democratic system
– all are treated equally
– all given equal opportunities for advancement & success
8. Personal ideology and philosophy
Higher education is above & beyond the high school level
curriculum
• two-year institutions as well as four-year institutions are
higher education institutions
– freshmen and sophomores AA Degree seeking enrolled in the
exact same coursework at a 2-yr and at a 4-yr institution
• high school graduates need to be college-ready
academically
– not needing remediation
– skills should have been attained during high school
9. Higher education’s role in forming and sustaining a democracy
Higher education provides individuals with skills and experiences essential for the
formation and sustainability of a democratic system
• critical thinking skills
– analyze, and decide on a variety of social issues
– think objectively
• communication skills (both verbal and written)
• exposure and experiences, particularly instructional experiences
– allow the individual to formulate his/her own opinions
– make his/her own decisions
– Both essential in a democratic environment
• social interaction within a multicultural environment provide
individuals
– understand diversity and effectively function within a diverse and multicultural
environment with a common goal in mind
• freedom of speech and expression
– encouraged and supported in the U.S.
– rights as opposed to privileges necessary for democratic participation in every day
events
10. Access to Higher Education
• All individuals who are adequately
prepared academically/college-ready
– equal access and equal opportunities
• financial means
– allow all to receive the benefits of higher education
11. Responsibility for providing access
All constituencies involved Pre-K and K-12 academic journey
– parents
– teachers
– teacher’s aids
– administrators at all levels
– local community governance state and federal guidance and assistance,
including financial assistance
– middle school and high school College Assistance Program (CAP) advisors
and teachers
– several factors should be addressed
Appropriate, effective, and efficient methods need to be:
• explored
• developed
• implemented
• assessed on a regular basis (accountability)
12. Improving Higher Education
Restructuring of the K-12 system
• essential and necessary
• systems’ curriculum is not aligned with the curriculum of higher
education
• approximately 78% of students attending Community Colleges & 10% of
students attending four-year institutions need remedial education in one
or more subject areas (reading, language skills, and/or mathematics)
(Office of Program Policy Analysis & Government Accountability, April 2006)
Philosophy elementary & middle-school curriculum
• curriculums should be aligned with one another
• ensures student’s smooth transitions from one level to the next
• acquired all necessary skills and knowledge needed to be prepared &
also successful at the next level
• alignment of curriculums between levels of education is necessary
• creation of effective and efficient curriculum is essential
• rigid curriculum (no electives) is needed at each of these levels to ensure
that students don’t skip exposure & knowledge of necessary skills &
education that will enhance their ability to succeed at the next level
13. Improving Higher Education
Necessary skills & education to enhance ability to
succeed ---- to be taken through K-12 system
• Mathematics (Arithmetic, Algebra, Statistics)
• English language skills (mastery & literacy skills in the English
language)
• Philosophy
• World Religion
• Domestic & World Geography
• Political Science
• Physics
• Chemistry
• Foreign/modern language
• Social and Environmental Science
• Arts & Humanities
• Computers/Technology
• Physical Education
14. National Entrance Exams
Who should take it:
• all students during their junior and senior high school
years
Which way to go?
• assessed learning outcomes achieved in the subject areas
of “new curriculum”
• assessed performance based on those two exams
• determine if they will pursue higher education
credentials (i.e., AA, BA, BS, MS, Ph.D., Ed.D., etc.)
or better suited for:
– Associates of Science track
– Associates of Applied Science track
– Vocational training and certificate
• offered at local community colleges and community adult basic education schools
15. 2 Tracks - National Entrance Exams
Liberal Arts Track National Exams:
• English, Mathematics, Reading Comprehension(via History), Social Science
or Humanities, Modern Language
STEM Track National Exams:
• English, Mathematics, Physics, Chemistry, Modern Language
• essay type of questions in each of the subject areas
• instead of the traditional “multiple-choice” questionnaire format of current
exams (SATs & ACTs)
• essay type of questions requires knowledge of the subject matter in order
to answer them, while multiple-choice type of questions, do not
necessarily test the knowledge of the individual in that subject matter.
• rigid curriculum (Common Core) & national “higher education entrance
exams” will ensure:
– equity for all students regardless of which high school they attended
• public and private high schools will be expected to teach the same
curriculum in the subject areas of the “new national curriculum”
• all students nation-wide would be assessed via the same exact “higher
education entrance exam”
16. National Entrance Exams
Competencies of national entrance exams:
• Aligned with “national high school curriculum”
• provide students with solid foundation
• prepare them to be successful at the higher education level
– Only 50% of students who enter higher education institutions to pursue a
baccalaureate degree, either through two- or four-year institutions, manage to
graduate
• structured approach will enhance student’s ability to graduate
• ensure college-readiness for all accessing a higher education
institution, and prior to them beginning their post-secondary
education
17. Who should have access to higher education?
“Nobody to Waste” (McCabe, 2000)
• nobody should be wasted
– but rather channeled where they can be successful
• students entering a higher education institution (2-year or 4-year)
will be prepared to succeed
• all students will have access to higher education institutions (community
colleges)
– pursue an Associates of Arts and a Baccalaureate Degree subsequently
– pursue an Associates of Science or Applied Science degree and/or a
Vocational/Credit Certificate
– learn a trade that would allow them to:
• earn a living
• contribute to society
18. Who should have access to higher education?
Should higher education be “restricted” to the few?
– Absolutely NOT
• It’s a matter of adequately:
– preparing
– educating
– training all students during their K-12 experience nation-wide
– guide them towards a higher education pursuit that is appropriate for each individual
• Currently and as we hide behind the equity and accessibility blanket:
– we mislead individuals by letting them believe that can all make it at any level, even when
are unprepared/underprepared
• Our current system does a disservice to our students and to our
society
• Can we still provide equity, accessibility, and affordability for all?
– Yes, by revamping the system and with an approach like the one proposed
19. Who should teach and what should be taught?
Qualified individual holding appropriate credentials
– degree in the appropriate area (at least a baccalaureate
degree)
– having demonstrated successful work experience in the sector
– he/she is teaching (hands-on experience)
– professors with a Masters Degree should be teaching students
at the Community Colleges and above the baccalaureate level
– professors with a Doctorate Degree should be teaching
students seeking their Master’s and/or Ph.D. degrees
Professors doing research
• great initiative when it does not interfere with the professor’s
primary responsibility, which is to teach
• research can be done at the same time a professor teaches
• does such research demands the professor’s full attention?
• does the institution believe that such research is of a value to the
higher education arena?
– professor should be granted paid time in order to conduct his/her research
20. Benefits to higher education of a
restructured K-12 curriculum
• Students will be better prepared to meet the demands of higher
education
• Institutions can focus their curriculum towards specific
areas/programs of study through out the four-years and not only
during the last two
– (during the first two we currently teach K-12 level skills and subjects)
• General education courses at a higher education institution will now
focus on specific subject area & a program of study a student has
chosen
– (instead of remedial/developmental education & general education)
• English language skills & communication skills curriculum
– speech courses
– business writing
– can substitute for English language skills developmental courses
– mathematics (unless if the chosen program of study is in a STEM concentration and
there is a need for higher level mathematics and sciences such as physics & Chemistry),
– humanities, etc.
21. Areas of Concern
• Remedial/Developmental Education
• English as a Second Language (ESL) education
– we live in a very diverse environment and we need to assist all individuals in having equal
access to higher education
• many of the students of the two groups above will eventually transition into
higher education
• concentrate & continue addressing issues at the higher education level until
such areas have been addressed via the K-12 system effectively and
efficiently
• developmental education needs to take place at the K-12 system
• ESL education and mastery of the English language skills should be acquired
prior to enrollment into a higher education program of study
– it is going to take time to re-structure the K-12 curriculum & eliminate the need for
developmental education beyond high school
• community colleges still need to continue assisting individuals in acquiring
the skills they are lacking in the subject areas of:
– reading comprehension
– English language skills
– mathematics
• to successfully transition into higher education & eventually earn a
degree/academic credentials
22. “Middle Level”?
• “middle level” for both groups (Dev Ed & ESL) before they can enroll
into college level courses (during summer following HS graduation and
prior to the start of the Fall semester)
• investigating & offering multiple approaches & opportunities such as:
– on-line assistance & instruction
– short term intensive instruction
– hybrid courses
– “multiple and flexible instructional approach for all subject areas at a higher
education institution
• today’s learners are quite different than the learners of a few years ago
and a “one-shoe fits all” approach is no longer effective
– perhaps this is one of the reasons a very high percentage of students who enroll into
a higher education institutions never graduate (40-50%)
23. Curriculum and governmental involvement
• Faculty is in charge of the actual curriculum of each subject matter
– however, standardized curriculum (Common Core Standards) for all subject areas, needs to be
offered through out the US education system, K-12, & institutions of higher education
• Governmental involvement both state and federal is needed
– ensuring that individuals across the country acquire certain skills & knowledge will reduce the
possibility of the nation reacting to situations & possible threats, like “we need to train more
scientists because the Soviets were able to send Sputnik onto space”
• If training will be happening consistently and through out the nation, shortages
that our society is experiencing in nurses, teachers, etc., will not be an issue
• At the higher education level, there should be flexibility as well among
institutions regarding “elective” curriculum/relevant programs of study, i.e.,
– Gateway State College in Lake City, FL offers Associates in Science degree in Forestry not many
other institutions offer that kind of training and degree because LCCC is located in an area that
needs knowledgeable and credentialed individuals to deal with the forests in that part of the
state
– Institutions of Higher Education in the Miami, FL area for example make sense to offer degrees
geared towards Hospitality and Tourism instead of forestry LCCC offers
– This will ensure that Community Colleges and 4-year institutions are addressing the needs of the
local communities and contributing to the training of employees and the growth of local economy
24. Role of government in financing higher education
• Government (federal, state, local) – Full Time Student
– Finance ($6,500) one’s Higher Education pursuit, regardless of their economic &
financial status
• individual’s choice to pursue his/her higher education endeavors
via a private institution
– the government should provide that individual with the same amount of financial
assistance anyone else receives ($6,500 annually for full time study / total of 30
credits)
– the individual student and/or the institution is responsible for the remaining cost of
attendance at that particular institution
– Institutions should use endowments and/or revenues (i.e., from College Athletics) to
supplement the difference (required for Public 4-year institutions, & optional for
private 4-year institutions)
• financial assistance provided by the government should not need
to be paid back by the student if student meets specific parameters
• parameters need to be in place in order to ensure tax payers
moneys are not wasted, but rather invested
– Example (FT student):
• a student enters a higher education institution immediately after his/her High School graduation
• up on return from military service (should they choose to enlist after high school)
• complete all classes with a “C” or better and on their first attempt,
• student repays the tuition and fees cost of any unsuccessful attempt in any course (D, F, W, U grades), unless
there is a documented emergency situation that has caused such failure
• student pays out-of-pocket to repeat a course (unsuccessfully attempted)
• must maintain a 2.5 GPA
• Completes an Associates in Arts Degree in 2 years, an Associates in Science or Applied Science Degree in 3
years or less, a Certificate in 1 year, and/or a Baccalaureate Degree in 4 years
25. Role of government in financing Higher Education
• Government (federal, state, local) – Part Time Student
– Finance ($3,250) one’s higher education pursuit, regardless of their economic &
financial status
• individual’s choice to pursue his/her higher education endeavors
via a private institution
– the government should provide that individual with the same amount of financial
assistance anyone else receives ($3,250 annually for part time study / total of 18-21
credits)
– the individual student and/or the institution is responsible for the remaining cost of
attendance at that particular institution
– Institutions should use endowments and/or revenues (i.e., from College Athletics) to
supplement the difference (required for Public 4-year institutions, & optional for
private 4-year institutions)
• financial assistance provided by the government should not need
to be paid back by the student if student meets specific parameters
• parameters need to be in place in order to ensure tax payers
moneys are not wasted, but rather invested
– Example (PT student):
• a student enters a higher education institution immediately after his/her High School graduation or at
anytime thereafter
• up on return from military service (should they choose to enlist after high school) or anytime thereafter
• complete all classes with a “C” or better and on their first attempt,
• student repays the tuition and fees cost of any unsuccessful attempt in any course (D, F, W, U grades), unless
there is a documented emergency situation that has caused such failure
• student pays out-of-pocket to repeat a course (unsuccessfully attempted)
• must maintain a 2.5 GPA
• Completes an Associates in Arts Degree in 4 years, an Associates in Science or Applied Science Degree in 4
years or less, a Certificate in 1.5 year, and/or a Baccalaureate Degree in 6 years
26. Trends in College Pricing 2013For detailed data, visit: trends.collegeboard.org.
Average Published Charges for Full-Time Undergraduates by Type and
Control of Institution, 2013-14 (Enrollment-Weighted)
SOURCE: The College Board, Trends in College Pricing 2013, Table 1A.
27. Trends in College Pricing 2013For detailed data, visit: trends.collegeboard.org.
SOURCE: The College Board, Trends in College Pricing 2013, Table 1A.
Total Number of
Undergraduate and Graduate
Federal Subsidized and
Unsubsidized Student Loan
Borrowers and Average
Amount Borrowed in 2012
Dollars, 2002-03 to 2012-13
02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13
Total Number of Borrowers
(000s) 5,884 6,492 6,924 7,152 7,288 7,745 8,657 10,177 10,264 10,407 9,960
100.00
%
Undergraduate Borrowers 5,003 5,493 5,839 6,017 6,111 6,473 7,290 8,581 8,659 8,798 8,454 84.90%
Graduate Borrowers 881 999 1,085 1,135 1,177 1,272 1,367 1,596 1,604 1,610 1,505 15.10%
02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13
Average per Borrower (2012
Dollars) $7,900 $7,990 $7,980 $7,880 $7,620 $8,020 $8,840 $8,850 $9,010 $8,610 $8,350 83,166,000,000 100%
Average per Undergraduate
Borrower $5,910 $5,950 $5,920 $5,820 $5,620 $5,950 $7,070 $7,210 $7,250 $6,920 $6,760 57,149,040,000 68.80%
Average per Graduate
Borrower $19,180 $19,190 $19,070 $18,790 $18,060 $18,550 $18,280 $17,680 $18,510 $17,850 $17,230 25,931,150,000 31.20%
NOTE: Dollar values are
rounded to the nearest $10.
SOURCE: Trends in Student Aid
website
(trends.collegeboard.org),
Tables 6A and 6B.
This table was prepared in
October 2013.
29. Current Expenditures - CostsNumber of Recipients by Federal Aid Program (with Average Aid
Received), 2012-13
2012-13 Recipients (in Millions)
2012-13 Aid
per Recipient Total Expenses
Federal Education Tax Benefits 15.2 $1,330 20,216,000,000
Federal Pell Grant 8.8 $3,650 32,120,000,000
Subsidized Direct Loans 7.5 $3,690 27,675,000,000
Unsubsidized Direct Loans 8.6 $6,450 55,470,000,000
FSEOG 1.6 $463 740,800,000
Federal Work-Study 0.697 $1,403 977,891,000
Post-9/11 GI Bill Veterans Benefits 0.711 $13,628 9,689,508,000
Perkins Loan 0.461 $1,857 856,077,000
NOTE: Both undergraduate and graduate students are eligible for tax
benefits, Direct Unsubsidized Loans, Perkins Loans, and Federal Work-
Study (FWS). Direct Subsidized Loans were available to both groups in
2011-12 but were limited to undergraduates thereafter. 64,600,276,000
but were limited to undergraduates thereafter. Proposed
Pell Grants and Federal Supplemental Educational Opportunity Grants
(FSEOG) go to undergraduates only.
Data on tax benefits are for 2011-12 (in 2012 dollars) and are estimated
based on data for tax year 2011.
4-Yr - 13,500,000 X $8,500 - 64.3%
of students 114,750,000,000
2-Yr - 7,500,000 X $3,500 - 35.7%
of students 26,250,000,000
or or
21,000,000 X $5,500 - 100%
of students Most Equitable 115,500,000,000
or or
FSEOG and FWS amounts represent federal funds only. Institutions provide
matching funds, so the awards students receive under these programs 4-Yr - 13,500,000 X $5,500 72,250,000,000
are larger than these federal aid amounts. Perkins Loans are made from 2-Yr - 7,500,000 X $3,500 26.250,000,000
revolving funds on campus consisting of earlier loans that have been
repaid. No new federal outlays were provided in 2012-13, but originally
the funds came partly from federal and partly from institutional sources.
Post-9/11 veterans benefits reported here cover tuition and fees as well
as living and other expenses.
SOURCES: Internal Revenue Service, Statistics of Income; Annual
Publications, U.S. Department of Education, Office of Postsecondary
Education; unpublished data from the Veterans Administration.
30. Private sector’s role in creating the future
of Higher Education
Extremely important because Higher Education
institutions strive to:
– train individuals/future and/or current employees
– meet the needs and demands of our society
– enhance our economy
education and supporting mechanisms are costly
Private sector can support Higher Education by:
• tuition assistance available for all employees (both FT and PT employees)
• employees receiving tuition assistance benefits commit to work at least 3
more years following graduation with the employer or reimburses
expenses paid by the employer
• scholarships for qualified individuals
• donations & gifts
• training opportunities (paid internships) for students
• employment opportunities for graduating students
31. More Details of the Plan
• If student works FT or PT and utilizes employee educational assistance
benefits, does not receive the Access to Higher Education Scholarship
• Utilizes educational assistance employee benefits instead
• If an employee does not have an Associates Degree or have not attended
college at all at the time they decide to enroll, they need to complete their
first 2 years (FT students) at the local Community/State College
(employer pays $6,500 in tuition assistance annually), and then they
enroll at the local Public 4-year institution to complete their remaining 2
years (FT students) and employer pays $8,500 annually (avg 4-year public
institution tuition, fees, and books).
• If an employee does not have an Associates Degree or have not attended
college at all at the time they decide to enroll, they need to complete their
first 3 years (PT students) at the local Community/State College
(employer pays $3,250 in tuition assistance annually), and then they
enroll at the local Public 4-year institution to complete their remaining 3
years (PT students) and employer pays $4,250 annually (avg 4-year
public institution tuition, fees, and books).
• Employee receives a $1,000 annual salary increase when they earn an AA,
AS, AAS or a Certificate, a $2,000 annual increase when they earn a BS, a
$3,000 if they earn a Master’s, and a $4,000 annual increase if they earn a
Ph.D. or an Ed.D.
32. What should be the role of government, families, or individuals?
Role of the government and of the states
• ensuring local needs are met by:
– providing appropriate education
– financial assistance for institutions to be able to offer such specialized training and programs
– financial assistance for the students so they are able to pursue such opportunities
Role of the family
• educated & knowledgeable of the benefits of higher education
• educated about the choices their children have in pursuing such opportunities
• where they need to go/options (institution/s)
• what financial means are available in order to assist them and their children in
such academic pursuit
Role of the individual
• the individual’s desire
• motivation
• preparedness
• understanding reality and limitations
• been informed