Educational Reform
The Global Imperative for U.S. Educational Reform
Table of Contents
Introduction 3
Background 4
Problem Statement 6
Alternative Solutions 7
Conclusion 11
References 12
The Global Imperative for U.S. Educational Reform
The United States has an extensive educational system that has been charged with accommodating the needs of an extensively diverse student population. U.S. educational institutions exist at all learning levels, from preschools for early childhood education to secondary education for youths, and post secondary education for both young and older adults. Education in the United States can be commended for the many goals it aspires to accomplish—promoting democracy, assimilation, nationalism, equality of opportunity, and personal development. However, because Americans have historically insisted that schools work toward these frequently conflicting goals, education has often found itself at the center of social conflict and the hot topic of political campaigns, mostly to no avail (Goldin and Katz, 2001). While schools are expected to achieve many social objectives, education in America is neither centrally administered nor supported directly by the federal government, unlike education in other industrialized countries. This system of decentralization has created a system of inequality in education that persists. The current system has created inequalities that have culminated into a generation of students that are not adequately prepared to meet the demands of a global workforce. Moreover, students in the current U.S. educational system are unmotivated and resistant to change due to irrelevant legislation and an overwhelmed system. The inequalities and inconsistencies have spawned many debates in the U.S. as the nation joins the global community (Goldin et.
Table of Contents
Introduction 3
Background 4
Problem Statement 6
Alternative Solutions 7
Conclusion 11
References 12
The Global Imperative for U.S. Educational Reform
The United States has an extensive educational system that has been charged with accommodating the needs of an extensively diverse student population. U.S. educational institutions exist at all learning levels, from preschools for early childhood education to secondary education for youths, and post secondary education for both young and older adults. Education in the United States can be commended for the many goals it aspires to accomplish—promoting democracy, assimilation, nationalism, equality of opportunity, and personal development. However, because Americans have historically insisted that schools work toward these frequently conflicting goals, education has often found itself at the center of social conflict and the hot topic of political campaigns, mostly to no avail (Goldin and Katz, 2001). While schools are expected to achieve many social objectives, education in America is neither centrally administered nor supported directly by the federal government, unlike education in other industrialized countries. This system of decentralization has created a system of inequality in education that persists. The current system has created inequalities that have culminated into a generation of students that are not adequately prepared to meet the demands of a global workforce. Moreover, students in the current U.S. educational system are unmotivated and resistant to change due to irrelevant legislation and an overwhelmed system. The inequalities and inconsistencies have spawned many debates in the U.S. as the nation joins the global community (Goldin et.
References: Carter, L., Harkins, P., Sobol, S., Giber, D., and Tarquinio, M. (2006). Leading the Global Workforce: Best Practices from Linkage, Inc Cavanagh, S. (2013). Universities Train Entrepreneurs For K-12 Schools. Education Week, 32(22), 1. Goldin, C. and Katz, F. (2001). The Legacy of U.S. Educational Leadership: Notes on the Distribution and Economic Growth in the 20th Century Kyr, M. and Nyyssol, K. (2006). Attitudes towards Education in Finland and other Nordic Countries. European Journal Of Education, 41(1), 59-70 Sahlberg, P. (2011). Lessons from finland. The Education Digest, 77(3), 18-24. Retrieved from http://search.proquest.com/docview/900869088?accountid=35812. Tavakolian, H., & Howell, N. (2012). The Impact of No Child Left Behind Act. Franklin Business & Law Journal, (1), 70-77.