Education
An Agency's Approach
The agency is a local continuing education program developing a new learning plan for unemployed workers hoping to hone their skills and return to the workforce. Their approach in developing this plan uses include defining the student population (unemployed and underemployed workers), their learning objectives (to gain employment in a better-paying job), and they are using a filter approach combined with a rating approach to decide the objectives and programming necessary for the plan. They want to work with some of the largest employers in the area to develop training objectives that will put workers back to work, and train them in the skills necessary to work for these employers. They will rank the employers by their needs, and develop continuing education programs to meet these needs. They will also work with government agencies that provide funding for re-educating unemployed workers to help with the funding of the program.
The strengths of this program development plan are obvious. They will be developing programming that is extremely viable in this troubled economy, and they will have at least some government or social agency involvement in the program, along with the emotional investment of some large local organizations. The program uses good planning models to develop and create the program, and the planners are aware of the program's intended audience, purpose, and topics. However, there are some weaknesses to the idea, too. They need to develop comprehensive training that is both affordable and retrains workers for new jobs, so they need to identify the top employment needs of different employers, and design curriculum to meet those needs. The problem is that if they only train in certain areas, the employers may no longer have a need in those areas, and other training will have to be identified and developed, which could be costly and inefficient for the program. Another weakness is governments or agencies running out of funding, which could lead to the destruction of the program.
) The State of Education in Third World Countries Third World countries, by definition, include the poorest and the most underdeveloped. Most of them, therefore, are severely lacking in most development indicators including education and literacy levels. So even though, it is now universally recognized that education is the most cost-effective factor in improving the quality of life, both at the individual and at the collective level, millions of people in poor,
It is important to recognize the many different areas within adult education, and what type of students these areas attract. Ultimately, for the adult education department to be successful, it must attract a wide variety of students, and keep at least some of those students coming back to continue their education in order to be successful. Adult education serves a vital role in the upper education system, and it
Apart from increasing subject matter retention, active learning promotes intellectual curiosity, flexibility, and confidence, in effect, teaching students how to reason and think for themselves. Unfortunately, current indications suggest strongly that the No Child Left Behind (NCLB) Act is retarding progress in the direction of better education, precisely because it emphasizes rote memorization and drilling in two or three subjects at the relative exclusion of other academic subjects and to
Accordingly, the ties between the psychological aspects of learning and the social aspects tend to be quite strong. Since the student's early social encounters take place within the classroom, he is learning far more than the step-by-step processes of test taking. Knowledge of his social conditions is necessary for the proper development of the student's abilities. Social and psychological features of education are so fundamentally related that they cannot be
What works for one child is not necessarily going to work for the next. So how can one promote the use of standardized tests as the only way to measure educational learning and success? The premise of the No Child Left Behind Act is very honorable. Each child should be taught by the best teachers that there are and each school should be held accountable for making sure that
Education John Gatto is one of the few teachers who are speaking out against the current educational culture who knows what he is talking about. After teaching the state of New York, which has one of the highest per student budgets in the nation, uses many progressive teaching theories, and still produces some of the lowest test scores in the nation, his frustration comes from a wealth of experience. Teachers who
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