An eclectic slant towards a functional education - Essay Example

An Eclectic Slant towards a Functional Education With the sudden and unexpected twists and turns in the social and economic landscape, countless people from all walks of life have started to scrutinize the real essence of going through formal education. This is probably due to the recent demands in the labor market wherein only a few are ready to take on certain jobs that require specific skills. Given this scenario, many human resource practitioners have raised the issue about “work readiness” including cognitive, psychomotor and even affective know-how. Surprisingly, research studies point out that the alarming unemployment rate in many countries especially in the US is caused by the fact that most, if not all, of the existing secondary schools in the United States cater only to their students’ academic needs. Viewed on a micro level, there seems to be nothing wrong with it; however, when it is seen on a much larger scale, many problems begin to surface out. Although it might be a sweeping generalization to claim that most high schools in the United States exist in order to prepare their students for higher education, it still remains a fact that the existing curricula in the Unites States are mainly geared towards making them smart “test takers.” According to sociologists, educators definitely have their own reasons for designing their respective programs of study; and undeniably, each state or even district has its own set of curricula. Nevertheless, it still cannot be categorically denied that most high schools in the United States exist in order to prepare their students for tertiary education. This can be clearly seen in the curricula of most public and private learning institutions wherein math, science, and humanities take up a large chunk of their learning time. What does this tell us? Simple. They are being molded to the kind of citizens they expect them to be without thoroughly considering the existing needs and demands of the society. The bandwagon still wins. Medicine, law, business management, banking and finance, and other related courses still rank (and perhaps perceived) as the most desirable fields of endeavor. As a result, high school graduates dream of becoming one; and they cannot be blamed for aiming to become one due to the glamour, prestige and financial rewards that such professions provide. However, for the society to function well, it needs to have different kinds of people with different skills and discipline that can help towards the realization of its goal: dynamic growth and development. As such, we do not only need doctors, lawyers, and managers in order to have a fully-functioning society that has room for everybody’s needs and even desires. In this light, there needs to be a “balance” in the kinds of graduates that universities give to the society. Otherwise, unemployment will soar even higher, and poverty will continue to plague the world in magnitudes beyond our cognition. This is the very situation that nobody wants to imagine. Thus, if that is the case, a systematic analysis must be done quickly to curb this threat to the whole populace. This departure from what people usually think is effective is being practiced in many European countries. For example, in Romania their curricula for the secondary education reflect a deep understanding of the individual and societal needs without setting aside the expectations set by the existing companies that provide jobs to them. As such, their compulsory full-time education reflects certain standards that veer away from the American system by taking into consideration the following factors: length of classroom instruction, class size, student grouping, assessment, progression, admissions criteria, and curricular control and content (Broadfoot 45-48). This is in consonance with the prevailing system all over Europe. Critics have been somehow consoled that despite the overhaul in the system, it appears that government funds are properly used with this system. Unfortunately, the process (and perhaps change) might be long and complicated in the United States especially when it is seen in the eyes of the skeptics and the cynics where nothing appears to be feasible. But that of course is not always the case. There are still remedies that can be done so as to make things better and responsive to the needs of the society; and this can be simply done by making secondary education more significant, useful, and attuned to the needs of the modern society (Heyneman). This brings us to the point wherein the existing systems need to be modified and even overhauled so that resources can be saved and used appropriately. Although there is nothing inherently wrong with the current thrust of the secondary educational system in the different states in the United States of America for it champions the basic need of everyone to be literate and numerate. But the question is: What will most of these high school graduates do when and if they are not accepted in colleges or universities? Most likely, they will end up working in areas that are totally foreign to them—jobs that they never imagined having or jobs which they are not trained to do and have. To answer this double-bladed question, we need to critically look at what surveys and studies say with regard to the plight of those who failed or did not want to attend tertiary education. Undeniably, there are many factors that need to be considered in order to fully assess the matter. However, it is not easy to figure out the number of trainees or apprentice workers spread all over North America seeking to have their won niche in the workforce. They have their own reasons of course which can range from purely personal ones to the more obvious ones like not having the means to pursue their dream profession. Now, what is important is to ascertain how these high school graduates can become integral members of the labor force without causing unnecessary strain to both parties involved: the employers and the employees. Again, there is no panacea for this, but at least we can dwell on some viable ideas that can help them rise above their present state. First, as explicated by Waddock, high schools need to prepare their students not only for higher education or advanced studies (4). They should also train them for vocational and even clerical jobs which they might end up having after graduation should the situation does not favor them. If this is done, many of them will not feel helpless. Job hunting would then become easier as they have the “know-how.” Of course there will be a lot of objections regarding this as some parents and even students themselves might think doing so would be a waste of time. That is where “segregation” comes in. Although this might cause uproar from the different sectors of the society, this I believe is one of the feasible and logical solutions to the exiting problems. The road towards the realization of this scheme might be long and arduous as “instruments” need to be scientifically designed to avoid pitfalls which might be detrimental to the overall design of the educational system. Talent and skill determinations tests can help categorize students. This should be done before starting high school and can be administered by the education department through the concerted efforts of all agencies involved (Tirozzi, Gerald and Gabriela 22). This can help students make a better decision. Without this, there will be no concrete and scientific basis where students can base their “informed” decisions. UNESCO succinctly explicates this point by saying that: If education is a right, secondary education must prepare the youth for making informed further education, career and life choices. It must contribute to the full emancipation of the individual through the development of his/her potentials and his/her ability to be valued by, and to value the world around. There is a need to develop youth-friendly indicators within the Education For All goals – particularly relating to quality. This is to ensure that adolescents themselves are finding their education of quality and of relevance. With that in mind, nothing can go wrong, and the much publicized “No Kids Left Alone” slogan can certainly be realized without much political posturing. That is the meat: Clear and straightforward. The task that needs to be squarely addressed lies now in the hands of those who are in the education sector who should be guided by that principle. The mode of instruction, the curricular design, evaluation instruments, and implementing guidelines should all be hinged on that idea bereft of vague ideas and wasteful programs that do not actually address the needs of all sectors or parties involved: parents, teachers, educators, the government, the students, et al. Admittedly, there is no such thing as a panacea to this present dilemma in the present crop of high school graduates “produced” by both public and private learning institutions. But the message is clear: the test results are way behind the ideal and expected scores. The benchmarks are hardly met, students suffer from information overload, and teachers push their students to the limit (Baldi 23). The result: zilch. That may be an exaggeration; nevertheless, when it is translated through economic terms, the harsh reality cannot be ignored for its repercussions are far and wide. Thus, it only tells the stakeholders that solutions need to be given and strictly implemented before everything spirals down which can cause more complicated problems like brain drain. However, with the drive to make classroom learning more meaningful and responsive to the needs of the society, government funds can be properly used, and the whole populace will enjoy holistic, effective, and relevant education. Students will then eventually have a different perspective—perhaps a better one— and a renewed interest regarding the real fundamental nature of going to school and getting educated the eclectic and holistic way. Baldi, Stephanie. “Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context” NCES.4 December 2007. 10 December 2007. Read More