Education System Crisis - Research Paper Example

Education System Crisis Name Institutional affiliation Introduction During early years of schooling it is quite common to observe that children have an inherent curiosity about their world and the desire they have to make sense if it provides a basis for construction and review of their learning through experimentation, explicit teaching, interactions with others especially their peers, play and practice in the classroom and beyond (Rogers 1999). The Curriculum builds on the national Early Years Learning Framework where it builds on its main learning outcomes which include the fact that children have a strong sense of well being, are confident and involved learners, have a strong sense of identity, are effective communicators and are connected with and contribute to their world (Stephenson 1998). Students between the ages of 8 to 14 years tend to have an increasingly organized curriculum and this is done through distinct learning areas, highlighting as well as promoting links between these learning areas as a way of deepening understanding and knowledge. On the other hand, secondary years of schooling are viewed as being a period of transition to adulthood where students tend to have a clearer sense of their interests, goals and strengths (Marsh 2010). They also begin viewing themselves as active players and participators in community life where they often concern themselves with major environmental and social issues as well as the ethical implication of human knowledge and activity. For instance, the Australian curriculum is written to build on prior learning and enhance understanding in each learning area (Wyatt-Smith & Cumming 2009). Purpose and rationale of the study In spite of many decades of reform and policy change towards the high school system in the some states, the standards of education in our systems have been poor. This has been proved by the consistent poor test results as well as declining rates of graduations. As a result, the students graduating with poor results can not join reputable higher learning institutions leaving those vacancies for foreigners. It is no wonder that other developed nations like China and India benefit from outsourcing of services from the United States. This essay looks to put clearly into sight what ails the high school system in places like the United States of America. One of the main problems with some education systems like the U.S high school education system, it is inherent within the way the country governs itself. The United States has been one of the most dynamic societies in the world. The country has witnessed its demographic, social and political aspect of the society transform at a tremendous rate (Marzano et, al, 2005) These changes in the social and political system of the society has infiltrated into the schools affecting the decision making and policy development in schools. The situation has further been aggravated by the system centering on the sociopolitical aspects and not what the student needs to be more educated. It is with this in mind that the policy makers of the education system should have considered with a view of adjusting the education sector to suit a society that is constantly changing. Unequal opportunities have also been blamed for the poor state of the education system in the United States. Public high school education has always promised equal and quality education for all regardless of race, ethnicity and earnings. On the contrary, critics argue that students in public schools do not enjoy equal opportunities to good education in terms of equipment and training facilities. Schools in wealthy neighborhoods enjoy well done structures and state of the art facilities where as those in poor communities use run-down facilities and uncomfortable environments not conducive for learning. Much effort and millions of dollars have been directed to the solving this but with little success. The federal government has put effort in past in programs like “The Head Start” which allow students to join middle-level schools from low-level schools, and providing low-level schools with funds for equipment (Chall, 2000). It is however argued that system error is to blame for the millions of dollars being directed to the affluent communities. Using the case study of the USA, the American high school education system has in totality avoided the issue of religion. While religion it is said to be a core value of a society, no matter the affiliation, scholars and educational policy makers have debated for decades on the need to teach religion in our high school class rooms. As the debate rages on, publishes and book authors have chosen to steer away from the topic completely and no census of the aspect and role of religions has been done. For this reason, students learn the historical and social setting of the society outside the context that initially made them as so (Smith, 1995). This makes our students not understand the fundamental reasons behind the differences that underlie our global community and the importance’s of ironing out these differences. By allowing this to happen, we are making our students have limited scope thinking on the political and social paradigms. The American High School class has also been blamed for offering courses that are non beneficial to the student. Some courses offered in our public system include basket weaving and day care. In the 21st century, some of these courses are backward and only enhance to poverty. The problem is further made worse by the bureaucracy that exists in changing these courses which are very hectic and confusing. The number boards and oversight committees that need to accept these changes make the process unnecessarily long (Gwartney, 2009). The study therefore seeks to find out the anomalies in the administration of the education system in most states around the globe. The study also seeks to establish the root cause to the anomalies in the education sector, its effects t the entire system and the students and their performance too. Among the key questions to be answered are; does the process promote equity and excellence in the education sector, does the system promote successful learners who have the essential skills in literacy and numeracy and are creative as well as productive users of technology as a basis for success in all learning areas (Marsh 2010). The overall objective of this research study is to evaluate the opinions of the students regarding the efficiency of the educational institutions in countries like the United States and other areas with education systems. The aim is to gain an in depth understanding of the how the relationship between the social classism, students and the educational agencies enhance the effectiveness of education. On a narrower perspective, the research study will attempt to explore and evaluate the perceptions of the students and the entire public towards education and whether a friendly relationship between the students, social public domain and education officials hinders educational plans. The research will not entail the entire branches of education, but will focus on the education systems at the local level, which mainly entails the student and institutional curriculum. The study will be based on perceptions of the students, public and the educational officials on the various factors that determine effectiveness of education system. Methodology The research will focus mainly on academic institutions curriculum gaps and the way educational matters are being addressed in different areas. In addition, it will assess the validity of these methods in terms of education as well as social benefits including those schools which have adopted Triple bottom measurement in education reforms. The research will analyze learning institutions from different educational sections among other areas. Therefore, data collection using the students’ motivational behavior profile, rating scale on the leadership behavior and the behavior inventory time management adapted from the workers behavior assessment battery was carried out in the second week. Data collection and recording was carried out in the third week and the analysis of the obtained data was done on the fourth week using the correlation matrix and the multiple regression statistical method. The analysis of the variance (ANOVA) was used to report the relationship between the independent variable and the dependent variable in the sixth week of the research findings during the report presentation. Procedure Research procedure will be determined by the structure of the research question and the context. This research aims at providing an explanation for current state of education using predetermined variables. It is worth noting that social research significantly depends on probability, therefore, providing an explanation why a given variable plays a significant role in determining the outcome (Laurel, 2003). This therefore implies that it is imperative for the research to put more emphasis on the findings, coupled with a correlation to the available theoretical frameworks to explain the current form of perceptions by the students towards educational systems. When carrying out this research, the researcher chose between Qualitative and quantitative approaches (Fisher, 2007). Quantitative approach entailed the collection and analysis of quantifiable data and statistics so as to result to infer a conclusion; it will involve collecting data through investigative units such as questionnaires. Qualitative approach on the other hand utilized analysis and evaluation of qualitative data through interviews and observation so as to reach a conclusion (Bryman & Bell, 2000). This research will require both the analysis of both qualitative and quantitative data that will be collected from the students regarding their all round aspect in relation to the education system and the way they perceive educational curriculum satisfaction, with the data acquisition methods incorporating both primary and secondary sources.This is because the data collected will be in form of questionnaires and interviews which are both quantitative and qualitative respectively. The deductive approach will be used since the research will begin by description of concepts such as the relationships between personal life and the perceptions of how the education system is tailored, after which it will involve empirical evidence that will attempt to evaluate the disparities towards the education curriculum. Therefore a deductive approach will be used because the research study commences with a research hypothesis and terminates with empirical measurement, analysis and evaluation of research findings. The respondent who In this case were the high school students were instructed on how to administrator the research instrument to the students participants will be conducted. The questionnaires filling procedures was thoroughly explained to the school administration and workers. The response that was set up for this study was based on a five point: SD-strongly disagree, D-Disagree, U-undecided, A-Agree, SA- strongly agree. The proposed curriculum management sub section internal consistency ranged from 0.63 to 0.79 and a coefficient of alpha of 0.89 which satisfactorily supported the measuring instrument reliability for the study (Chatman & Flynn, 2005). Data presentation (Pisa 2009) Before focusing on educational anomalies, some surveys were done internationally and are reflecting a broad figure on how each country is addressing educational and social issues. The survey was conducted in 2009 under the PISA Survey; it shows how the biggest population of students in the world maintains a strong figure of inefficient education system. This research will focus on the population percentages of student and other players in the educational sector affected by their local system of curriculum when it comes to professionalism. This will involve the analysis of the surveys done Pisa 2009 on the trends of the educational curriculum responsibility in the students molding based on the Pisa questionnaire. 35% 65% From the data presented above, 35 percent of the participants were of the opinion that quality education system is found in schools where the rich social class can afford. This concludes that quality of education can only be accessed based on the economic status of the family. They added that only those from unstable families are found in government public schools where the curriculum is old. Low social class families cannot also afford certain books for their families which can enhance a student’s performance in academics. Variance in school curriculum programmes From the above presentation, 80 percent of the participants agreed that the curriculum programmes in the whole country do not match. The difference is based on the social class again where the difference is based on quality which is determined by the social class of the family. Poor curriculums imply that the schools do not have and cannot offer their students access to quality technology that can be applied in today’s study. Poor curriculums are also associated with poor assessment techniques which cannot enhance a student’s performance in academics. Productivity Measurement in terms of study time 25% 35% 15% 10% 15% Ways in which productivity s measured and even the definitions do vary. Productivity can be expressed in a way that productivity is equal to output divided by input. It’s the ratio of output to input. In relation to this, students earning time was also assessed and the data showed that most of them do not have more time with their academic materials and therefore their reading time is minimal. This is attributed by the fact that most parents from the research do not encourage their children to have time with their studies and thus affect their performance. This is also in line with the teachers’ service delivery where the curriculum does not specify the content and quantity of the assignments that can be given to the students to keep them on toes with their academics. From the data collected, 25 percent of the students claimed to have no time for study while out of school, 35 percent of the participants do read for at least 30 minutes, 15 percent of the participants do read for more than 30 minutes but for less than an hour, 15 percent of the population also claimed that they don’t read and 10 percent have at least more than one hour for extra studies outside the class. Out-of-school-time lessons The study also sought to find out lessons in subjects that the students are also learning at school, that they do spend learning extra time outside of normal school hours. The lessons may be given at their school, at their home or somewhere else. From the study, 76% of the participants showed that they do not have an extra programme of schooling they do attend to as 24% do have. They also asserted that the programme itself isn’t that intensive and they are only doing it for formality purposes because its assessment is not well enriched for a student’s academic improvements. In addition to this, the numbers of students who attend to these programmes say that it is only for limited hours which do not impact their academics positively in a much greater way. 24% 76% School programs molding Based on the data from Pisa 2009, it also wanted to establish what School has done little to prepare me for adult life when I leave school. The data showed that 45 percent of the students strongly disagree that the program has done a meaningful thing in their adult making and even in terms of professionalism. 30 percent disagree, 10 percent agreed and 25 percent of the percent strongly agreed that the impact was positive. Their contribution was based on the personal assessment in life where most of them felt that there was no much initiative put in by the school to mentor them into productive professionals and adults in the near future. 45% 30% 10% 15% In the graph bellow, the participants also expressed their opinions on effect of the school program, 15% 30% 10% 45% From the sampling, 45 percent of the participants were of the opinion that the current school program is entirely a waste of time and strongly agreed with it, 10 percent of the population agreed, 30 disagreed and 15 strongly and supported the school program. The mixed reactions from the sampling were as a result of the different curriculum the students were being undertaken through. The socially stable families took their kids to schools that are in line with the future aspirations of their children while the low class population went to government schools where students find hard to define their potentials. In addition to this, some students felt that the school program did not give them the confidence in their decision making for their future career even I the choosing of the subjects that matter in their future career aspirations. 50% 10% 15% 25% Social class From data given by government schools Pisa, most of the participants were from low class, middle class and upper class family populations. 50% 30% 20% Findings In the recent survey carried out by Pisa in the year 2009, high percentage of the learning students represented over a dozen industry sectors did indicate that there has been a dramatic rise in the poor educational curriculum in large global learning institutions. This problem has manifested itself in the performance of the student in schools. According to data provide by pisa 2009 in its numerous reports, about two thirds of fourth graders can do basic or below basic level in simple reading. The performance is equally as poor in mathematics as just as other subjects in the middle and low-level schools. Pisa also state that Native students perform constantly poorer compared to their white colleagues. This problem is compounded when the education system administrators consider this result as acceptable. Chancing the Change In many learning institutions, the adoption of quality education and flexible benefits management techniques can dramatically cause positive impact on how operations are undertaken hence productive learning institutions. To some, it is a risky and delicate decision in an organization but this is the great measure of the difference between learning institutions within the same state, the competitive and the relaxed. From past experiences or research carried out, reasonable planning, training and even implementation and the human resource that is innovative is the basic standard for effective management. Making special efforts in order to satisfy the student and the institutional needs through the reinforcement of the values that motivate learners and the entire institution. Conclusion It can be concluded that the problems that ail our education system are inherent in our own system and institutions that we have created. This means that the solutions are within our reach and we can arrive at a solution if we could come to the common agreement that our high school system is in a deplorable state. A solution to the rapidly changing culture is simply to adjust our teaching methods and tools to suit everyone by adopting new ideas. Bureaucracies that make learning and changing the management structures should be revised to ease the rigidity. But if the debates as to whether the system is in chaos continue without end, then we leave our children to a very precarious future. It is evident that having quality education is a key investment in any one’s life. Despite the current high costs associated with education, especially for those people from low income brackets, the long term benefits to a person and the society at large cannot be underscored. The important thing is that education should always resonate with the needs of the market. The study has investigated the influence of work motivation, leadership effectiveness and time management on students and teachers performance in some selected institutions. It was revealed that all the independent variables jointly and relatively contributed to employees’ performance. It has been revealed in this study that leadership effectiveness contributed mostly to workplace performance and followed by work motivation. This implies that leadership effectiveness and work motivation are synonymous in bringing effective productivity among students and teachers in the learning institution. Time management was least contributor to employees’ performance. The three independent variables in this study are very important to research on by researchers and human resource managers to consider well if effective productivity is to be enhanced from the employees. References Ashkenas, R. (1998). The Boundaryless Organization. New York: bantam Books Campbell, Jay, Catherine Hombo and John Mazzeo. NAEP 1999 Trends in Academic Progress: Three Decades of Student Performance. Washington, DC: National Center for Education Statistics, 2000. Chall, Jeann S. The Academic Achievement Challenge: What Really Works in the Classroom. New York: Guilford Press., 2000. Dinham, S. (2005). Principal Leadership for outstanding educational outcomes. Journal of Educational Administration, 43, 4, pp. 338-356. (e-reserve) Dinham, Steve 2008. How to get your school moving and improving. ACER Press (short loan) Day, J.C., (2002). The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings. 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