nderstand and work with and within the flow of life as a fluid system, distinguishing, understanding, and excepting the implication of relationships; e) patience in seeking an understanding of an essential issue rather than applying band aid like quick fixes to problematic symptoms; f) deliberately integrating the learning space into the working space into a persistent cycle of theory, experimentation, action, and reflection; and g) a shared societal vision stranded in long-term sustainability, both culturally and environmentally.
In recent years, policymakers in the United Kingdom (UK) have commended their school systems to assure that substantially all students obtain the levels of knowledge and skill in core academic subjects required to succeed in further education, work, and citizenship.
Students formerly consigned to a low-level curriculum are now to have admittance to demanding content, and teaching must transform to help students gain this new knowledge. The intimidating nature of this commitment becomes obvious as one considers the troubles of urban schools in the country. The goal of getting all students to a rational standard of proficiency runs directly into the facts regarding urban schools. They provide students from all social classes and gradually from very diverse ethnic, national, and language backgrounds.
Though policies are formalizing, so that education and training should become a fundamental and basic right, not only for children, but also for adults.
The National Commission on Education (1993) emphasized the importance of raising general standards of education and training if the UK is to improve, or even maintain, its economic position in the world economy. 1The Commission is known as an urgent task tackling weakness caused by deprivation, gender, race, disability and geography that prevent many people realizing their potential at school, in employment and as for personal and social development.
Schools must focus on giving students experiences that they can use afterward for the benefit of a more sustainable world. The exchange of experiences of people from diverse backgrounds is very significant. For instance, programs could be commenced for the exchange of pupils from diverse countries, communities, cultures, and social backgrounds so we can learn from each other.
Basically, one major task of schools must be to give children and adolescents the capability to participate in community development. In school, pupils must discover their own unique talents and learn how they can use these talents for the gain of the local and world community.
Schools must aim to educate responsible, free spirited, inquisitive, creative world citizens who care about the enduring health of the country. Pupils must learn how to build trust and security between the members of a society, and they must learn to worth cooperation instead of competition.
Roodman (1999) draws our attention to the supporting