For over 30 years America has been trying to “reform” our Public Educational system. Yet, was it ever broken to begin with? It has in fact functioned well wherever possible despite some missing pieces and occasional mission drift. We can back track this terrific sham to 5 main premises never adequately questioned or disputed. Was it, and is it, fair or in our interests to compare this nation to nations such as China, India, Russia or other European countries academically? And, did we ever fully digest the drastic differences in national values, lifestyles, and overall accomplishments between the U.S. and those nations? We did not.Since the 1980’s to present and in reaction to the Reagan Administration’s, A Nation at Risk commission on “our failing public education system,” education reformers have fully invested in 5 mythical premises:1. We are to compare our national educational statistics to that of our international economic competitors2. We are to align our educational standards to meet the needs of a future global workforce3. We are to rely heavily on standardized test scores to measure student performance for international comparison4. We are to blame teacher quality, or lack thereof, for this proposed failure of our national education performance output5. We are to tinker heavily in the privatization of education throughout the nationFirst, as mentioned in previous articles, how could we ever compare nations with different governmental structures, differing values, differing statistical integrity standards, and differing societal/class distinctions, etc.? For example, China is a communist country which imposes national educational standards upon its students, ignoring the uniqueness and intricacies of locales. They do this because they embrace communism and “the state” decides what, which, and where their industries are to be established. Their workforce is selected, tracked, and groomed from the elementary stage into adulthood. The absence of individual choice is trumped by a fierce utilitarian function embedded into their political system. This is not an American value and we have learned of the historical dangers of practicing such ideologies.We are compared to India with its middleclass growing exponentially along with growth in software engineering, manufacturing, and medical industries. Their results at face value, is impressive. However, we overlook their impasse with issues of gender discrimination, class/caste distinctions, and racial barriers. While the US is no stranger to these issues, and certainly not innocent of them, we have put mechanisms in place to confront them, (though steadily losing their potency). Women are more likely to be educated and valued in the US presently. America still professes to value the combination of individuality and equality. Another historical lesson we have already embraced and implemented through our ideal of providing Public Education.The globalized workforce affecting our educational priorities is a sketchy assertion at best. Why? Because it relies wholly on political agendas and policy decisions made during each US election cycle. Industry travels wherever corporate taxes are lowest and to where labor is cheapest. Since economic policy changes can be made within a single election cycle, does this mean we are to change our educational priorities along with time each time? Are we to focus on mathematics more simply because China and/or India are producing more engineers? Is quantity the issue or quality? And, are those nations producing more because of their quality, or because of their larger populations and more exploitable workforce? There was a time when America took pride in its citizenry and their quality of life, (or we at least professed this). Education rooted firmly materialism cannot thrive. The globalized workforce is a concept embracing the value of production, but ignoring our historical embrace of domestic innovation and citizens’ quality of life.Standardized test scores may only make sense when attempting to justify funding from an outside source (a legislator) that is not present in the classroom, having no knowledge of a particular locale’s economic engine, and is a stranger to a community’s resources, challenges and cultural makeup. It is a one-size fits all suit, where a tailor made one is obviously best. Just as there may be multiple learning styles, there are multiple assessment tools to demonstrate learning and understanding. In America, we value individuality, individual growth, the uniqueness of community, and the benefits to diversity. Did we sensationalize test standardization to address educational quality, or to justify punishment and prepare for hostile takeover of school districts? This issue is linked to teacher quality. A teacher may only be as good as the resources made available, the support they receive, the development made ready, and the quality of life this professional may enjoy as a result of their commitment.Lastly, privatization has been the cure all presented to the public at large. However, it subtly eludes the murky question of accountability. There is no guarantee to every citizen in the private domain. The private institution tackles admission as it pleases, administers discipline as it wishes, pays employees however it wants, and the bottom line is its ultimate concern. The private institution runs itself as a monarchy making decisions from the top down, appointing its nobles rather than collectively considering merit, and selling us convenience and speed while ignoring the necessary time to debate, analyze, compromise, and collectively agree. Democratic practices are lost.These are the values in which we should be proud of and should celebrate: 1) we do not track our students, we facilitate them, 2) we do not compete our students against each other, but rather against their own circumstances, 3) we strive to value ALL of our citizens and their quality of life, 4) we embrace diversity, because we are proudly a diverse nation, and 5) we value our natural environment, our multilingual, multi-racial, multi religious and non-religious differences and recognize that citizenship in our nation requires advanced citizenship. We educate to create societal citizen engineers. America suffers from an education equality problem in distribution, NOT an educational quality problem.
As time passes, people gets more busy and don’t have time for their selves. For successful life education has its own importance. Many people don’t get time to continue their education. But due to technological advances there are many ways to continue their education with their job. Distance learning programs and online education system is quite common now a days.Distance learning program are specially designed for students who are not able to continue their education. In this system of education you don’t need to attend classes and lectures, they use other resources to understand their subject. Normally distance learning and online education systems provides printouts, CD, voice chat, web cameras for talking to your instructors easily. All these resources are available easily and very helpful. People think that online education system is not reliable and beneficial. But it is very beneficial system.There are many courses which are not available at every university and every country and city. Through online education system, any person from anywhere can enroll himself in his favorite course and get degree without migrating from one country to another. Chat rooms and message boards at different forums are used as well as a important tool. People from different countries and cultures have conversation with each other and discuss their course which give them more knowledge. In face to face education system, student more rely on their teachers and almost fully dependent on them but on the other hand, in online education system students have to gather information from different resources which give them opportunity to think about the same topic with different perspective.Another important feature of online and distance learning programs is that every student take part in classes. In face to face programs most students don’t get opportunity to discuss every topic due to limited time and other extra efficient students but in online education programs every student have to take part on discussion boards.Before starting your online education you should be careful that you don’t get fooled yourself with any unauthentic university degrees or fake degrees. Do some research before enrolling yourself? Further more make sure that university will provide you complete assistance online during the full course because student support is very important in online education system. Analyze your cost and benefits you get from them. In online education determination and time management is very important. Obviously there is no time limit for attending classes, therefore you need to as there are no teachers for your guidance you have to be in contact with your virtual class fellows, and they are very cooperative with each other.Besides other benefits one more benefit of online education is that there is no time period for contacting your instructor like in face to face system. If you need help you can mail your problem to your instructor or your any virtual class fellow and you will get answer within minutes. Another benefit is that it has no limited seats. In face to face classes if student want to take admission in evening class then there is a possibility that the university has limited seats.From the above discussion we can say that online education system is very beneficial and very supporting. But it is true as well that every student and every instructor do not fit into this system and they don’t get benefited with it. But it is very convenient way of education for many students and teachers who cannot make them available for regular classes.