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Deterioration in the Education System
The deterioration in the education system has been identified as among the key challenges facing the U.S. This has seen the academic performance of the majority of its students decline with an increasingly greater percentage especially in high school level of dropping out. With different reasons advanced to explain this phenomenon, this write-up will examine various aspects of U.S education.
Q1. Along with post-industrialization an increase in the use of technology, rising service-related tasks, occupational professionalization, as well an influx of information industries has come. These changes benefit from educated population especially those with trainings beyond that of a high school drop out. This means that education has increasingly impacted the ability of society members to remain relevant to post-industrial society which is marked with rapid advancements (Barrett, Bogue & Anderton, 2012).
Q2. A pandemic crisis is that which affects a wider geographical area and is in most cases felt worldwide. This means that it usually affects a good number of people compared to epidemic crisis which may only affect a specific city, country, or region. An epidemic crisis occurs when the number of those affected rises above the initial expectation. However, when the occurrence of such kind of infection takes place concurrently in different states/countries then it graduates into a pandemic crisis. In the context of education, pandemic crises are those which are normally occurring more frequently. In the U.S., the primary pandemic issue is that of finance while. On the other hand, chronic crises are those exhibiting moderate continuity as well as frequency. The primary chronic issues facing education in the U.S. are those of equity and diversity (Macionis, 2013).
The bigger issue in the U.S. education has been that of inequality in the provision, access, and affordability of the education services. There has been discrimination against blacks and other minorities. This can only be addressed through formulation of policies that are all-inclusive and which aim at promoting equality in the provision, access, and affordability of the education services (Macionis, 2013).
Q3. This current crisis is without any doubt a result of poor political leadership and lack of political goodwill. This is because it is directly related to discriminatory education policies by the successive governments which have failed to make equality in education their priority. Since all the citizens of America have the right to education, any sitting government must be responsible for any policy that is intended to discriminate against any section of the American citizens irrespectively of their races.
Q4. This discussion is closely related to social construction since the poor have always socially associated their inability to succeed educationally with the discriminatory policies advanced by the political elites. Such policies have always worked against the poor class while promoting educational success among the rich who can afford the rising cost of education. The disparity in educational success between the rich and the poor has thus been partially contributed to by social construction since what people are made to believe affects their actions. The poor have given up in their struggle for excellence in education since they believe that they can only change the situation if they can have an access to power, which is impossible.
Yes, we are definitely facing an educational crisis. This is evident by the deep cuts in funding being forced on school districts all over the country. The districts have had to take drastic measures to reduce the cost of education. It is such measures which have worked against the poor as education has increasingly become expensive. The recent report of Time magazine shows that 89 percent of the adults in the country indicated that there is a crisis in the country's high education. At the same time, 75 percent of those interviewed confessed that college education has become unaffordable (Budig, 2013).
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Q1. Educational roles can be divided into three categories; those to an individual, those to the society, and those to the country. Education enables an individual to develop potentialities which are inborn, modify his/her behavior, develop in all aspects of life, prepare for future life, and develop their personalities. It has also enabled individuals to adjust to their environment which is fast changing. To the society, education is the major force for social change which allows the development of moral and social values, and ensures equality through provision of opportunity for all. On the other hand, the nation also benefits from education since it helps inculcate social and civic responsibility, while ensuring national integration as well as overall national development.
The most important function of education is the enhancement of social change. Any society is dynamic and progressive in nature. It thus requires the development of personality for one to remain relevant. Therefore, education enables one to adjust from old customs as well as traditions which may hinder personal and societal development and to embrace such changes as experienced in technology and science (Sharma, 2012).
Q2. Yes. Large, bureaucratic approaches such as standardization of tests and tracking do not contribute. Therefore education functionality in society remains undermined. These approaches have not helped to solve the challenges facing education. They have failed to address real issues like funding inequalities and large sizes of classes while laying blame on students and their teachers, rewarding policymakers, as well as redefining learning objectives in terms of high scores and note all-round development of the child. This way, they have simply promoted conformity as well as oppression as scores are continuously used to discriminate against the poor who can only afford public education (Vinson, Gibson & Ross, 2001).
Q3. Yes. It is without doubt that it would be better for students whose needs may not be met by testing as is the case in conventional setting, for other programs to be created. This would help students who exist in settings that are traditionally marginalized as well as those to whom English is not a native language. It is only by coming up with relevant programs which can help meet the needs of such students that education can be able to address inclusion and diversity issues among students. Such education programs though may be seen to be of second class can be more applicable to this class of students.
Q4. Several solutions are available for the U.S. government. Firstly, the Government should come up with policies that ensure that the level of parents engagement in the education process of their children is improved. Parents should be aware of their children's courses and progress to allow them contribute in the motivation of their children. Secondly, the education policies should emphasize a strong teacher-child relationship to enable teachers ensure that all students development needs are addressed. Thirdly, the Government must also address the perceived weaknesses of such programs as those of standardized tests to ensure that learning is relevant and interesting to all students. This is an indication that the Government should increase its investment in such preventive measures as promoting pre-school effectiveness. Finally, the Government needs to device a model for funding which is student-centered. This will allow students who are disadvantaged in various ways to benefit accordingly (Furger, 2013).