"...education as a social institution, has encountered fundamental challenges. But education remains more or less the same. The institution and its protocols are so strong that it is not easy for the formal education system to respond to changes in society.
Because manpower requirements and individual career paths are increasingly unpredictable, it is no longer valid to assume that education is to prepare people for specific jobs or foreseeable manpower requirements. There is an urgent need to change the discourse in education to one of learning. For example, as first steps,
• we should talk about learning leadership in schools, rather than school management; • we should talk about learning resources and learning environments, rather than educational finance or school equipment; • we should refer to teachers as professionals of learning, rather than the teaching force; • we should see tests and examinations as assessments for learning, rather than assessment of learning; • we should see technologies as a way to liberate learners, rather than a way to replace teachers; and so forth.
Workplace expectations have extended well beyond knowledge and skills. Human elements have become increasingly important in the workplace. Attitudes, values, ethics and other personal attributes have emerged as new foci of concern. In most systems, learning in such dimensions is yet to be on the agenda of government education policies."
"But, at the same time, there are grounds for optimism. Real progress in the fields of cognitive science, computer science, neuroscience and educational psychology are breaking new ground in understanding human learning. A prominent realm of Science of Learning is emerging on the horizon. These research findings should lead to new approaches to student learning, reconfirm traditional wisdom in education and unmask misconceptions about student learning that have bedeviled us for a long time.
Among the more important findings emerging from the new science of learning are the following:
• Learning is the way humans make meaning about the world external to them. • Learning is the active construction of knowledge by the learner. • Learning requires understanding, and understanding is vital to the application of the knowledge one creates as one learns. • Learning takes place during doing and using; hence learning is intimately connected to experience. • Learning is most effective in groups; hence collaborative learning is the most effective learning. • Different people learn differently.
Perhaps it is time now to think more carefully about the ways in which human society is changing and the ways in which education must change with it. When we do that, I am certain that, if we do it well, we will restore learning to its rightful place as the focal point in our discussion of education."
A loan of $1,500 helps Juan to buy a lot for his house
Housing | Personal Housing Expenses
Juan is 28 years old. He is married and has three children. His main economic activity is cargo transport. He travels to the tropical area of Cochabamba and the whole country. He has 8 years of experience, but since the income he earns isn’t enough to cover his expenses, he makes cement wash basins on the weekends. His wife takes care of their cattle. Since the time he was very young, he has had to work to get ahead and buy a lot for his house, with the goal of continuing to get ahead and to provide better benefits for his family. He is requesting a loan to finish the construction of his house, which he could not finish because he did not have the necessary funds. This is how he will provide improved comfort and well-being for his family.
"You teach a course where you normally lecture to students during class time. They work on homework and group assignments during their own time. What if there were a way to do the lectures outside of class time so you could use class time to have students work on activities together? Welcome to Flipping the Classroom Simply Speaking."
"The making of charcoal, literally the distillation of wood to its carbon content, was an important process during the first half of the nineteenth century. Because it burned hotter and cleaner, charcoal was considered superior to wood. It provided fuel for both the furnaces which produced the iron and the forges of the blacksmiths who shaped it.
The first person to discover the seemingly magical properties of charcoal has long since been lost to human memory. What is known is that it may have been used in Europe as early as 5,500 years ago and was the "smelting fuel of the bronze and iron ages." Across many centuries charcoal was used in the smelting and shaping of metals, the production of glass, as a purifier of food and water, and in gunpowder; its by-products included a liquid used in the Egyptian embalming process.
The first method for producing charcoal probably involved the pit kiln process in which wood was slowly burned in a shallow pit covered with soil.
However, in many areas this eventually gave way to the more efficient and more manageable above ground forest kiln method. The charcoal maker, or collier, became an important figure. The demand for charcoal was such that in areas like Great Britain the woodlands were all but stripped and alternative fuel sources such as coke had to be sought. This was not initially the case in the heavily wooded United States."
"The New Zealand Initiative (NZI), a public policy think tank, has just published Teaching stars: Transforming the teaching profession. This is the third report in a series of three, tackling the issues raised in the first report,World Class Education? Why New Zealand must strengthen its teaching profession, and the second report, Around the world: The evolution of teaching as a profession. These reports investigate the main issues in international attempts to develop effective teaching, raise student achievement and foster a top-performing teaching profession. Key messages from these reports are:
Make teaching a high status profession, with characteristics and reputation equivalent to top-ranking professions;Ensure selective and rigorous teacher education so that high performing students become teachers;Develop a career ladder for teachers which recognizes, rewards and retains talented and effective teachers; andFacilitate teacher professional development and collaboration to improve student learning outcomes by using top-performing teachers as educators and role models."
"If provosts could grade themselves on how well they’re preparing students for success in the work force, they’d give themselves an A+. They did, sort of, in Inside Higher Ed's 2014 survey of chief academic officers. Ninety-six percent said they were doing a good job – but they may have been grading on a curve. In a new survey by Gallup measuring how business leaders and the American public view the state and value of higher education, just 14 percent of Americans -- and only 11 percent of business leaders -- strongly agreed that graduates have the necessary skills and competencies to succeed in the workplace. “It’s such a shocking gap, it’s just hard to even say what’s going on here,” Brandon Busteed, executive director of Gallup Education, said in an interview before the survey’s release here Tuesday. Some of the event’s speakers had an idea or two."
"The news reports say that the test scores of American students on the latest PISA test are “stagnant,” “lagging,” “flat,” etc.
The U.S. Department of Education would have us believe–yet again–that we are in an unprecedented crisis and that we must double down on the test-and-punish strategies of the past dozen years.
The myth persists that once our nation led the world on international tests, but we have fallen from that exalted position in recent years.
Wrong, wrong, wrong."
"Let others have the higher test scores. I prefer to bet on the creative, can-do spirit of the American people, on its character, persistence, ambition, hard work, and big dreams, none of which are ever measured or can be measured by standardized tests like PISA."