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Education in the USA
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Instructor
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Education in the USA
Introduction
Education provides a foundation for future well-being of an individual in the current developing world. It is the form in which intelligence is obtained; thus, governments must proceed to educate their children in an optimum manner (Beach 122). In addition, government must ensure enough resources are allocated to the education sector. This will guarantee that students get high quality education, and that will make them very competitive in the labor market. This will also lead to national progress because for a country to realize its development goals, it requires application of knowledge, skills and innovations that are brought about by education.
Although all countries throughout the globe focus on enhancing the education sector, the ways in which subjects are taught varies considerably from one country to another and it cannot be concluded that there is a single country that has the perfect education system. Even in developed countries, there are certain advantages gained from their education system as well as limitations associated with them (Nicholas 345). Thus, there is the need to ensure these limitations are addressed. This is imperative because education sector is dynamic and the government must ensure that the education system takes into account all relevant contents that can make students competitive in the job market and also provide education that can help to foster national growth.
Despite the USA being a superpower in the world, there has been an observation that the American education system does not result into the competence required for competitiveness of students from developed countries in comparison to other developed countries (Johnson 45). This has brought the US into lower ranking in terms of the quality of education provided to learners. Consequently, the country is ranked 17th among the developed countries. This implies that despite being a leading dominion, there is the need to ensure its education system is redesigned (Brockman 87). This paper provides a proposal for the ideal education system in the USA, which if implemented can improve the quality of education drastically.
Nature of Schooling
In the United States of America, it has been suggested that students can get better education systems if terms are prolonged and students get through at least three terms in a year before proceeding to the next grade. This involves a curriculum that is taught in three months with a break in between for a period of one month (Kincheloe 67). However, the number of hours spent in classes must be kept high enough to enable students get familiar with learning environment and facilities. The design of the manner in which students attend classes should be based on a number of factors. For instance, the abilities of students should be considered by the most efficient students being allocated to specific learning environments where they don’t feel slowed down by other students who are less efficient compared with them, or those who are weaker in the subjects that other students are good at.
Generally, most students are likely to have their strong and weak subjects until they get a better understanding of them (Klein, Rice, and Levy 278). However, there are those who have the capability to understand all courses while there are those who are challenged to do that. Students are either strong, or average or weak in the definite subject. So when students are good at Mathematics, average at Geography and weak at Sciences, they are required to join the right class level for each subject. This ensures they are able to learn at the pace with other students who have the same rates of understanding possessed by them.
Choice of Subjects and Teachers
Teachers and subjects should be chosen for students based on their training competence and capabilities. Teachers who have interests and proficiency in teaching science subjects should be allocated more of those and trained to deal with issues affecting learners in the field of science. Furthermore, instructors should be provided with enough resources in the subject they teach such as books and reference materials (McKeown and Nolet 56). In the initial years in school, students can be placed in compulsory learning process where they are taught all the subjects and examined in them. In the latter years, they will develop competence in certain subjects and demonstrate weaknesses in others. At this stage, they should be allowed to specialize in the courses they have the better understanding of and continue doing only the ones of their interest in senior levels of education (Sherry 356). There should be a policy that restricts students from changing the subjects they have specialized in, and they should get certification for their achievements in that sphere of specialization.
In addition, schools in the US should give students a wide range of options with regards to the minimum requirements for each subject (Beach 542). There should be flexibility in government’s curriculum system and it should be easy to complete. The government should not be allowed to decide the content of everything learnt at schools and there should be freedom on the use of books. Teachers should be allowed to use any book required and they should be allowed to teach what they need to teach.
The subjects taught in schools should be focused on assisting students get skills in various fields of their interest that can be useful for them in the employment world. For instance, students who have mathematical abilities should be taught more accounting and business skills that enable them work in the field of business, e.g. financial sectors (Johnson 265). In the same manner, students who show interest in technology should be taught subjects related to technology and encouraged to develop their skills in this field so that they can be used in the employment sector to secure a job.
Nature of Class Activities
Class activities in schools should be composed of both theoretical and practical knowledge. For instance, teaching of science subjects should be accompanied with laboratory experiments that expose learners to practical skills in biology (Kincheloe 321). Other class activities should involve the use of a number of reference materials for each subject taught. This implies that teachers should use a variety of information sources before they begin the act of teaching particular subjects. The teaching process should also ensure an assessment of learner’s understanding is done by providing exercises in the course of the lessons and also before a particular topic is concluded. There should be a number of facilities to perform practical classes in science subjects within the institutions of learning.
Similarly, students who do other practical subjects such as Physics and technical subjects such as Drawing should be trained on practical skills that are important in technological world (Klein, Rice, and Levy 654). For technical drawing there should be provided facilities such as drawing instruments and a room where students can practice their skills. It should also involve introducing them to technical problems in real life where their knowledge and talent can be applied. Students in the arts classes should be provided with oral and presentation skills that ensure they boost their capabilities in teaching literacy subjects after they have completed their education.
Examination Procedures
The examination procedures should involve providing the same examination but with different time to complete tasks depending on the learners’ capabilities. This is because students who are good at certain subjects can save time to study other subjects and improve their competence. Longer hours should be given to students who are slow learners in certain spheres so that they can have enough time to study them and become competent (McKeown and Nolet 543). This approach is mainly important for elementary education such as grammar schools.
However, in colleges and other higher institutions of learning, more advanced methods of examination should be used where different exams are given to students based on their capabilities, and certification is provided at the end of the examination. The certification acts as a description of the student’s level of qualification in a particular subject. It will also act as a guide to a potential employer with regards to the ability of the applicant to perform well in his organization.
Works Cited
Beach, Gary J. The U.S. Technology Skills Gap, + Website: What Every Technology Executive Must Know to Save America’s Future. Hoboken, NJ: Wiley, 2013. Print.
Johnson, Edgar D. What About Us?: Standards-based Education and the Dilemma of Student Subjectivity. Charlotte, NC: Information Age Pub., 2011. Print.
Kincheloe, Joe L., ed. The Praeger Handbook of Urban Education. Westport, Conn: Greenwood Press, 2006. Print.
Klein, Joel I., Condoleezza Rice, and Julia Levy. U.S. Education Reform and National Security. New York: Council on Foreign Relations, 2012. Print.
McKeown, Rosalyn, and Victor Nolet. Schooling for Sustainable Development in Canada and the United States. Dordrecht: Springer, 2012. Print.
Nicholas, Carr. Is Google Making Us Stupid? The Atlantic Magazine, 2008. Print.
Sherry, Tuckle. How Computers Change the Way We Think. American Library Association,
2004. Print.
Analysis of Information
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Analysis of Information Systems in Organizations
An information system is a sophisticated system used to store information is a database that makes the process of identifying data easy for a given organization. A through justification for implementing an information system is that it helps employees identify the risks, costs and benefits and also present an action plan for realizing the organizational goals. In the current fast moving and ever changing world, customers’ preferences and requirements are constantly evolving. If business wants to remain competitive and remain functional at performance levels that match their clients’ expectation, they must embrace innovation. One of the main justifications for organizations considering an information system is that it moves away from manual data storage and comes in handy in the storage of operational data, documents, communication records, and revision histories. Another justification of selecting an information system is that it leads to behavior change among employees and employers. The system makes it easy for them to communicate effectively and rapidly. Information systems also make it possible for organizations to secure and improve their future by establishing new services and products.
Without a doubt, organizational goals are key in informing the selection process of an information system. It is important for the organizational objectives to align with the information system because it breeds functionality and makes it easy to for them to fulfill their mandate. When goals align with the system, managers and other team leaders find it easy to coordinate with their teams because there is synchrony. Essentially, when systems support the goals of the organization, it breeds adds value to the investment. Implementing the information system might be costly but it is investments worth making as it addresses a lot of loopholes that otherwise not have been addressed. Additionally, when organizational goals align with the information system selected, it breeds trust and accountability between employees and employers.
When it comes to the process of selection and acquisition of information system, each stakeholder has a unique role to play. Implementing an information system is a costly affair for nay organization and such one of the main roles of the stakeholders is to provide resources provision. Managers should collaborate with their employees in developing proposal for funding. This will ensure that the organization has funds to see the project through completion. Another responsibility of employees in the selection process is to share ideas and solutions that can be used to improve their experience (Djevello, Ekaterina S., et al, 23). At the end of the day, the information system is developed for their use meaning that they are in the best position to providing feedback on the viability and usability of the system. Employees are important as they ensure that deferring viewpoints of the clients are taken into perspective in the selection of an information system.
As regards the typical implementation process of an information system, after identifying and acquiring the system, the next phase that follows is the actual implementation and seeing it to completion where it goes live. One very important component has to do with the installation process. System components have to be installed and process analysis carried out. Additionally, staff training must be undertaken to ensure that the employees are well familiarized with the system. Another important aspect if system implementation is carrying out tests. Tests should be conducted regularly and reports generated to monitor the functioning of the systems. This way, any loopholes that arise will be handles with ease. Worth noting organizations must devote sufficient resources and time to ensure success of the project. The implementation process described in the CPOE case study failed to describe the fundamental activities of information implementation process in various ways. To begin with, the process did not take into account the concerns of the stakeholders particularly the physicians as regards the new system. The doctors did not show concern for the project as the new system increased their workload instead of reducing it. The system also included verbal orders in addition to the computerized orders. They set a deadline for 18 months for implementing the system in eight other hospitals which was a huge undertaking. Because of the growing concerns, the CIO and champion started to rush the steps. This led many physicians into quitting their job and leaving the hospital. To make the situation worse, the CIO and champion left as well. There was team breakdown in matters of respect and communication.
The five indicators of project failure manifested in the CPOE case study include lack of belief in the project, lack of a clear purpose, insufficient leadership support, lack of condor and failure to foresee short-term disruptions. If people do not demonstrate belief in the project it becomes impossible to communicate and attain the project objectives (Hertzum, Maria and Arnvør á, 7). Communicating objectives makes individuals motivated. Not having a clear purpose can be rectified by taking up the initiative and working with the IT technicians to make the project clear and understood. Not anticipating disruptions can be rectified by limiting the duration and depth of the interruption. Lack of leadership can be eased by demonstrating to the employees that you are there to support them through the tough times. Lack of condor is completely unacceptable in leadership. A good leader will demonstrate good listening skills. Respect is paramount and should be at the centre of all communication.
References
Djevello, Ekaterina S., et al. “Specifics of management quality implementation to information systems and products.” 2018 IEEE International Conference” Quality Management, Transport and Information Security, Information Technologies”(IT&QM&IS). IEEE, 2018.
Hertzum, Morten, Maria Ie Manikas, and Arnvør á Torkilsheyggi. “Grappling with the future: The messiness of pilot implementation in information systems design.” Health Informatics Journal 25.2 (2019): 372-388.
Education in the UAE
Education in the UAE
Name
Affiliation
History of Education in the UAE
The history of education in the UAE to antiquated civilizations impacts were found in a few chronicled destinations. In those first period was human create themselves through preparing toward oneself, and the securing of learning reproduced grinding, and in a consequent period showed up instruction rehearsed by instructors they have the information in the investigation of science, thus the advancement of education in the UAE from the customary example easy to another type of instruction in view of lessons and choices and regulations (Elyas & Picard, 2010). So we can focus through our discussion about the verifiable advancement of instruction are four sorts of instructive frameworks that rose in the UAE through its long history.
Type I: Koranic education or MutawaThis type of education was predominant long back, has been honed by a substantial number of mutawwa’in and Almtoat. They are veteran educators. Furthermore, received education Mutawa on the Quran and Hadith and also preparing on composing and calligraphy and nature mainstays of Islam and thorough cleansing, and no sort advanced instruction in Mutawa showed up as a consequence of the distinctive lessons that performed some mutawwa’in and assorted qualities at times as an aftereffect of the differences of society and ability to know and mastery, and this characteristically prompted the rise of a reasonable separation in the lessons that youngsters get on account of some veteran instructors have proceeded with instruction in Mutawa to the onset of transformative declined his part gradually, and vanished from the group a while later.
Type II: Education SeminarsThis type practiced by a small number of scholars, scientists and insiders who they have the broad information of the benefits of authoritative opinion and convention and translation, syntax, spelling, history and diverse religious lessons. Held in a corner in a mosque or be distributed a spot or position known in Beit al-Faqih himself or in the place of a shipper or different questions in the town has flourished circles and lessons said in the UAE for quite a while yet months scenes that ran researchers end up in the head tent amid the crusade British Last by year 1819 AD and saw urban communities UAE numerous passageways of science that has Bahaaúha senior researchers gone by the nation at the time and sat show understudies mindful, and stayed experimental workshops and classes specified wellspring of science and statute has graduated the original of pioneers UAE, then declined with the approach of schools transformative and the start of the advancement of education and access courses and lessons in cutting edge developmental schools evolutionary schools (Alketheri, 2010)Type III: Education evolutionary or semi-formalAppeared during the period between 1907 to 1953. In Abu Dhabi, established School Al Otaiba in 1930, and rose after a few schools the same example in the urban areas of alternate emirates, has proceeded with education Evolutionary until the late forties, where various components to stop those schools, particularly with the spread of retreat exchange and the development of refined pearls and Tathiraharb Second World trades business in the Arabian Gulf, which considered adversely those driving schools that moved on from the first class learned people of the pioneers of the UAE and the school change Qasmia was created in Sharjah in 1935 have helped through fabulousness in the improvement of instruction curricula of style semi-formal to formal education (Rumnaz Imam, 2005). What’s more, on the remnants of this school and through instructive encounters created the first general school in the UAE in particular Qasimiyah School Sharjah In Abu Dhabi, founded School Al Otaiba in 1930, and emerged after several schools the same pattern in the cities of the other emirates, has continued education Evolutionary until the late forties, where a number of factors to stop those schools, especially with the spread of recession trade and the emergence of cultured pearls and Tathiraharb Second World exchanges business in the Arabian Gulf, which reflected negatively on those leading schools that graduated from the elite intellectuals of the pioneers of the UAE and the school reform Qasmia was established in Sharjah in 1935 have helped through excellence in the development of education curricula of style semi-formal to formal education. And on the ruins of this school and through educational experiences established the first regular school in the UAE namely Qasimiyah School Sharjah
Type IV: modern-formal education:-Started with Sharjah opening Qasimiyah school year 1953/1954, the first scholastic year in wire formal instruction. Showed up toward the start of present day instruction or government in the UAE, and was taught sorted out in schools and classes and choices and assess the understudy and issue him a declaration course toward the end of the school year and the advancement of formal education in the UAE amid the two stages were reliant on neighborhood governments and learning which was established amid the sixties (Alketheri, 2010). The dispatch significant instruction has happened following the second of December 1971, a day on which all the UAE, Vtasst elected services including the Ministry of Education and Youth, which assumed liability for regulating the education at different stages and spread over the time of government schools furnished with the most recent gadgets and implies and with design style upscale, and brought the state instructive missions from different Arab nations to add to the advancement of cutting edge education thus saw the UAE amid that period an extraordinary jump in the field of instruction prompted expanded education rate among the individuals and the annihilation of ignorance, then a real improvement in the ranges and sorts of instruction and stages (Alketheri, 2010)
Conclusion
When the discovery of oil and the start of the advancement, the state has given careful consideration to education, and considered Sheik Zayed receptacle Sultan Al Nahyan, the instruction of improvement needs, when he said: Young individuals are the genuine abundance of countries. He provided for all the tasks that are progressively advance education, met all requirements for an era becomes equipped for giving and serving the country. At the point when the Federation in 1971, were not instructive administrations has come to numerous towns and urban areas, not the quantity of understudies in the state than the 28 thousand understudies, and was on the individuals who wish to finish his instruction after secondary school was sent to the outside, either to a remote nation or Arabic for on graduate degrees to the detriment of the state.
References
Elyas, T., & Picard, M. (2010). UAE educational history: impacts on Arabic language teaching. Education, Business and Society: Contemporary Middle Eastern Issues, 3(2), 136-145.
Rumnaz Imam, S. (2005). Arabic as a global language and the question of nation‐building education in UAE. Comparative Education, 41(4), 471-486.
Riek, L., Mavridis, N., Antali, S., Darmaki, N., Ahmed, Z., Al-Neyadi, M., & Alketheri, A. (2010, April). Ibn Sina steps out: exploring Arabic attitudes toward humanoid robots. In Proceedings of the 2nd international symposium on new frontiers in human–robot interaction, AISB, Leicester (Vol. 1).