The New York Board of Education has recently approved the implementation of technical and career education for high schoolers after graduation. In my view, this amounts to an associate degree while in high school. This kind of education has advantages and disadvantages. It makes high school graduates college ready and saves time and money otherwise spent on remedial classes. Additionally, 14-17 year olds often find it hard to find their passion at such an age. This causes conflicts in students choosing a specialty. Various countries in Africa, Europe and the rest of the world have had similar systems of this kind of education for decades now. I think the US joining the trend will produce high school graduates better prepared for college and ultimately professional life.
Last week Digital Promise, a non-profit started by USG back in 2011 under section 802 of the Higher Education Opportunity Act, released a report titled Improving Ed-Tech Purchasing. The 25-page pamphlet is a digest of the more intimidatingly titled Fostering Market Efficiency in K-12 Ed-tech Procurement, a September report to DigiProm from the venerable Johns Hopkins University School of Education.
The report (both the short and long version) culminate in potential courses of action schools can take to codify their edtech uptake. Interesting that the answer to chronic bureaucratic inefficiency would be a new set of rules, but the authors' tack harks the zeitgeist. Instead of talking about departmentalizing, the report suggests specific methods of planning for edtech adoption, from identification of the school's needs thru piloting to full-scale implementation. The guidelines are there, and they're adaptable.
We generally come across so many people during our daily commutes. It is very interesting to discover that a lot of the people we encounter have cultures that differ from popular American culture. The vialogue below shows some interesting gestures and how several people from different countries depict those gestures.
The amount of time teachers spend in school varies from country to country. In some countries, it is mandatory for teachers to spend certain hours in the classroom. Few countries are lenient about the hours teachers spend in the classroom. Generally, primary school teachers are expected to teach more hours than that of secondary school. This is understandable because at the primary school level, students are more involved in extra curricular learning activities. Additionally, students at that stage have more time to learn and receive help.
This article presents an infographic on the amount of hours teachers spend in classroom across the world. For instance, in Chile, France, and the United States, educators spend over six hours teaching. Conversely, the number is between three and six hours in most countries. Overall, Chile has the highest number (1,049) for the annual hours of mandatory instruction time in primary education.
Amazon unveiled their version of a slim-lined, super computer last week in the form of a mini speaker named Alexa. "Even when it's asleep, Echo is still listening for the trigger phrase that will turn it on and start streaming your voice to the cloud."
Read more about it here: CNN
If a visualization of tweets mapped by time and geolocation data is any reliable indicator, apparently NY likes it's lazy Sundays (Chris Parnell does). Either people are asleep or too deep into their bottomless brunches to care about social media.
Students are usually taught the basic rights of individuals in America as prescribed by the constitution. It is reasonable to think that schools in other countries also teach students their basic rights as individuals. This article highlights a very strange right that a group of students are advocating: "The Right to Cheat" on exams. After a series of interviews in some universities in Uttar Pradesh, India by a BBC correspondent, students feel they have a natural right to cheat on examinations. The students indicated that the education system is very corrupt and allows students easy access to questions from exams they have yet to take. Apparently, only the students from wealthy families can afford to buy "cheat sheets" and exam grades. Other students also explained that there are so many popular students have links with local politicians. As such, these students are able to influence their peers politically. Students that have political ties are allowed to cheat on exams because politicians pay the proctors to leave those particular students to cheat.
In a recent survey, Sub Saharan Africa was ranked the lowest region when it comes to global trading. The region is also the lowest in terms of integration between neighboring countries. This information is based on the Global Connectedness Index that evaluates study of trade, information, people, capital and GDP. According to Pankaj Ghemawat, global professor of management and strategy at the NYU Stern, connection between sub Saharan African nations will increase movement of people, goods and information across the region which will lead to economic growth. The study also shows how trade has increased massively in emerging markets, which are currently pushing the global economy.
The survey shows that a big change is occurring in the global economy because growth is highly driven by emerging markets: small countries with high regional integration. The economy of any nation depends on the business opportunities available. These opportunities are either domestic trading or international investment coming into the country.
The Center for Social Innovation and "Be Social Change" will host the, "Future of Education: New Models for 21st Century Learning" Meetup this Thursday, November 13th from 6:45-8:45 PM at Knewton (100 Fifth Ave. (at 15th St.), 8th Floor). This Meetup is FREE and the team at "Be Social Change" always hosts meaningful, interesting events. I will definitely attend, if you are interested please add a comment so we know how many people are on the EdLab outreach train that night!
Thursday, Nov. 13th
100 Fifth Ave. (at 15th St.), 8th Floor
The different kinds of ongoing conflicts around the world have resulted in the shut down of many schools in those territories. For instance, the war in Syria, endless conflict in the Gaza strip, Boko Haram insurgency in Nigeria, ethnic conflict in Central African Republic (CAR), and the occupation of Ukraine are some of the ongoing conflicts that have affected education. While children in the United States, England, France and other non-conflict zone attend school regularly; about 30 million children are out of school, most of them in conflict zones. Millions have been moved from their schools and homes. Additionally, some schools are attacked or occupied by military forces.
In CAR, a third of schools were struck by bullets, set on fire, or occupied by armed groups. Likewise, during the Gaza conflict, more than 100 schools were used as shelters for more than 300,000 people. In Nigeria, students and teachers have been killed and abducted in the northeast region where Boko Haram reigns. These are some of the reasons why 30 million children are not in school. Unfortunately, even teachers who are willing to help students are being killed. Due to the fact that these issues demand a long-term solution, an alternative solution is needed to prevent children from staying home.