Restructuring Education

The Huffington Post "Obama Education Waiver Plan" of 8/10/2011 speaks of wavering parts of the No Child Left Behind program to modernize education. From my perspective, we can try to patch our education system through rigid standards and waivers, but the full potential of educating our children cannot be reached if we continue to apply an incomplete definition of education, as "the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life."

An "enduring" State is founded on culture, dominated by ideals, and motivated by service attained when its citizens have been raised with the personal commitment to develop a well-balanced personality, leading us to a companion definition for education:

"The acquirement of skills, the pursuit of wisdom, a realization of self, and the attainment of spiritual values."

To achieve this definition, education must cultivate the three endowments of the human mind: intelligence, moral awareness and spiritual insight. Together, these endowments create the harmonious development of the human personality, and bring us the PURPOSE of education: to be fully empowered to contribute one's best to the advancement of self and civilization. Through the development of intelligence we hone our skills and cultivate our reasoning and emotional abilities.

What about moral awareness? Our expanding social structure has readily adapted to intellectual and scientific growth, but abounding technological achievements have eclipsed the moral ethics that the home institution once provided. And ethics is the external social mirror that faithfully reflects the inner development of the members of society.

The home and family - the crowning glory of a long and arduous evolutionary struggle - is the natural social arena for the development of ethics: patience, altruism, forbearance and tolerance, all essential for peace and progress. Home ethics is one of civilization's only hope for survival.

And spiritual insight? Living faith is what empowers individuals to elevate morality to the spiritual levels of unselfish service. To constrain living faith in civil interaction is like removing the sails of a sailboat. It is wise to separate religious institutions from education and government, but it is true religion - the desire to find and know God - that organizes the human personality in an ascent to higher levels of love and devotion, of service and fellowship.

The time is NOW to recognize that the educational concept and definition should include cultivation of the three endowments of the human mind; that modifications to our education system alone will not achieve the result we seek in our children without the edification of home life and the progressive force of living faith.

Sheila Keene-Lund is the author of Heaven Is Not the Last Stop, the first book to reconcile a planetary revelation with a wide swath of human knowledge

Empowering Your Skills Through Adult Education Learning

Adult education learning is something that you ought to try if you are thinking of reviving your career or going through the career ladder a notch higher. For folks who have graduated from school a long time ago, you should never feel that age matters when it comes to going back to school. This is also a good opportunity for those who may not have had the chance to finish college on time.

Various factors may take its toll on someone's education at one point in time. Usually it's about the financial capacity. A medical condition might have previously prevented you too from finishing your degree. Family issues might also be a reason yet adult education does not really take these things as important anymore. It doesn't matter which career you would like to pursue so long as you are willing and resolved to finally get the diploma you've always wanted.

Preparing for Re-Skills Training

If it's been years since you last entered school, there are a few important things to keep in mind so that you can prepare yourself. First, you must clearly define your goals. What do you intend to do and how do you think entering school will help you? Being goal-oriented will also help you cope in school because you are going to go through a series of school works and examinations which would all take its toll on you.

Another important thing to have as a trait is the ability to take directions. If you have been used to having your own way, that's going to be challenged once you re-enter school. You have to follow the rules and regulations implemented by the learning institution as well as your teacher within the classroom.

Thirdly, you should also be able to take in constructive criticism. Your fellow classmates and your instructor would not always agree with your ideas. Sometimes, the way you do things will be questioned. You should also learn not to be too hard on yourself and let yourself learn things while still managing to enjoy the fact that you are back in school.

Benefits of Taking Adult Education Courses

There are many good reasons why you should take some adult education courses if you can. Among the main ones is that you can finally boost your skills level. What's even better is that these courses are flexible enough to fit into your schedule so you can end up juggling work with school effectively.

Also, adult courses are mostly done through distance learning modules. This way even stay-at-home folks would have no problems with education because they no longer have to leave home just to attend a class. This is also perfect for those who are always on the go. In the end you can manage to learn at your own pace in the environment that's most suitable for you.

Despite its flexibility in schedule, most adult courses are still comparably cheaper compared with traditional classes. Some schools even offer their students the ability to adjust the number of hours that they can fill in for class. Most distance learning courses still offer some consultation days wherein the students are going to meet in a typical classroom setup.

There are many different institutions these days that offer adult education learning. In fact, almost every school within cities are capable of doing this. The only thing you need to consider is the course that you will be taking and how you are going to be able to maximize it after you have totally graduated from the course. Some also offer special scholarship programs which you might also want to get into.

Educational Learning Toys On The Market

Are you interested in educational learning toys that you can find for your child that will enable them to learn as they play? There are many different types of toys you can buy for your child that will help them learn while they are having fun. Preschool is an important time of life because children are soaking up tons of information and they love to play. They learn through play and it is important to allow your child the time to play, as well as learn discipline, nurture and rest.

The best way to find educational learning toys your child will enjoy is by going online to educational toy stores as well as looking at your local toy stores. You want to choose , a Preschool Educational Toys that will have some basis for helping your child enhance the use of their mind and five senses. Blocks, puzzles, imaginary play, lacing toys, memory games, arts and crafts, and letter games will help prepare them to read and do the school tasks that will be required of them.

When buying a Preschool Educational Toys choose a variety of toys that use different parts of the brain as well as different senses. You want to help them expand their learning abilities even if they are already school age. If you have questions about the best toys to buy you can always speak with a teacher about your child's development. Other ,Preschool Educational Toys that can be helpful are coloring books that teach them about different animals, characters, people, history, and clocks. There are toy clocks you can buy to help your child to read the time.

The idea behind educational learning toys whether you create them or buy them is to help your child be prepared for school and learn while having fun. It is a blessing to have a child in school who enjoys learning. Why not start that early, by showing them that we can learn all the time. It is fun to watch our children learn and grow. Be deliberate in the Preschool Educational Toys you place in front of them and you will be amazed at what their brains will soak up!

Higher Education and Society

Institutions of education, and the system of which they are a part, face a host of unprecedented challenges from forces in society that affect and are influenced by these very institutions and their communities of learners and educators. Among these forces are sweeping demographic changes, shrinking provincial budgets, revolutionary advances in information and telecommunication technologies, globalization, competition from new educational providers, market pressures to shape educational and scholarly practices toward profit-driven ends, and increasing demands and pressures for fundamental changes in public policy and public accountability relative to the role of higher education in addressing pressing issues of communities and the society at large. Anyone of these challenges would be significant on their own, but collectively they increase the complexity and difficulty for education to sustain or advance the fundamental work of serving the public good.

Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.

Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A "movement" approach for change holds greater promise for transforming academic culture than the prevailing "organizational" approach.

Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders within and beyond education.

The Common Agenda is specifically designed to support a "movement" approach to change by encouraging the emergence of strategic alliances among individuals and organizations who care about the role of higher education in advancing the ideals of a diverse democratic system through education practices, relationships and service to society.

A Common Agenda

The Common Agenda is intended to be a "living" document and an open process that guides collective action and learning among committed partners within and outside of higher education. As a living document, the Common Agenda is a collection of focused activity aimed at advancing civic, social, and cultural roles in society. This collaboratively created, implemented, and focused Common Agenda respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common interests of the whole. As an open process, the Common Agenda is a structure for connecting work and relationships around common interests focusing on the academic role in serving society. Various modes of aliening and amplifying the common work within and beyond education will be provided within the Common Agenda process.

This approach is understandably ambitious and unique in its purpose and application. Ultimately, the Common Agenda challenges the system of higher education, and those who view education as vital to addressing society's pressing issues, to act deliberately, collectively, and clearly on an evolving and significant set of commitments to society. Currently, four broad issue areas are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic mission and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility into the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the education system

VISION We have a vision of higher education that nurtures individual prosperity, institutional responsiveness and inclusivity, and societal health by promoting and practicing learning, scholarship, and engagement that respects public needs. Our universities are proactive and responsive to pressing social, ethical, and economic problems facing our communities and greater society. Our students are people of integrity who embrace diversity and are socially responsible and civilly engaged throughout their lives.

MISSION The purpose of the Common Agenda is to provide a framework for organizing, guiding and communicating the values and practices of education relative to its civic, social and economic commitments to a diverse democratic system.

GUIDING PRINCIPLES

I believe social justice, ethics, educational equity, and societal change for positive effects are fundamental to the work of higher education. We consider the relationship between communities and education institutions to be based on the values of equally, respect and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.

We will seek and rely on extensive partnerships with all types of institutions and devoted individuals inside and outside of higher education.

We realize the interconnection of politics, power and privilege. The Common Agenda is not for higher education to self-serve, but to "walk the talk" relative to espoused public goals. We understand the Common Agenda as a dynamic living document, and expect the activities it encompasses to change over time.

THE COMMON AGENDA FRAMEWORK The general framework for the common agenda is represented in the following diagram. It is clear that while goals and action items are organized and aliened within certain issues areas, there is considerable overlap and complimentarity among the issues, goals and action items. Also, following each action item are names of individuals who committed to serve as "point persons" for that particular item. A list of "point persons," with their organizational affiliation(s) is included with the common agenda.

ISSUES

ISSUE 1: MISSION AND ACTIONS

Public understanding more and more equates higher education benefits with acquiring a "good job" and receiving "higher salaries." To understand and support the full benefits of higher education the public and higher education leaders need to engage in critical and honest discussions about the role of higher education in society. Goal: Develop a common language that resonates both inside and outside the institution. Action Items: Develop a common language and themes about our academic role and responsibility to the public good, through discussions with a broader public.

Collect scholarship on public good, examine themes and identify remaining questions. Develop a national awareness of the importance of higher education for the public good through the development of marketing efforts.

Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional diversity within and between higher education institutions.

Identify strategies for engaging alumni associations for articulating public good and building bridges between higher education and the various private and public sector companies. Develop guidelines of discourse to improve the quality of dialogue on every level of society. Organize a series of civil dialogues with various public sectors about higher education and the public good.

ISSUE 2: DEVELOPING NETWORKS AND PARTNERSHIPS

Approaching complex issues such as the role of higher education in society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experiences.

Broad partnerships to strengthen the relationship between higher education and society involves working strategically with those within and outside of higher education to achieve mutual goals on behalf of the public good.

Goal: Create broad and dispersed communication systems and processes.

Action Items:

Create an information and resource network across higher education associations Create information processes that announce relevant conferences, recruit presenters and encourage presentations in appropriate national conferences Develop opportunities for information sharing and learning within and between various types of postsecondary institutions (e.g. research-centered communities).

Goal: Create and support strategic alliances and diverse collaborations.

Action Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e.g. civic organizations, legislators, community members) Explore with the public how to employ the role of arts in advancing higher education for the public good Promote collaboration between higher education and to address access, retention, and graduation concerns

ISSUE 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC RESPONSIBILITY INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONS

Education should attend to the implicit and explicit consequences of its work, and reexamine "what counts" to integrate research, teaching and service for the public good to the core working of the institution.

Goal: Emphasize civic skills and leadership development in the curriculum and co-curriculum.

Action Items: Develop and implement a curriculum in colleges and universities that promote civic engagement of students Create co-curricular student and community programs for leadership and civic engagement development Develop learning opportunities, inside and outside of the classroom, that promote liberty, democratic responsibility, social justice and knowledge of the economic system Develop student leadership and service opportunities that focus on ethical behavior Teach graduate students organizing and networking skills, and encourage student leadership and Diversity education

Goal: Foster a deeper commitment to the public good.

Action Items: Work with faculty on communication skills and languages to describe their engagement with the public, and educate faculty for the common good Identify models for promotion and tenure standards Identify models for faculty development

Goal: Identify, recognize, and support engaged scholarship.

Action Items: Identify and disseminate models and exemplars of scholarship on the public good Encourage the participation in community research Help institutions call attention to exemplary outreach. Establish a capacity building effort for institutions

Goal: Bring graduate education into alignment with the civic mission.

Action Items: Work with disciplinary associations to hold dialogues on ways graduate student training can incorporate public engagement, involvement and service Promote "civic engagement" within academic and professional disciplines according to the disciplines' definition of "civic engagement" Incorporate the concept of higher education for the public good into current graduate education reform efforts

ISSUE 4: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE STRUCTURE OF THE HIGHER EDUCATION SYSTEM

Promoting the public benefits of higher education requires system efforts beyond institutions to intentionally embed values of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.

Goal: Align governing structures and administrative strategies.

Action Items: Develop ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and promote ways for institutions to improve involvement with the public and the practice of democracy within their own institution. Establish public good/civic engagement units that orchestrate this work throughout institutions.

Goal: Publicly recognize and support valuable engagement work.

Action Items: Offer public awards that reward institutions with demonstrable track record in serving the public good in order to encourage institutionalization of performance around the public good and civic engagement.

Develop a comprehensive inventory of funding sources, association activities, initiatives, and exemplary practices that advance the public good. Identify, recognize, and support early career scholars who choose to do research on higher education and its public role in society.

Goal: Ensure that assessment and accreditation processes include civic engagement and social responsibility.

Action Items: Identify service for the public good as a key component in provincial and federal educational plans (e.g. Master Plans, provincial budgets, and professional associations).

Bring higher education associations and legislators together to broaden current definition of student outcomes and achievement, and develop a plan for assessment.

Develop strategies and processes to refocus system-wide planning, accreditation and evaluation agendas to consider criteria assessing the social, public benefits of education.

Goal: Cultivate stronger ties between the university, federal and provincial government.

Action Items: Develop a 2-year implementation plan that joins the university rector / Pro-rector and Director with provincial legislators to engage in an assessment of the needs of the public by province Host a series of dialogues between trustees and provincial legislators to discuss the role of universities and public policy in advancing public good at a local, provincial, and national level.