Education, its role in increase of economic potential
Education, its role in increase of economic potential
Moscow State University of Instrument Engineering and
Computer Science
Abstract:
“Education,
its role in increase of economic potential.”
Executed:
МФ-ЭФ2-06-02
Rulev Andrey
Checked:
Valentina
Manishova
Mozhaysk,
2008
Contents:
Introduction
1. Systems
1.1 Primary education
1.2 Secondary education
1.3 Higher education
1.4 Adult education
1.5 Alternative education
1.6 Emotional/Human education
2. Process
2.1 Learning modalities
2.2 Teaching
2.3 Technology
3. Economics
Bibliography
Introduction.
Education encompasses
teaching and learning specific skills, and also something less tangible but
more profound: the imparting of knowledge, positive judgment and well-developed
wisdom. Education has as one of its fundamental aspects the imparting of
culture from generation to generation.
Education means 'to draw
out', facilitating realization of self-potential and latent talents of an
individual. It is an application of pedagogy, a body of theoretical and applied
research relating to teaching and learning and draws on many disciplines such
as psychology, philosophy, computer science, linguistics, neuroscience,
sociology —often more profound than they realize—though family teaching may
function very informally.
1. Systems.
Education systems are
established to provide education and training, in most cases for children and
the young. A curriculum defines what students should know, understand and be
able to do as the result of education. A teaching profession delivers teaching
which enables learning, and a system of polices, regulations, examinations,
structures and funding enables teachers to teach to the best of their
abilities. Sometimes education systems can be used to promote doctrines or
ideals as well as knowledge, which is known as social engineering. This can
lead to political abuse of the system, particularly in totalitarian states and
government. Education is a broad concept,it refers to all the experiences in
which people can learn something. Instruction refers to the intentional facilitating
of learning toward identified goals, delivered either by an instructor or other
forms. Teaching refers to learning experiences facilitated by a real live
instructor. Training refers to learning experiences toward preparing learners
with specific konwledge, skills, or abilities that can be applied immediately.
1.1.
Primary education.
Primary school in open
air.
Primary (or elementary)
education consists of the first years of formal, structured education. In
general, primary education consists of six or seven years of schooling starting
at the age of 5 or 6, although this varies between and sometimes within
countries. Globally, around 70% of primary-age children are enrolled in primary
education, and this proportion is rising. Under the Education for All program
driven by UNESCO, most countries have committed to achieving universal
enrollment in primary education by 2015, and in many countries it is compulsory
for children to receive primary education. The division between primary and
secondary education is somewhat arbitrary, but it generally occurs at about
eleven or twelve years of age. Some education systems have separate middle
schools with the transition to the final stage of secondary education taking
place at around the age of fourteen. Mostly schools which provide primary
education are referred to as primary schools. Primary schools in these
countries are often subdivided into infant schools and junior schools.
1.2.
Secondary
education.
In most contemporary
educational systems of the world, secondary education consists of the second
years of formal education that occur during adolescence. It is characterised by
transition from the typically compulsory, comprehensive primary education for
minors to the optional, selective tertiary, "post-secondary", or
"higher" education (e.g., university, vocational school) for adults.
Depending on the system, schools for this period or a part of it may be called
secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or
vocational schools. The exact meaning of any of these varies between the
systems. The exact boundary between primary and secondary education varies from
country to country and even within them, but is generally around the seventh to
the tenth year of schooling. Secondary education occurs mainly during the
teenage years.
1.3. Higher
education.
Higher education, also
called tertiary, third stage or post secondary education, is the non-compulsory
educational level following the completion of a school providing a secondary
education, such as a high school, secondary school, or gymnasium. Tertiary
education is normally taken to include undergraduate and postgraduate
education, as well as vocational education and training. Colleges and
universities are the main institutions that provide tertiary education.
Collectively, these are sometimes known as tertiary institutions. Tertiary
education generally results in the receipt of certificates, diplomas, or
academic degrees.
Higher education includes
teaching, research and social services activities of universities, and within
the realm of teaching, it includes both the undergraduate level (sometimes
referred to as tertiary education) and the graduate (or postgraduate) level
(sometimes referred to as graduate school). Higher education in that country
generally involves work towards a degree-level or foundation degree
qualification. In most developed countries a high proportion of the population
(up to 50%) now enter higher education at some time in their lives. Higher
education is therefore very important to national economies, both as a
significant industry in its own right, and as a source of trained and educated
personnel for the rest of the economy.
1.4. Adult
education.
Lifelong, or adult,
education has become widespread in many countries.[citation needed] However,
education is still seen by many as something aimed at children, and adult
education is often branded as adult learning or lifelong learning. Adult
education takes on many forms, from formal class-based learning to self-directed
learning.
Lending libraries provide
inexpensive informal access to books and other self-instructional materials.
The rise in computer ownership and internet access has given both adults and
children greater access to both formal and informal education.
Mode of Education.
1-formal education, 2-informal education , 3-Non formal education.
Formal Education - the
hierarchically structured, chronologically graded education system, running
from primary school through the university and including, in addition to
general academic studies, a variety of specialized programs and institutions
for full time technical and professional training.
Informal Education - the
truly lifelong process whereby every individual acquires attitude, values,
skills and knowledge from daily experience and the educative influences and
resources in his or her environment from family and neighbors, from work and
play, from the market place the library and the mass media.
1.5.
Non-Formal
Education.
Any organized educational
activity outside the established formal system- whether operating separately or
as an important feature of some broader activity that is intended to serve
identifiable learning clienteles and learning objectives.
1.6.
Alternative
education.
Alternative education,
also known as non-traditional education or educational alternative, is a broad
term which may be used to refer to all forms of education outside of
traditional education (for all age groups and levels of education). This may
include both forms of education designed for students with special needs
(ranging from teenage pregnancy to intellectual disability) and forms of
education designed for a general audience which employ alternative educational
philosophies and/or methods.
Alternatives of the
latter type are often the result of education reform and are rooted in various
philosophies that are commonly fundamentally different from those of
traditional compulsory education. While some have strong political, scholarly,
or philosophical orientations, others are more informal associations of
teachers and students dissatisfied with certain aspects of traditional
education. These alternatives, which include charter schools, alternative
schools, independent schools, and home-based learning vary widely, but often
emphasize the value of small class size, close relationships between students
and teachers, and a sense of community.
1.7. Emotional/Human
education.
As academic education is
more and more the norm and standard, companies and individuals are looking less
at normal education as to what is deemed a good solid educated person/worker.
Most well educated and successful entrepreneurs have high communication skills
with humanistic and warm "emotional intelligence".
2. Process.
2.1.
Learning
modalities.
There has been a great
deal of work on learning styles over the last two decades. Dunn and Dunn
focused on identifying relevant stimuli that may influence learning and
manipulating the school environment, at about the same time as Joseph Renzulli
recommended varying teaching strategies. Howard Gardner identified individual
talents or aptitudes in his Multiple Intelligences theories. Based on the works
of Jung, the Myers-Briggs Type Indicator and Keirsey Temperament Sorter focused
on understanding how people's personality affects the way they interact
personally, and how this affects the way individuals respond to each other
within the learning environment. The work of David Kolb and Anthony Gregorc's
Type Delineator follows a similar but more simplified approach.
It is currently
fashionable to divide education into different learning "modes". The
learning modalities are probably the most common:
Kinesthetic: learning
based on hands-on work and engaging in activities.
Visual: learning based on
observation and seeing what is being learned.
Auditory: learning based
on listening to instructions/information.
It is claimed that,
depending on their preferred learning modality, different teaching techniques
have different levels of effectiveness. A consequence of this theory is that
effective teaching should present a variety of teaching methods which cover all
three learning modalities so that different students have equal opportunities
to learn in a way that is effective for them.
2.2.
Teaching.
Teachers need the ability
to understand a subject well enough to convey its essence to a new generation
of students. The goal is to establish a sound knowledge base on which students
will be able to build as they are exposed to different life experiences. The
passing of knowledge from generation to generation allows students to grow into
useful members of society. Good teachers can translate information, good
judgment, experience and wisdom into relevant knowledge that a student can
understand and retain. As a profession, teaching has very high levels of
Work-Related Stress (WRS) which are listed as amongst the highest of any
profession in some countries, such as the United Kingdom. The degree of this
problem is becoming increasingly recognized and support systems are put into
place.
2.3. Technology.
Technology is an
increasingly influential factor in education. Computers and mobile phones are
being widely used in developed countries both to complement established
education practices and develop new ways of learning such as online education
(a type of distance education). This gives students the opportunity to choose
what they are interested in learning. The proliferation of computers also means
the increase of programming and blogging. Technology offers powerful learning
tools that demand new skills and understandings of students, including
Multimedia, and provides new ways to engage students, such as Virtual learning
environments. Technology is being used more not only in administrative duties
in education but also in the instruction of students. The use of technologies
such as PowerPoint and interactive whiteboard is capturing the attention of
students in the classroom. Technology is also being used in the assessment of
students. One example is the Audience Response System (ARS), which allows
immediate feedback tests and classroom discussions.
Information and
communication technologies (ICTs) are a “diverse set of tools and resources
used to communicate, create, disseminate, store, and manage information.” These
technologies include computers, the Internet, broadcasting technologies (radio
and television), and telephony. There is increasing interest in how computers
and the Internet can improve education at all levels, in both formal and
non-formal settings. Older ICT technologies, such as radio and television, have
for over forty years been used for open and distance learning, although print
remains the cheapest, most accessible and therefore most dominant delivery
mechanism in both developed and developing countries.
The use of computers and
the Internet is still in its infancy in developing countries, if these are used
at all, due to limited infrastructure and the attendant high costs of access.
Usually, various technologies are used in combination rather than as the sole
delivery mechanism. For example, the Kothmale Community Radio Internet uses
both radio broadcasts and computer and Internet technologies to facilitate the
sharing of information and provide educational opportunities in a rural
community in Sri Lanka. The Open University of the United Kingdom (UKOU),
established in 1969 as the first educational institution in the world wholly
dedicated to open and distance learning, still relies heavily on print-based
materials supplemented by radio, television and, in recent years, online programming.
Similarly, the Indira Gandhi National Open University in India combines the use
of print, recorded audio and video, broadcast radio and television, and audio
conferencing technologies.
The term
"computer-assisted learning" (CAL) has been increasingly used to
describe the use of technology in teaching.
3. Economics.
High rates of education
are essential for countries to achieve high levels of economic growth. In
theory poor countries should grow faster than rich countries because they can
adopt cutting edge technologies already tried and tested by rich countries. But
economists argue that if the gap in education between a rich and a poor nation
is too large, as is the case between the poorest and the richest nations in the
world, the transfer of these technologies that drive economic growth becomes
difficult, thus the economies of the world's poorest nations stagnate.
Education is becoming
increasingly international. Not only are the materials becoming more influenced
by the rich international environment, but exchanges among students at all
levels are also playing an increasingly important role. In Europe, for example,
the Socrates-Erasmus Programme stimulates exchanges across European
universities. Also, the Soros Foundation provides many opportunities for
students from central Asia and eastern Europe. Some scholars argue that,
regardless of whether one system is considered better or worse than another,
experiencing a different way of education can often be considered to be the
most important, enriching element of an international learning experience.
Bibliography:
1) “English on economics”, С.А.Шевелева, 2001.
2) “Английский для студентов экономических
специальностей”, Е.В.Глушенкова, Е.Н.Комарова, 2003.
3) “Учебное пособие по деловому
английскому языку на базе сборника диалогов «Business Connections»”, О.Б. Андреева, 2005.
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