The Best Educational Experiences in Washington, DC
The education in next 50 years may become a little difficult for students because new ideas and discovery’s are being made and students are forced to study all that in a very little age so it becomes a burden on them to understand everything but it will be beneficial for them because populareducationtips. In the whole world, there are many countries which include developed and developing countries. The education system after 50 years will be different in both. It will be really good in developed countries but in developing countries it will not be that much advances because the countries are way back in the field of science and technology. In next fifty years system of education in school, colleges and universities will totally be changed. Studies will become very easy.
Science and technology will play an important role in future education but it will not reduce the importance of teacher. A teacher is the main guide in the whole life of a student. He guides them and makes them well disciplined and educated and in the future also teacher will play an important role in the career building of a student. Even if the students will be able to get knowledge from advance resources like internet, still they will need a teacher. Teachers will educate them in school, colleges and universities in a proper way. The role of a teacher in the life a student can’t be neglected.
This is the moment for fundamental rethinking of federal education policy and for supporting at the national level the reformation of public education that is beginning to take place at the state and local levels. The central organizing concept for this much-needed transformation is student achievement. Results in student achievement must be emphasized and reported in a way easily understood by parents and taxpayers, creating an academic bottom line. Everyone in public education – at the federal, state and local levels, elected officials and professional educators – must focus on that bottom line and be held to account for it.
Public education is undergoing an overdue transformation. The tides of accountability, innovation and flexibility are sweeping the education landscape at all levels – except one. Federal policy has simply not kept up with the pace of reform occurring at the state and local levels. It now must change to complement and support this new reality. No longer should energy and ideas be thought to flow from Washington outward. It is time for the federal government to contribute to this flow. Americans are better informed than ever about school performance and its implications for our future, and feel a sense of urgency to take decisive action to improve their children’s education.
This urgency is shifting the policy focus at every level of government. Examples abound of localities placing the educational needs of children and desires of parents over the ingrained habits of systems. Educators are focusing on improving student achievement rather than strict compliance with process and procedure. Superintendents and school boards are adopting policies that free the creativity, energy and unique abilities of communities, enterprising school leaders and committed teachers. Responding to the needs of students, parents, educators and communities, states have adopted high academic standards with rigorous assessments to measure student performance. Student achievement is being emphasized and reported in a way easily understood by parents and taxpayers, creating an academic bottom line. Those responsible for producing that bottom line are accountable for results, not simply for intentions or efforts.
Education choices have been increased through initiatives such as strong and autonomous charter schools. Efforts are underway to improve the quality of teaching and reduce the regulations that make it difficult for the best and brightest to enter and remain in the profession.
Despite these changes, federal programs enacted generations ago have been pushing in the wrong direction: toward ever-stricter micro-management from Washington via thousands of pages of laws and regulations. Increasing procedural controls, input mandates and rules seem to have become an end themselves, with little consideration of whether they actually are improving student learning. We understand that education initiatives, policies and practices are strongest when generated by those closest to the children being served, and weakest when imposed upon communities through federal mandates and regulations. The federal government has a legitimate role in supporting national priorities in education. It does not follow, however, that every issue that concerns someone in Washington should have a corresponding federal program or that every legitimate national priority is best attained via rules set in Washington