Monday, October 10, 2011
Global Orientation In American Education Is Imparitive!
Our American educational system is producing a 20th century intellectual product in the 21st century. For this reason, by the time a typical American student finishes college, the technologies and modalities of their particular discipline has been updated by at least four years. This renders the graduate unprepared for the demands of the present job market, and that compounded with the reality of debt often incurred by student loans, promotes a critical situation where lack of experience in their respective fields takes them out of the competition in a "free market" society.
In this regard, we are not preparing our students for domestic success, let alone global success. [ The dynamics of the global markets has changed dramatically in the last twenty years.] In truth, the American educational system is only promoting the American job market to its students. According to investors.com 2010:
"More than 1.3 million additional Western jobs will vanish by 2014 due to "the accelerated movement of work to India and other offshore locations," says the study released Nov. 15. Hackett doesn't talk of this as good or bad, but as something that will be a reality ? and a challenge ? for more Western businesses. Hackett says the pace of job erosion has nearly doubled this decade."
Keeping in mind the expansion of democracy in a rapidly changing international community, there needs to be an overhaul of the American educational system, and exploration for development of a "Foreign Education Policy". This is certainly feasible when confronted with the fact that most foreign educational systems matriculate students at an accelerated rate compared to the standard American educational curriculum.
In light of the fact foreign students may in fact be better educated SOONER, outsourcing is particularly attractive to American corporations who want better labor/production at a cheaper cost, which devalues the American education product. Conversely, foreign educated international students' learned curriculum and precollege matriculation holds less educational value in the American education system., even though in reality their pre-American education has prepared them for higher scholastic performance. International high-school students are often demoted, and forced to repeat curriculum they have learned over the last four years. Inevitably, they score higher on standardized tests, achieve higher GPAs, are more readily accepted into colleges/universities and enter the workforce at a higher job placement rate, while the American student is often not employed domestically, nor is the American student prepared to work internationally.
Beyond multiculturalism, there is a need for a "global orientation" in the American educational system. Every citizen should have the right to an education that prepares them to progress and compete in a global market, as well as the domestic job market. The inner working pieces in the American education systems of prejudice and discrimination has stalled, and rendered dysfunctional the American education product in the global market. Access and participation in the American educational arena is not controlled by competitiveness, but by racial and economic factors. In foreign countries, the focus is not on "who" is educated, but on the right and privilege of education itself, and what it consists of. So, by shortchanging our Gross Domestic Product, we have impeded our Gross National Product.