/32/ - Psychopolitics

>From a New Jersey Institute of Technology faculty workshop on how to define and write learning outcomes. This is the first part of a two part series on assessment and evaluation. The presenters are: Howard Kimmel, Ron Rockland and Levelle Burr-Alexander. The presentation was made March 21, 2012.

>Continuous Quality Improvement is a process to ensure programs are systematically and intentionally improving services and increasing positive outcomes for the families they serve. CQI is a cyclical, data-driven process; it is proactive, not reactive.

>A CQI environment is one in which data is collected and used to makes positive changes—even when things are going well—rather than waiting for something to go wrong and then fixing it. CQI is an ongoing process that involves the Plan, Do, Study, Act cycle.

>http://friendsnrc.org/continuous-quality-improvement

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Videos recorded in 1989.

'Outcome based education' is designed to force students into a society where their place has already been assigned.

This platform is sponsored by the UN, and is taught in all third world schools setup by the UN and its branching bodies.

Good bread. Required reading for this topic:

http://www.crossroad.to/articles2/0013/common-core/1-common-core-lighthouse.htm

http://www.lighthousetrailsresearch.com/blog/?p=13825

In April 2000, the participants of the World Education

Forum in Dakar, Senegal, adopted the Dakar Framework

for Action “Education for All: Meeting our Collective

Commitment”1. They reaffirmed the vision of the World

Declaration on Education for All2 adopted ten years earlier

(Jomtien, Thailand, 1990) and committed to the attainment

of six goals, supported by 12 strategies, in order to meet

the basic learning needs of all children, youth and adults.

In September 2000, world leaders came together at the

United Nations (UN) Headquarters in New York to adopt

the UN Millennium Declaration, committing to reduce

extreme poverty and setting out a series of targets that have

become known as the Millennium Development Goals

(MDGs). The MDGs included two goals related to universal

primary education and to gender equality in education,

acknowledging the pivotal role of education in human

development.

Today, it is widely recognized that the Education for

All (EFA) agenda and the related MDGs have led

to significant advances for the right to education.

The mobilization and investment which they triggered has

yielded unprecedented progress, notably in access to

formal schooling and in gender parity in primary education.

However, major education challenges still persist in all

countries and regions of the world. Some of them – notably

equity, quality and learning opportunities for youth and

adults – have not received the attention they deserve and

new ones have emerged since 2000, such as the need to

improve the development of relevant skills for life and for

work, for all age groups.

The new Education 2030

agenda is inspired by a humanistic vision of education and

development based on human rights and dignity, social

justice, protection, cultural diversity, and shared responsibility

and accountability. It is underpinned by the principle that

education is a public good, a fundamental human right

and a basis for guaranteeing the realization of other rights.

It is essential for peace, human fulfilment and sustainable

development.

>based on human rights and dignity, social justice, protection, cultural diversity, and shared responsibility and accountability

>social justice, cultural diversity

http://unesdoc.unesco.org/images/0023/002332/233245E.pdf

'Sustainable developments' is the sustainable development plan for the human race if anyone wasn't aware of it. It is mentioned on the last line of the last paragraph.

The rhetoric had changed since the 70's because the European populations of America and Europe went into decline thanks to overworking of the populations, and their subsequent demoralization.

Now we will be forced to embrace 'cultural diversity' in all of our homes.

>Building on and continuing the EFA movement, Education 2030 takes into account the lessons learned since 2000. A key lesson of the past years is that the global education agenda should work within the overall international development framework rather than alongside it, as occurred with the separate EFA goals and education-related MDGs.

>The agenda’s focus on inclusion and equity – giving everyone an equal opportunity, and leaving no one behind – signals another lesson: the need for increased and special efforts to reach those marginalized by factors such as gender inequality, poverty, conflict and disaster, disability, age and remoteness.

>The focus on education quality and learning recognizes the danger of concentrating on access to education without paying enough attention to whether students are learning. The fact that the EFA goals have not been reached carries a further lesson: ‘business as usual’ will not bring education to all. If current rates of progress continue, many of the countries lagging furthest behind will not reach the new targets by 2030. This means that it is of utmost importance to change current practices and mobilize efforts and resources at an unprecedented pace.

Very unfortunate that college is basically a necessity nowadays.