BBC – Sean Coughlan
“Global pledges to provide education for all young people show little chance of being achieved, according to annual figures from the United Nations. There are 264 million young people without access to school, with few signs of progress, says Unesco. Around the world, almost one in 10 children does not even have access to primary level education. The UN agency says wider access to education would radically reduce poverty and improve security. The annual Global Education Monitoring Report tracks the numbers of young people in school and measures progress in international promises to ensure access to education.”(more)
News Herald – Juliann Talkington
“Learning to read, write, solve mathematics problems, apply scientific principles to real world situations, and speak a foreign language are not the only skills children need to acquire before they leave home.” ~Confucius
Many experts argue that time management abilities are equally important. Academically gifted people cannot survive in modern society if they are not able to deliver a high quality product, on time.
Most K-12 schools are struggling to teach time management skills, because parents are constantly pressuring them about grades. Many teachers are under so much pressure to issue high marks that they create extra opportunities for students to improve their final course grade.
Although “second chances” give the parents what they want, they have the unintended consequence of teaching kids that planning is irrelevant because there are always other opportunities to change the result.
When young people get to college and/or enter the workforce “second chances” are rare. Most college professors do not offer extra papers or problem sets at the end of the semester and employers take a dim view of late arrivals, shoddy work, and missed deadlines.
Since it has become impossible for most K-12 teachers to teach time management, parents must handle the task at home.
As a first step, kids need to learn how to plan ahead. There are many free computer-based scheduling applications that help in this area. Kids generally find it easy to enter homework day by day, but often need coaching on how to break future activities, like preparing for a test that is two weeks away, into daily tasks.
Then children need to learn how to make productive use of time. For example, it takes “forever” to finish math homework when kids chat online between problems. Learning to stay off social media during homework time can go a long way to improving efficiency.
Sleep is also important for time management. It takes less time to learn material and complete homework tasks when the brain is rested, so it is important to make sure your kids get enough sleep each night.
Multi-taking is not efficient. Teach your childred to finish one task before they begins another one.
Procrastination never pays. If something is due today, make sure it is finished. Otherwise, the next day will be overwhelming.
Prioritize homework first. This prevents late nights and productivity problems.
Learning to manage time is challenging. Start teaching your child early and reward progress often!
The Hechinger Report – Jon Marcus
“The rate by which Americans are earning two-and-four year degrees continues to lag stubbornly behind what’s needed to meet national goals, and declining college and university enrollments threaten to make things worse, according to a new report…Why it matters: The country is behind schedule in its goal of increasing the proportion of people with degrees to 60 percent by 2025…increasing the percentage of degree-holders is essential for the nation to compete.”(more)
The World Bank – KAUSHIK BASU
“Education is central to improving human welfare and to achieving the goals of eliminating extreme poverty and boosting shared prosperity. Schooling was recognized as vital to achieving the MDGs, and it remains front and center in the SDGs. Yet there has never been a World Development Report (WDR) on education. As a result, I have just announced that the WDR 2018—with a working title of Realizing the Promise of Education for Development—will fill this gap by taking stock of what the development community has learned, and how it can strengthen and expand education systems to drive significantly more development and growth.”(more)
Global Partnership for Education – Silvia Montoya & Jean-Marc Bernard
“The successful achievement of the Sustainable Development Goals will depend in large part on our degree of success in delivering on Goal 4 on education. Education is “a fundamental right and the basis for progress in every country,” as United Nations Secretary-General Ban Ki-Moon has argued. And as the international community has come to recognize, the educational outcomes that can drive the progress we seek go beyond access to a classroom and depend on the quality of learning available once there. As a result, five of the 10 education targets of SDG 4 focus on learning skills and outcomes of children and adults. This focus on learning is exactly the right move—we need to set our sights on the improvement of learning outcomes for all children. But how?”(more)
News Herald – Juliann Talkington
Negotiation is a part of the human experience whether someone is trying to come to common ground with a family member on who cleans the kitchen or an employer on salary. As a result, it is imperative for everyone to learn how to negotiate effectively.
It is impossible to become a good negotiator without practice. This means children need age appropriate opportunities to negotiate with siblings, peers, buyers and sellers, and people in positions of authority.
Early in life, most negotiations are related to peer and sibling interactions – who gets the ball first, who gets the colored pencils, etc. Fortunately, family structure and the early education system in the U.S. provide many opportunities for kids to practice these peer-to-peer and sibling negotiations.
By the time children enter middle school, they are ready to learn how to negotiate with buyers and sellers and people in positions of authority. Most U.S. children do not have many opportunities to practice these types of negotiations.
U.S. tweens and teens aren’t involved in many business transactions that require negotiation, however, they have plenty of opportunities to negotiate with people in positions of authority about issues with classroom assignments and grades, sports team and drama and music group tryouts, etc. The issue is parents handle most these negotiations for them.
There is some uncertainty about why parents handle these negotiations for their kids. Some people argue that college has become so expensive that parents want to ensure scholarship money is available. Others believe parents are living through their children.
I heard a story that adds perspective.
A girl wanted to join an advanced sports team that was well beyond her abilities. The girl and her mom discussed the requirements and the possible outcomes. Then the girl trained diligently, asked her current coach for a recommendation, arranged a tryout at the new team, practiced what she would say to the new coach, and went to the tryout by herself. She worked hard and improved at every practice. When the coach told her he was adding national level players to the team rather than her, she asked if she could stay and train.
He was so shocked with her work ethic and ability to advocate for herself that he agreed. Months later when she asked if she might be able to join the team, the coach agreed.
Perhaps parents should reconsider their approach. “Letting go” teaches more and often provides greater opportunity.