Educational perspectives for young people. What should we change?

We are dealing with unprecedented social, economic, and environmental issues, all of which are being exacerbated by globalisation and technology advancements. Simultaneously, those forces are opening up a slew of new possibilities for human progress. We cannot forecast the future, but we must be open to it and prepared to face it.

In an increasingly unstable, unpredictable, multifaceted, and confusing environment, education can determine whether people embrace or are defeated by the problems they face. And, in an era marked by a new burst of scientific knowledge and an increasing number of complicated societal issues, it’s only natural that curricula should continue to adapt, perhaps in extreme ways. (OECD, 2018)

In the last century, there haven’t been many substantial changes in the organization of school systems. We’ve learned a lot more about how individuals learn, yet schools have mostly remained same. That’s unfortunate, because several adjustments might improve school for children, teachers, and society in general.

If a person receives a high school diploma at the age of 18, they are likely to be well-versed in history, math, science, and literature. But does that really mean they’re ready for the responsibilities of adulthood? The majority simply aren’t. Budgeting, time management, nutrition, and even some social skills can be severely lacking in experience and training. For example, not many high school graduates understand how credit and credit cards work. There aren’t enough of them, as many young people have problems with their first credit card. In fact, credit card companies take advantage of their ignorance. If students were given the opportunity to learn important life skills, it could be one of the most beneficial things they learn. (TOPTENZ, 2015)

Finance education: Education is frequently cut from public budgets and is last on funding priority lists. We must embrace innovative suggestions to dramatically increase domestic and international education finance, such as the new International Finance Facility for Education, which has the ability to make record assets in skills for the next generation.

Invest early, particularly in marginalized children, girls, and those who are the most disadvantaged: Governments and donors alike must allocate at least 10% of total education budgets to pre-primary education. Investing early will benefit disadvantaged youth later as they transition from school to decent work, while also developing some of the most important skills needed as young adults.

Support teachers who teach. Improve the efficiency and effectiveness of existing spending on primary and secondary education by strengthening what teachers know, how they teach, and how they are supported in the classroom. We can reduce teacher absenteeism, address high repetition rates, and improve learning levels if we do this correctly.

Multiple pathways to learning, including the use of digital technology and community-based approaches, must be available to youth, including the most marginalized, to enable them to develop the skills they need to succeed at a time and in a place that suits their individual circumstances.

Next-generation business-government partnerships: It is time for industry leaders and governments to collaborate to better align labour market needs with education and training systems, as well as the aspirations of youth transitioning from school to work. (World Economic Forum, 2020)

Bullying is more and more common in Romanian schools. Bullying is a relational problem that always requires a solution and significant changes in the relationships between children and in the dynamics of the group. In order to eliminate bullying behaviours, a direct intervention from adults is necessary, in the context in which they appear, most often in the school environment. (Salvați copiii)

Children have a fundamental right to feel safe at school and to be free from oppression, intentional humiliation, and potential dangers from bullying and harassment. Although most research in this area has focused on the study of the personality of bullies and victims, much progress can be made in changing the way the school is organized and by adjusting the collective attitude and general atmosphere in order to prevent harassment and intimidation, important effects in discouraging them. Ignoring the attitude of complaints, teachers contribute or even increase the fear of those who are the target of attacks. (Părinții cer schimbare, 2017)

Bucovina Institute (Romania)

Bibliography

OECD. (2018, 05 04). The future. Retrieved 05 16, 2022, from oecd.org: https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

Părinții cer schimbare. (2017, 09 03). Retrieved 05 16, 2022, from Parinții cer schimbare.ro: https://www.parintiicerschimbare.ro/ce-rol-joaca-scoala-in-starea-de-bine-a-copilului/

Salvați copiii. (n.d.). Retrieved 05 16, 2022, from www.scolifarabullying.ro: http://www.scolifarabullying.ro/despre

TOPTENZ. (2015, 04 14). Retrieved 05 16, 2022, from toptenz.net: https://www.toptenz.net/10-major-changes-our-schools-should-make.php

World Economic Forum. (2020, 01 20). Retrieved 05 16, 2022, from weforum.org: https://www.weforum.org/agenda/2020/01/why-skills-are-crucial-for-the-transition-from-school-to-work/

LEAVE A REPLY

Please enter your comment!
Please enter your name here