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INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM

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Date Issued:
2014
Abstract/Description:
Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
Title: INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
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Name(s): Klug, Amelia, Author
Bryer, Thomas, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
Identifier: CFH0004691 (IID), ucf:45247 (fedora)
Note(s): 2014-12-01
B.S.
Health and Public Affairs, Dept. of Public Administration
Bachelors
This record was generated from author submitted information.
Subject(s): Global Education Reform
Interconnected Work Force
Education
Teacher Quality
Education Systems
School System Structure
Educational Equity
School Curriculum
Shanghai
China
Singapore
Japan
Finland
Canada
Portugal
United States
Luxembourg
Spain
Hungary
Brazil
Argentina
Indonesia
Qatar
Peru
teacher prestige
educational equality
education policy
teacher training
Teach For America
Teach For All
PISA
OECD
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004691
Restrictions on Access: public
Host Institution: UCF

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