Quality of education and future success

Well, it looks like we are finally done with our taxes this year. One would think we would learn from our experience and start working on them earlier….

 

In my previous post I talked about my friend’s experience with K-12 education in two countries and the dilemma she faces. Of course there are many factors to consider when making such decisions but I think ‘findingschools’(see comment to previous post)  made an important observation that defining what constitutes good quality education really depends upon how one looks at the issue, ie.  it’s “ in the eye of the beholder”.  For some a rigorous math program may be important while others may focus on foreign language acquisition or exposure to world history and geography. It appears to be very difficult to garner a universal definition of what constitutes good education. Most people agree that a good education should prepare a child for the future by developing the crucial skills needed to navigate the world of work, family life and other areas. Quality of education is therefore defined in terms of whether the educational inputs in the child’s life will guarantee a successful future.

 

Perhaps my question should have been: “Do the current K-12 curricula and methodologies used in the US prepare our children for the world of tomorrow?”  I believe most people will agree that the next generations of US students are more likely to find their best opportunities in an international playing field than in the US alone. Conventional wisdom indicates that it is also likely that these opportunities will require one or more college degrees. Fifty years ago, a high school diploma and perhaps 2 years of college allowed one to lead a relatively comfortable life. Today, it is obvious that having a four year college degree is essential for obtaining better paying opportunities and subsequently a more comfortable life.

 

So as the playing field is expanding to include a global workforce, can American college graduates compete on an equal footing with college graduates worldwide? If children in other countries are being exposed to more math and science facts, foreign languages, an intensive understanding of world history and politics, art, music and so on, from a very early age, wouldn’t they have a broader and stronger foundation to draw from when seeking solutions for the world’s problems? Yes, American children can work independently, are very creative and have a “can do” attitude which is admirable and useful in many situations. But without an in-depth understanding of the principles and policies governing a situation, their solutions may not always be appropriate and feasible.

 

A couple posts back I had expressed my concern about conceptually based math instructional methods. While I agree it is important to understand math concepts in a real world setting, understanding concepts without a strong fact foundation can be more of a hindrance than a help. The ability to automatically recall some basic facts allows for greater mental agility and quicker problem solving without requiring one to use a calculator or search engines on a computer for even the simplest problems.  

 I believe children need a strong facts base as well as a good conceptual understanding of issues in all subjects. American schools seem to focus more on conceptual understanding, independent thinking and creativity at the expense of developing a strong fact foundation. Many schools around the world focus on developing a strong fact base at the expense of creativity and constructivist thinking. In the end, both positions have their flaws. I wonder if a blend of both systems would provide your child the competitive edge he or she needs in a global marketplace?

If so, what can you as a parent do to ensure that the educational inputs your child receives prepares him or her for the future?  

Enakshi Choudhuri