Education, Meaning, Aim and Function

The process of defining the meaning of Education is to problematize its lexicology and re-conceptualize it. An example is illustrated from real day-life. A multinational company involved in the making of advanced pharmaceutical products decides to get rid of its wastes in a cheaper manner rather then waste-treat them. They dump the wastes around the coast of a poorer African continent based on the company’s policy of maximum profits. Are the board of directors in the company educated? They are, one can assume for rhetorical comfort. An illiterate, native-tribe living in the rainforest jungles of Papua New Guinea doesn’t know the meaning of Environmental jargon: ‘Reduce, Recycle & Reuse’; yet, they conserve and sustain the environment, based on the level of skills known to them. Are the people of the rainforest uneducated just because they are illiterate?

The problems connected with narrowness of meaning called Education emerge within the contextuality of the above mentioned examples, and the conceptual difficulties involved in attempting to centre meaning upon Education is by all means complicated. So the meaning of education has to emerge from this narrowness to the broadness of meaning. In its broadness of meaning Education is the process of ‘stimulating’ the ‘person’ with Experiences, Language and Ideology, beginning from the time of birth and continuing till the time of death. This meaning of Education would give rise to the Aim, as disseminating formally, non-formally, culturally, nationally, scientifically and ritually-skills, literacy, knowledge, norm and values, as pedagogies of the institutions giving rise to the aim. This aim would be directly related to the perpetuation of that Society as an ideological structure. Aim would again determine the Function of Education The function of Education would be thus related to how meaning and aims are synchronized into processes called experience of application. The thesis statement of this paper is developed on three levels-one, the meaning of education as the stimulation of person a with language, experiences and ideology-two, aim of education being dissemination and perpetuation, and three, function, as synchronized processing.

The development of the Meaning of Education as a stimulation of a person from birth to death with language, experiences and ideology makes the person, a Being of the process as an Ontology. This process starts right from birth as affective language, for example, a mother’s cooing, to a process where the person becomes a cognitive structure, as I-the speaking subject or ego-subject. Here, the individual undergoes the norms, traditions of the society’s culture and learns to adapt and appropriate the symbolic codes of the society. Along with this process, the individual also learns to formalize his or her adaptation and appropriation to a literacy process i.e. developing skills and competencies. Thus we find that the Meaning of Education to be multi-leveled as well as multiple -oriented, through both formalist and non-formalist institutions of society. The formalist institutions which procreate the Meaning of Education are the Schools, the Government, Law and Order etc. Other formalist institutions like family, religion and native-traditions can work both openly as well as silently to orient an individual to the meaning of experience as the educated. For example a mother’s oral transmission of a folk song to the daughter is silent whereas a marriage function is a more open aspect as the performance of a culture’s pedagogy. Thus language and experiences generate the codes for that society to experience the Meaning of Education, making possible for ideologies to exist.

Thus the meaning of Education would give rise to the Aim, as disseminating formally, non-formally, culturally, nationally, scientifically and ritually-skills, literacy, knowledge, norms and values as pedagogies. Dissemination would mean the spreading of the Society’s cultural norms and values. It would also mean the spreading of Nationalism as democratic-pluralism, multiculturalism, diversity and celebration or its reverse as intolerance, authoritarianism through pedagogies; it is also the development of systematized pedagogies- promoted as theoretical and applied within the Society’s Scientific and Technocratic institutions.

The Aim of Education would be directly related to the perpetuation of that Society as an ideological structure. The contemporariness of perpetuation would answer the questions related to the aim of Education being: empowerment, sustainability, preservation, minimization, conflict resolution, creativity and innovation.

The Aim of Education as well as the Meaning of Education give rise to the Function of Education as meaning, that is the synchronized processing of Aim and Function into a materialist, operational process. Synchronization of the Meaning and Aim of education takes places at various levels action. They are Making, Transmission and Implementation and Cultural-Simulation. At the Making level, the Function of Education is connected with ‘Policy Formulation’ related to the Meaning and Aim of Education. Policy Formulation can reflect on multiple issues like development, sustainability, scientific progress, promotion of rights, dignity and culture, energy management, disaster management, peace and conflict resolution. Once policies are made they are transmitted and implemented through the society’s institutional structures like the legal system, the education system, the society’s welfare management etc. Cultural-simulation takes place both formally and non -formally as society’s religious, cultural and familial institutions. They perform many social and cultural roles within the home as well celebration or mourning for an occasion.

To conclude, it is pertinent to summarize the thesis developed that is, the Meaning of Education has been broadened to involve the stimulation of a Person, with Language, Experiences and Ideology. The Meaning of Education becomes vital to the Aim of Education as dissemination and perpetuation. The Meaning and Aim of Education becomes synchronized into the Function of education as Making, Transmission and Participation.

Special Education Acronyms – What Do All Those Letters Mean?

Do you sometimes wonder what some of the Acronyms in special education mean? Do the acronyms make your head spin? This article will discuss common special education acronyms and what they mean. This will make it easier for you to actively participate in your child with disabilities education.

1. FAPE: stands for Free Appropriate Public Education. Each child has the right under IDEA to receive a free appropriate public education.

2. IDEA: stands for the Individuals with Disabilities Education Act; which is the federal law that applies to special education.

3. IDEA 2004: This is the federal law that was reauthorized in 2004. If you see this in an article, it usually means that something was changed in IDEA, by the reauthorization in 2004.

4. LEA: stands for the local educational agency, which is your local school district.

5. SEA: stands for the state educational agency, which is your states board of education.

6. IEP: stands for the Individual Educational Plan, which must be developed for every child that receives special education services.

7. LRE: stands for Least Restrictive Environment. LRE means that children with disabilities need to be educated in the least restrictive environment, in which they can learn. LRE starts at the regular classroom, and becomes more restrictive.

8. NCLB: stands for the No Child Left Behind Act.

9. IEE’s: stands for an Independent Educational Evaluation. These are initiated and paid for by parents, to help determine their child’s disability or educational needs.

10. IEE’s at Public Expense: stands for an IEE where the school district pays for it. There are rules that apply to this, that you must learn before requesting an IEE at public expense. Many special education personnel try and do things that are not allowed under IDEA, so you need to educate yourself.

11. ASD: stands for Autism Spectrum Disorder, which some school districts use in their paperwork.

12. ADD: stands for Attention Deficit Disorder.

13. ADHD: stands for Attention Deficit Hyperactivity Disorder.

14. PWN: stands for Prior Written Notice. Parents must be given PWN when the school district wants to change things in the child’s IEP. (such as eligibility, change services, refuse to change services etc.).

15. ABA: stands for Applied Behavioral Analysis that is an educational treatment for Autism.

16. SID: stands for Sensory Integration Disorder. A lot of children with Autism have difficulty with sensory integration.

17. SPD: stands for Sensory Processing Disorder which is the same as above, but some people in the special education field, call it different names.

By understanding the acronyms used by special education personnel, you can be a better advocate for an appropriate education for your child.

The Role of Globalized Education in Achieving the Post-2015 Development Agenda

The Millennium Development Goals (MDGs) have unquestionably been highly successful in bolstering governments’ commitment to poverty reduction, achieving basic education and health, promoting gender equality and environmental sustainability, and bridging the gaps in human development. In spite of these progresses, globalized education is still a requisite and the primary tool in achieving the Post-2015 Global Development Agenda – the continuation of effort to achieve prosperity, equity, freedom, dignity, peace and respect in a world of cultural and linguistic diversity after 2015.

The complexity of today’s globalized world has made development challenges interlinked. Peace cannot be achieved and prosperity cannot be sustained without finding unified, common and general solutions and without all nations contributing unanimously and with a sense of shared responsibility. The Millennium Development Goals which will be succeeded by the Post-2015 Development Agenda at the end of 2015 (United Nation’s 70th Anniversary) has framed sustainable development as a universal project. The post-2015 development agenda includes issues that are of common concern to all and pose challenges at national levels. Moreover, they define objectives to be achieved at the global level.

Before we delve deeper into the role of globalized education in achieving the post-2015 agenda, it will be apposite to have a proper understanding of the concepts that underpin the subject. Suffice it to say that education is both essential and indispensable for sustainable development. Globalized education fuels sustainable development as nations seek to transform their visions for the world into reality.

“Globalization,” as observed by Chang, “is the integration of national economies, culture, social life, technology, education and politics. It is the movement of people, ideas and technology from place to place.” Globalization affects all facets of life universally, scientifically, and technologically. Its effects are felt in world’s culture, economy, environmental, social and human disciplines. In its broadest sense, globalization refers to intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa.

Education has been recognized as a fundamental human right for more than half a century now. It is the endless process of bringing up people to know themselves, their environment, and how they can use their abilities and talents to contribute in the development of their society. Education improves the mind of the student for ethical conduct, good governance, liberty, life and rebirth of the society the student finds himself. Education, as an agent of change, empowers its recipient to be creative. It is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training and research. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational.

Converse to the traditional way of teaching and learning, globalized education means adopting a universal, scientific, technological and a more holistic approach to education with the aim of preparing and equipping our young ones appropriately for sustainable development, and creating a peaceful and better world for this generation and posterity. Globalized education allows every child to acquire the knowledge, skills, attitudes and values to shape a sustainable future. It is, however, not culturally, religiously or geographically myopic. It is not racial or given to prejudice. In globalized education, schools do not function in isolation; they integrate with the world outside and expose students to different people and cultures, giving them the opportunity to appreciate cultural differences and what the planet offers, while respecting the need to preserve their culture and the natural and human resources that abound.

The Post-2015 Development Agenda refers to a process led by the United Nations (UN) that aims to help define the future development framework that will succeed the Millennium Development Goals. The recent UN development agenda is centered on the Millennium Development Goals that were officially established following the Millennium summit of the UN in 2000.

At this point, we can now advance our knowledge on the role of a sound and universal education in achieving this post-2015 development agenda which is expected to tackle and find suitable solutions to many issues.

As the world stands at an historical juncture, it calls for a truly transformational and universal education system that integrates the three dimensions of sustainability (economic, social and environmental) in all activities, addresses inequalities in all areas, respect and advance human rights, fosters love and peace, and that is based on credible, equitable and sustainable system and safe environment for learning.
There are, of course, many different ways in which globalized education can be beneficial and advance the future sustainable development goals. Sound, universal and quality education is not only a top priority but also a cross-cutting matter which is indicated and reflected under three other pivotal goals related to health, economic growth and climate change.

A good global education is the step – the first step in ensuring that these development goals are achieved. Education marked by excellence and a conducive and habitable environment are two hallmarks of our world today. What we are taught, what we learn and how we treat our environment are connected to so many other possibilities in achieving a peaceful society where poverty has no place.

Global education has a felt influence on environmental sustainability. Successful implementation and actual use of new, affordable technologies for sanitation in Africa came with education. Another evident example of how globalized education is helping to achieve environmental sustainability is from a reported Eco-school in the United Arab Emirates which was awarded Green Flag, a symbol of excellence in environmental performance. The students put forward important environmental friendly approaches and messages within and beyond their school community. This innovative thinking to make good use of available natural resources, neither exploiting nor abusing them, came about as a result of a sound learning process that changed their behavior and gave room for them to adopt sustainable lifestyles.

The problem of unemployment does not wholly emanate from the government. Part of it rests on the individual. Why do we go to school? To learn, yes! But far from this narrow-minded purpose is the need to acquire knowledge, a skill, and a know-how that can be applied to earn a living and live a sustainable lifestyle which has positive impact on the society. Though all educated persons are not rich, but each possesses a knowledge that can get him a job, or which he can use to create one. Hence, sound and excellent education with globalization as the driving wheel is a fundamental solution to poverty.

Moreover, there have been significant contributions of globalized education on the health sector. However, time and space will not permit us to have a detailed look at the impacts. Permit me to cite a report which states that “education of large numbers of community-based health workers reduced deaths from malaria by 66 percent in Zambia in six years.” With the right education in health technologies, medicine and other medically inclined fields and sciences, life expectancy will improve evenly and no country will be left behind.

Realizing the Post-2015 Development Agenda requires all hands to be on deck. The government alone cannot carry it. A fresh global partnership is to be forged. A new spirit of mutual accountability and cooperation must underpin the Post-2015 agenda so as to ensure uniform distribution of high quality educational materials to the poorest and least developed countries of the world. As we all know, access to computers and the internet and good conducive environment have become basic needs for education in our modern societies. This new alliance to finance and provide education to reach every child, even the ones in the streets, should be strictly based on a common understanding of our shared humanity, based on mutual respect and benefit. It should put people at the center including those affected by poverty and exclusion, women, youth, the aged, disabled persons, and indigenous people. Civil society organizations, local and national governments, multilateral institutions, the scientific and academic community, non-governmental organizations, businesses, and private philanthropy should come together and ensure that no one is left behind in getting globalized education for sustainable development. We must endeavor to see to it that every child, every individual, color or race notwithstanding gets the opportunity to receive a cost effective, high quality education, starting from prekindergarten to elementary and secondary, to special education, to technical and higher education and beyond. A popular Nigerian proverb says, “The upbringing of a child is not the sole responsibility of an individual but a communal responsibility.” Therefore, let us all answer the call and take up the rewarding task of ensuring a quality and universal education for all.

Without mincing words, we can aver that globalized education can help achieving the Post-2015 development goals. For our assertion to stand and remain factual we must consider the interrelations that exist between education and development as they share a symbiotic relationship. Governments, institutions, organizations and individuals must recognize the full potential of education as a requisite and catalyst for sustainable development, and act as such.

Conclusively, globalized education is a multi-dimensional process that ultimately transforms our people, our economy, and our dear planet. Truly, globalized education empowers people, transforms lives, and shapes the system that drives the progress of sustainability. It is the foundation and the only means for achieving peace in our societies. It fosters economic growth thereby reducing poverty. It is growth and life, and a means to achieving the Post-2015 sustainable development agenda.