Free The United States’ Education System Is The Major Cause Of High National Quality Such As Moreresponsibility And Honesty Essay Sample

Type of paper: Essay

Topic: Education, Students, United States, Nation, Quality, System, America, Responsibility

Pages: 5

Words: 1375

Published: 2020/12/13

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The education system of America is renowned for its vast range of choices for its students as well as international students. The region is known for its breed of educational institutions and learning programs in the public and private sectors (Clotfelter, 2010). The educational framework portrays some similarity with exceptional education systems like the ones in Germany. The liberty observed in the American education systems are majorly influenced by philosophical beliefs in the country’s history. They entail the freedom of expression, religious beliefs, capitalism, equality, social mobility, and the knowledge of level-headedness in all economic sectors, including education (Clotfelter, 2010). Most countries in the world have centralized education systems, which offer similar courses for all students. Such systems restrict diversity in the educational and corresponding professional fields. By contrast, the United States has a decentralized education system, which offers a broad range of courses. Such a system enhances the specialization, which is a crucial factor in determining the level of responsibility (Brux, 2011). The decentralized systems in the United States grew obsolete and in their place; the state modulates curriculum guidelines, educational standard policies, and financial techniques, which uphold high qualities in the nation. Education provides the human capital, which contributes to economic growth. It boosts various acceptable moral, societal, and individuals virtues; for instance, responsibility and honesty. The societal responsibility of the education system is buttressed by the integration of higher education programs. By the accounts of policy makers, higher education is beneficial to the society. Its members can pursue appropriate studies in these institutions, which improves the cultural, economic, political, and social features. The education authorities in America are obliged to offer quality education at all levels (Hanushek et al., 2013). For instance, the authorities have formulated programs that provide early education for children. As such, the programs have the potential for enhancing physical, intellectual, emotional, and social growth and development. The systems take advantage of the fact that young children are easy to model and train into becoming responsible and productive citizens (Massey, 2005). In a study conducted by the American army, various ways by which states achieve national quality were determined. The results indicated that civic education promotes national building. The outcomes of public education included the modification of the social framework and democratization. Education, as a national builder, promotes personal virtues and opulence. The system in the United States prescribes quality education to be the right of every citizen (Sahlberg & Hargreaves, 2011). There are programs that enforce the mobilization of quality education for all. Unlike other less-developed countries, American education is not entrepreneurial but rather a necessity in the enhancement of economic and moral development. The two virtues translate in enhance national quality, as well as individual responsibility. Two crucial features of the American educational system have contributed to high national quality: stratification and specificity. Stratification allows pupils with varied abilities to follow different educational routes towards achieving suitable outcomes. The different strata are based on mobility, academic prolificacy, and age. Thus, individuals are tailored to adhere to utmost responsibility. However, stratification may not adequately result in the achievement of responsibility (Stewart, 2012). Specificity complements stratification as means of enhancing national quality. While stratification covers only academic-oriented systems, specificity encompasses occupation-oriented systems. Specificity requires educational systems to start modelling children at tender ages for their preferred job markets. The type of occupation that suits these children will be dependent on their ambitions and the corresponding capabilities. Differentiating the children early based on their dreams creates some sense of responsibility as they focus on achieving their goals (Stewart, 2012). The overriding benefit of this system is it permits the children to explore their interest. For instance, students can choose their preferred field and specialize on them. The technique is feasible in boosting career growth and enrolment to desirable colleges. The most significant system in the United States is the higher education system, which is decentralized, diverse, and extensive. Recent data from the U.S. Department of Education shows that the country had 4,200 degree-awarding postsecondary institutions, in 2001. Of the total number, 630 were public schools, 820 were profit-making institutions, 1500 were private four-year institutions and 1,200 were two-year institutions (community colleges). Additionally, there are almost 4,000 non-degree awarding and certificate institutions, which are proprietary (Stewart, 2012). In the same year, the total enrolment was approximately 16 million students. Of the total number of students, 2 million were professional students and graduates while 14 million were undergraduate students. Around 40% of the students enrolled in two-year institutions. According to data from UNESCO the United States host approximately 600,000; this represents one-quarter of the total number of international students (Stewart, 2012). The figures are a projection that 2 million students are presently studying in foreign institutions. Of all the leading host nations, the U.S. claims a share of 40%, which is more than twice hosted by other major hosts (In Berliner & In Glass, 2014). The benefits of American education systems have been realized by various significant figures in the economy. They include policymakers, occupational personnel, international students, home-based students, and young children. In the current study, the perceptions of various key stakeholders in the United States economy regarding the benefits of the educational systems are reviewed (Hoffman, 2011). The perceptions will determine if the education system is responsible for upholding the high national quality, in terms of responsibility and honesty.MethodParticipants Twenty participants will be recruited at random from varied spectrums of the economy. Four participants will be selected from a pool of policymakers in the education sector. Four other participants will be chosen from the job sector. Another four participants will be chosen from among international students who study in the higher education institutions in the United States. Four participants will be chosen from home-based students who study in either secondary schools or institutions of higher learning. The last four participants would be school-growing children in their early education; for instance, elementary school.Materials Twenty sets of five-question survey questionnaires will be created. The set of questions focuses on the perceptions of the participants regarding the quality of education systems in the United States. As such, the questions will attempt to access the input of the education systems towards achieving moral, social, and economic development. The outcomes will in turn determine whether the Unites States’ education systems promote high national quality.Procedures The survey will start with recruitment of the various participants. As such, universities, colleges, elementary schools, workplaces, and Governments offices will be visited at random. Participants will be asked to participate willingly in the process by offering their contact address or better still schedule a meeting in which the questionnaires will be unveiled. The next phase will be the creation of the questionnaires. Based on the participants willing to participate in the process, understandable questions will be created using a simple language. The questions will then be delivered or emailed to the participants. After filling in the questionnaires, the participants will be expected to hand them over for analysis.Results The data will then be analyzed by the technique of a Likert Scale. Most of the participants are expected to support the idea that the United States’ education system causes high national quality.Discussion If the survey is conducted as predicted, it will be seen that many people believe that the United States’ education system is responsible for increased respect and responsibility in the economy. If this will be the case, earlier research on the benefits of the Americans educational system will have been supported. The education system creates a conducive environment, which fosters high self-esteem and productive interaction between different sectors of the economy, as well as individuals. It implies that the United States’ education system is a crucial determinant of national quality, particularly honesty, and responsibility (Nagaoka, 2009). The role is buttressed by the numerous roles of education systems such as specificity and stratification. Other roles include clarification and educational policies, which ensure the achievement of the large national qualities. There are numerous programs, which foster integrations and cohesion in the society. As such, the systems influence people’s social behaviors and their understanding (Freeman & Goroff, 2009). Such interactions, together with the professionalism achieved in the education systems result in responsibility and honesty; hence, national quality. These outcomes would be of enormous benefits to policymakers in the education sector of the United States. They may aid in the enforcement of educational policies, which would uphold national quality. Future study should compare the level of national quality in America with other countries.

References

Brux, J. M. (2011). Economic issues and policy. Mason, OH: South-Western Cengage Learning.
Clotfelter, C. T. (2010). American universities in a global market. Chicago: University of Chicago Press.
Freeman, R. B., & Goroff, D. L. (2009). Science and engineering careers in the United States: An analysis of markets and employment. Chicago: University of Chicago Press.
Hanushek, E. A., Peterson, P. E., & Woessmann, L. (2013). Endangering prosperity: A global view of the American school. Washington, D.C: Brookings Institution Press.
Hoffman, N. (2011). Schooling in the workplace: How six of the world's best vocational education systems prepare young people for jobs and life. Cambridge, Mass: Harvard Education Press.
In Berliner, D. C., & In Glass, G. V. (2014). 50 myths & lies that threaten America's public schools: The real crisis in education. New York: Teachers College Press.
Massey, D. S. (2005). Return of the "L" word: A liberal vision for the new century. Princeton, N.J: Princeton University Press.
Nagaoka, S., National Research Council (U.S.)., & National Research Council (U.S.). (2009). 21st century innovation systems for Japan and the United States: Lessons from a decade of change : report of a symposium. Washington, D.C: National Academies Press.
Sahlberg, P., & Hargreaves, A. (2011). Finnish lessons: What can the world learn from educational change in Finland?. New York: Teachers College Press.
Stewart, V. (2012). A world-class education: Learning from international models of excellence and innovation. Alexandria, Va: ASCD.

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WePapers. (2020, December, 13) Free The United States’ Education System Is The Major Cause Of High National Quality Such As Moreresponsibility And Honesty Essay Sample. Retrieved June 19, 2021, from https://www.wepapers.com/samples/free-the-united-states-education-system-is-the-major-cause-of-high-national-quality-such-as-moreresponsibility-and-honesty-essay-sample/
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