International Perspectives

 

International Perspectives 

Education in Netherlands

Education is compulsory in the Netherlands between the ages of the ages of 5 and 16. The instruction language is Dutch, but more and more schools and universities teach in English. Children in the Netherlands get 8 years of primary education, 4, 5 or 6 years of secondary education (depending on the type of school).

What are the Netherlands doing successfully?

1.       Schools in the Netherlands give homework in small quantities. Whereas in the USA they are known to give more than the recommended amount of homework to their students which is time consuming. Research has shown that play and exercise are vital to children’s growth and school performance hence why schools in Netherlands give homework to their pupils sparingly. Dutch students under the age of 10 receive very little homework which gives time for daily exercise.

22.    Education in the Netherlands is affordable. Primary and secondary education is free; parents need to pay for annual tuition ONLY after the child turns 16 years old and low-income families can apply for grants and loans (as the UK allows for university at age 18). For university students, the average cost of button is about $2000 per year; in the USA it is close to $10,000 which is a significant amount of money for education.

33.    There are different types of classes Dutch students can take for secondary school before they attend college. Students can take HAVO (senior general secondary education) or VWO (pre-university education) before they go to college. They can also take VMBO (preparatory secondary vocational education) this course is if they do want to attend college right away. This system allowed students to work with a program that will accommodate their needs.

44.     Education in the Netherlands involves learning a second language. While American students usually start learning a second language in middle school or high school, some primary schools in the Netherlands teach English as early as group 1m which is the equivalent of American kindergarten or UK nursery. (which Welsh schools tend to teach Welsh in nursery). All Dutch students learn English, but some schools require students to learn an additional language. There are even bilingual schools for every education level, where some classes are taught in English and others are taught in Dutch.

55.     Dutch school week is different from American school week and UK school week. A school day in primary school usually takes place from 8:30am-3:00pm on weekdays, but students go home for lunch instead of eating at the school canteen. On Wednesdays, schools dismiss students around noon. – this allows children to have a break from school and return with a clear mind set readying them to learn.

Education in Singapore

The Singapore education system. Pre-school is offered from age 3, in Singapore, with primary schooling from the age of around 7. After primary school children move onto secondary school, which runs for students ages from around 12, to 16 or 17.

11.   In 2015, the Organisation for Economic Cooperation and Development (OECD) rates Singapore as having the ‘best education system in the world’. OECD director Andreas Schleicher says that students in Singapore are especially proficient in maths and the sciences. In English, the average Singaporean 15-year-old student is 10 months ahead of students in westerns countries and 20 months ahead in maths. Singaporean students also score among the best in the world on international exams.

22.     Education in Singapore is superior because the classes are forced on teaching the students specific problems solving skills and subjects. The classroom is highly scripted, and the curriculum is focused on teaching students’ practical skills that will help them solve problems in the real world. Exams are extremely important, and classes are tightly oriented around them.

Education USA

Prior to higher education, American students attend primary and secondary school for a combined total of 12 years. Around age 6, U.S. children begin primary school, which is most commonly called ‘elementary school.’ They attend 5 or 6 years and then go onto secondary school.

11.     American students attend primary and secondary school for a combined total of 12 years. These are referred to as the first through twelfth grades.

22.    Around age 6, U.S. children begin primary school, which is commonly called ‘elementary school’. They attend 5 or 6 years and then go onto secondary school.

33.    Secondary school consists of two programmes; the first is ‘middle school’ and the second is ‘high school’. A diploma or certificate is awarded upon graduation from high school. After graduating. Students may go onto college or university which is known as ‘high education’.

44.     U.S. high education costs around $14,300 per year depending on the college or university. The US differentiates between in-state tuition fees and out-of-state tuition fees, as well as between private and public universities. These distinctions determine the tuition fee. The average tuition fee for public two-year institutions is around £3000 per tear. While the average fee for private four-year institutions is around $29,000 per year. Some private four-year institutions can cost up to $50,000 per year. Loans are available for students to be able to fund their education.

Education in the UK

UK education system. The education system in the UK is divided into 4 main parts, primary education, secondary education, further education and higher education. Children in the UK must legally attend primary and secondary education which runs from about 5 years old until the student is 16 years old.

11.    The UK education system is divided into four main parts, primary education, secondary education, further education and higher education. Children in the UK legally must attend primary and secondary education which runs from 5 years old till 16 years old.

22.     The education system in the UK also split into key stages.

·         Key stage 1: 5-7 years old

·         Key stage 2: 7-11 years old

·         Key stage 3: 11-14 years old

·         Key stage 4: 14-16 years old

3 3.    Students are assessed at the end of each stage. The most important assessments occurs at age 16 when students pursue their GCSE’S. Once students complete their GCSE’s they have the choice to go onto further education or finish school and start working.

References

Nuffic https://www.nuffic.nl/en/subjects/education-in-the-netherlands/ (undated) (accessed on 09.07.19)

TransferWise https://transferwise.com/gb/blog/singaporean-education-overview (undated) (accessed 09.07.19)

Study in the USA https://www.studyusa.com/en/a/58/understanding-the-american-education-system (2018) (accessed 09.08.19)

Study in the UK https://www.internationalstudent.com/study_uk/education_system/ (undated) (accessed on 09.07.19)

Five Reasons Education in the Netherlands Works Well https://borgenproject.org/education-in-the-netherlands-work-well/ (2017) (accessed on 11.07.19)

Why Education in Singapore is so Good https://borgenproject.org/why-education-in-singapore-is-so-good/ (2017) (accessed on 11.07.19)

International student https://www.internationalstudent.com/study-abroad/guide/uk-usa-education-system/ (undated) (accessed on 11.07.19)

Understanding the American Education System https://www.studyusa.com/en/a/58/understanding-the-american-education-system (2018) (accessed on 11.07.19)

how can teachers use technology effectively in the primary classroom?

How can teachers use technology effectively in the primary classroom?

ICT has been a big part of education since from when I was in primary school years ago. From personal experience, we were rewarded with ICT time. This included using Nintendo DS’, computers, iPads etc. It argues that primary ICT is subject to a set of ‘big’ priorities that often have little to do with the day-to-day concerns of teachers and learners. Selwyn et al explained how education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now. Selwyn, Potter and Cranmer’s book goes on to say how In the UK ICT is used to refer to the digital technologies themselves, but also to the discrete curriculum subject. In the original version of the National Curriculum for primary schools, the use of computers was part of Design and Technology, before enjoying several years of growth and development as a subject under the label of ‘Information Technology’. The change in 2000 to a curriculum subject called ‘ICT’ signalled a formal move towards a more inclusive way of working with a technology in school, with subsequent schemes of work emphasising a cross-curricular approach. (primary schools and ICT; learning from pupil perspectives. Selwyn et al., (2010) p.5)

ICT is important in primary education because it enables kids to search for the information they need and to organise what they have found. As children progress through the school system, they become increasingly responsible for their own learning. Many believe that ICT needs to be better integrated into curriculum's, so all schools produce computer literate, independent learners.

The question is how can ICT help education? ICT can enhance the quality of education in several ways: by increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training. ICT also transformational tools which, when used appropriately can promote the shift to learner-centred environment.

One of the most significant ‘digital’ issues to have recently captured the attention of sociologists of education is the temporal and spatial expansion of educational processes and practices through technological means. Indeed, the negation of boundaries lied at the heart of the ideological promises of digital education. (Selwyn, N & Facer, K. (2010) p.6)

The provision of digital education on an expanded and accelerated ‘any time, any place, any pace’ basis raises a host of questions relating to educational engagement and educational governance – not least the redistribution of responsibilities across different sites and actors (Webster 2013). Technologies are seen to be enabling educational engagement regardless of place, space or setting. (Selwyn, N & Facer, K. (2010) p.7) Selwyn’s (2011) study of globally distributed cohorts of distance learners found the processes of online study to be constrained substantially for many women by the temporal constraints of child-raising and household work commitments. Similarly, Erichsen and colleagues’ (2013) study of online doctoral education highlighted issues of cultural and racial (mis)understandings between students and staff as impeding the fully beneficial ‘participation’ of many students. As such the individualisation of action associated with these digital forms of education could be increasing the risks as well as opportunities of educational engagement. As such, this work reminds us that the positioning of technology-supported individualisation as a biographical solution to systemic contradictions is not without its potential problems (Popkewitz 2006).

There are challenges when defining digital literacy as Savage, M & Barnett, A (2015) suggest that the traditional interpretation it means to be able to read and write. This definition largely reflects the time in which it came into common use and the dominate tools for accessing and communicating knowledge and understanding beyond verbal discourse, i.e. written and printed text in physical forms. One simple was to extend this traditional definition would be to say it is about ‘reading media and writing (producing) media’ (Ryberg and Georgsen, 2010, p.91)

The national curriculum for computing begins with the following statement regarding the purpose of study:

Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

(DfE, 2013)

Digital literacy is also referred to in the computing curriculum aims to ensure that all pupils:

·         Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems;

·         Are responsible, competent, confident and creative users of information and communication technology.

(DfE, 2013)

Digital literacy components of the Key Stage 1 and Key Stage 2 computing programmes of study (DfE, 2013)

Key Stage 1 pupils should be taught to:

Key Stage 2 pupils should be taught to:

·         Use technology purposefully to create, organise, store, manipulate and retrieve digital content; ·         Recognise the common uses of information technology beyond school; ·         Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

·         Understand computer networks which can include the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration; ·         Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content; ·         Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information; ·         use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contract.

References

Selwyn, N et al., (2010) Primary schools and ICT; learning from pupil perspectives. Wiltshire

Techwalla: https://www.techwalla.com/articles/importance-of-ict-in-primary-education (undated) (accessed on 08.07.19)

ICT enabled education: https://stories.linways.in/ict-enabled-education-d190bcc91bf0

Selwyn, N., & Facer, K. (2014). The sociology of education and digital technology: past, present and future. Oxford Review of Education

Savage, M., & Barnett, A (2015). Digital Literacy for Primary Teachers. Northwich

what is reasoning?

What is reasoning? Why is reasoning and problem solving important to teach in modern primary education?

The dictionary generally defines ‘reasoning’ as the action of thinking about something in a logical, sensible way. However, from an academic point of view, reasoning is defined as a crucial element in achieving this aim is to facilitate the development of numerical reasoning: the ability of the learner to apply their numeracy to a multitude of contexts in order to solve problems.

There are reasons why teaching and learning focuses on reasoning in the classroom, logical reasoning requires meta-cognition (thinking about thinking). It influences behaviour and attitudes through larger engagement, requesting appropriate help (self-regulation) and seeking conceptual understanding. Reasoning promotes these traits because it requires children to use their mathematical vocabulary. In short, reasoning requires a lot of active talk. Active listening is equally important and if done right can also ensure increased learning autonomy for pupils.

Helen Drury cleverly details what should underpin mathematics teaching and learning. It can be used as a good starting point to redesign the mathematical curriculum with a focus on reasoning and problem solving. 5 principles were created from this chart for developing reasoning in the primary classroom;

1 - start lessons with a question

2 - students needs to wonder and struggle

3 - the teacher is not the answer key

4 - say yes to the students original ideas (but not yes to the methodical ideas)

5 - play!

When children learn problem-solving skills they gain confidence in their ability to make good decisions for themselves. Using effective problem solving techniques will help children avoid conflicts in a school setting and in their day to day lives. It can also strengthen children beginning empathy skills. It can help children learn more positive attributions about other persons' intentions. Problem solving is essential for school readiness and academic success. There are a few steps to follow when using problem solving skills in an academic perspective;

• Define the problem - looking at the situation or the problem carefully: try to be specific while defining the problem, do not try to look at the situation before thinking about it.
• Identify options - making a list of all that you can do: try to be creative and think of all possible options, try to avoid the more obvious options.
• Identify the best solution - thinking about each option and selecting the best one: try to be sure that the selected solution will produce the desired results, try to avoid selecting the easiest option.
• Plan to achieve the best solutions - thinking about how to get at the solution and enlisting the resources needed to achieve the solution: try to think through the plan and how the solution thought of will affect other people, try not to reject other ideas.
• Evaluate results - to determine if it is the best possible solution to the problem: evaluation should be immediate and not be to delayed, try to avoid the assumption that the problem will stay solved.

So, what is problem solving and why is it important?

The ability to solve problems is a basic life skill and is essential to our day-to-day lives, at home, at school and at work. We solve problems everyday without really thinking about how we solve them. An example would be; its raining and you need to go to the store. What do you do? There is a numerous amount of solutions. Take an umbrella and walk. If you don’t want to get wet, you can drive, or take the bus. You might decide to call a friend for a lift, or you might decide to go to the store another day to avoid the rain all together. There is no right way to solve this problem and different people will solve it differently.

Problem solving is the process of identifying a problem. Developing possible solution paths and taking the appropriate course of action.

Problem solving is the process of identifying a problem. Developing possible solution paths and taking the appropriate course of action.

Tim Hicks, 2018 has wrote about the 7 stages of problem solving in education and how problem-solving effects education. The stages are clear and constructive.

1         Identify the issues;

·         Be clear about what the problem is

·         Remember that different people might have different views of what the issues are

·         Separate the listing of issues the identification of interests

2         Understand everyone’s interests;

·         Critical step usually missed

·         Interests are the needs that you wan satisfied by any given solution. Often ignore the true interests as we become attached to one solution

·         The best solution is the one that satisfies everyone’s interests

·         Time for active listening

·         Separate the naming of interests from the listing of solutions

3         List the possible solutions (options);

·         Time for brainstorming, lots of room for creativity

4         Evaluate the options;

·         What are the pluses and minuses?

5         Select an option or options;

·         What is the best option in the balance?

·         Is there a way to bundle several options together for a more satisfactory solution?

6         Document the agreement(s);

·         Don’t rely on memory

·         Writing it down will help you think through all the details and implications

7         Agree on contingencies, monitoring and evaluation;

·         Conditions may change. Make contingency agreements about foreseeable future circumstances

·         How will you monitor compliance and follow-through?

·         Create opportunities to evaluate the agreements and their implementation

This process can be used in a large group, between two people, or by one person who is faced with a difficult decision. The more difficult and important the problem, the more helpful and necessary it is to use a disciplined process.

Effective problem solving does take some time and attention more of the latter than the former. But less time and attention than is required by a problem not well solved. What is really takes is willingness to slow down. A problem is like a curve in the road. Take it right and you’ll find yourself in good shape for the straight away that follows. Take it too fast and you might not be in as good shape. (Tim Hicks, 2018)

References

Reasoning in the classroom https://hwb.gov.wales/respository/resources/1f8bd393-a5e6-479b-8ba0-0a1ccc1b1222/en dated: 2019 (accessed on 17.06.19)

Third Space Learning https://thirdspacelearning.com/blog/developing-reasoning-skills-maths-ks2/#

dated: 2019 (accessed on 17.06.19)

Role of teacher in teaching problem-solving skills 

https://www.academa.edu/6891418/Role_Of_Teacher_In_Teaching_Problem-Solving_Skills

(undated) (accessed on 17.06.19)
What is problem solving and why is it important? https://ccmit.mit.edu/problem-solving/ (undated) (accessed on 08.07.19)
Seven Steps to Problem Solving in the Workplace https://www.mediate.com/articles/thicks.cfm (Tom Hicks, 2018) (accessed on 08.07.19)

what can be done to improve attitudes to maths in welsh primary classrooms?

What can be done to improve attitudes to maths in welsh primary classrooms?

Maths is a very difficult subject to teach and to think about for some individuals. Maths anxiety is a real problem and most student experience this while learning maths in their educational life. Heidi Kirkland explores maths anxiety and states that in her first year of her teaching career she discovered maths anxiety and was surprised that she never heard of such a thing before. (from a personal perspective anxiety has never been familiar to me either until doing research for this blog). She goes on to explain how one of her students ‘struck me as different’ (Kirkland, 2016, p. 11) during their mathematical lessons. This pupil would begin to sweat, showed avoidance, sheet panic in his eyes which are all symptoms and signs of anxiety. But this pupil would only show these signs and symptoms during maths lessons. ‘Maths Anxiety’ , described as a “feeling of tension, apprehension, or fear that interferes with Maths performance” (Ashcraft, 2002)

Existing literature has identified physiological symptoms of ‘Maths Anxiety’ such as an increased heart rate, pigheadedness, increased perspiration and clammy hands (Blazer, 2011) as well as physiological indicators such as feelings of helplessness, worry and a fear if not being able to cope during mathematics lessons (Cemen, 1987) These symptoms are wide-ranging and can impact learners at varying degrees and at varying stages in their life, yet any level of anxiety experienced can create negative, debilitating consequences in the future (Ashcraft, 2002). All these symptoms were recognised in the pupil that Kirkland has explained previously.

Extensive studies have identified the difference between ‘Maths Anxiety’ and ‘Test Anxiety’ (Spielberger & Vagg, 1995). This view can see the problem as rooted in the pupil. If teachers see the problem as internal to the pupil will they take a seat back when trying to resolve this issue? Or perhaps they simply assume it cannot happen to children who achieve well or try their hardest to learn? This seems to be disconcerting and judgemental and may prevent teachers from finding resolutions for individual pupils. (Kirkland, 2016)

While the causes of such a negative culture around maths are numerous and complex, key aspects include:

Bad experiences of maths: Students are often not confident in their understanding of basic concepts and they also don't see the everyday relevance or value of maths. Many have bad memories of school maths and this continues to influence how they feel about maths throughout their adult lives.

Maths anxiety: Maths makes some people feel anxious, leading them to avoid situations where they may have to use mathematics (Chinn, 2012).

A lack of support for adults: Many feel as though it’s too late to improve and don’t know where to go for support. Furthermore, numeracy often takes a back seat to literacy; it enjoys less attention and less support in adult learning and may seem less of a problem. Literacy is vitally important - but so too is numeracy.

Negative attitudes towards maths are damaging, leading to disengagement, increased anxiety and a lack of confidence, and unwillingness to try to improve skills. The impact of low numeracy considerably affects not only individuals’ life chances, but also the UK economy and international competitiveness, especially in a progressively technology centric society. Unfortunately for millions of adults and children in the UK, ‘I can’t do maths’ has become a self-fulfilling prophesy.

National Numeracy have stated that if a more positive and confident culture can be created around maths and numeracy, then it would be expected to see a positive impact on skills and attainment in the UK. The construct of mathematical resilience stems from concept of psychological resilience which represents a positive response to negative situations (Johnston-Wilder, 2013). There are three key dimensions;

Value: Believing that studying maths is worth it, recognising the benefits of improving numeracy.

Belief or ‘Growth Mind-Set’: US professor of psychology Carol Dweck stated that it is our mind-set, not abilities or talent, which lead to success (Dweck, 2008). In a fixed mind-set, people believe that abilities can be developed through dedication and hard work. They seek to learn from mistakes and embrace challenges, they have a can-do attitude.

Effort: Recognising that all learning takes effort – it is part of the learning process. Develop grit: passion and perseverance for long-term goals (Duckworth et al, 2007: 1087). Understand and improve learning methods, ask for support when needed, and search for different ways to achieve goals (Briceno, 2012)

On a personal level, maths has always been one of the biggest struggles during my academic journey. ‘Maths Anxiety’ wasn’t known to me during my school time. However, it was to my understanding that there was more tension and hesitancy during maths lessons from not just myself but my peers also. I believe that the most intimidating part about a maths lesson or test is the thought of failing for getting something wrong as maths is such a complex subject but is one of the most important skills for everyday life. Failing is a big fear of mine as I try to push myself to do the best that I can in all areas of my academic structure that I am currently working towards now being in University. It has come to my attention while researching about this blog post, that ‘Maths Anxiety’ needs to be brought to teachers understanding and knowledge while teaching their pupils as it is such as necessary aspect in life. (Kirkland, 2016: p12) states that initial teacher training providers could ensure that ‘Maths Anxiety’ and its causes, symptoms and intervention strategies are discussed during the training course. Improving all teachers’ awareness of ‘Maths Anxiety’ will help teachers identify it successfully before it becomes detrimental to a pupil.

References

Ashcraft, M. H. (2002) Math anxiety: Personal, educational and cognitive consequences. Current Directions in Psychological Science, 11, No.5, 181-185.

Blazer, C. (2011) Strategies for reducing ‘Maths Anxiety’. Information capsule. Research Services, 1102.

Kirkland, H. (2016) ‘Maths Anxiety’: Isn’t is just a dislike for learning mathematics? BISC: No. 11-13.

Cemen, P. B. (1987) The nature of mathematics anxiety. OK: Oklahoma State University.

Furner, J. M., and Berman, B.T. (2004) Confidence in their ability to do mathematics: The need to eradicate math anxiety so our future students can successfully compete in a high-tech globally competitive world. Philosophy of Mathematics Education Journal, 18, No.1, 1-33.

Attitudes Towards Maths: research and approach overview, available at https://www.nationalnumeracy.org.uk/sites/default/files/attitudes_towards_maths_-_updated_branding.pdf (undated) (accessed on 14/05/19)

what is the purpose of education?

What is the purpose of education?

Teachers must maintain curiosity; fundamental tasks of teachers are to set examples. Sometimes, communication is thought to be just verbal. However, it is also achieved with the body, the whole body, eyes, look, face; a certain air we may adopt, suggesting curiosity. It is important to be curious while teaching mainly for the engagement and interaction from the pupils. Why educate? What for? One reason is to develop the ability to ask good questions, and to refute false answers. There is no real humanistic education, no education for liberation. Teachers must not be afraid of asking questions, it is not necessary to give talks about asking. It is better to ask, give an example to the pupils of the pleasure and the need of questions.

Education for all and the quality of life – meaning that when we think of education for all, we immediately think of an education which is committed to the concerns of men and women in world. Attaining a better quality of life for those making history in the world, this never means to impose a concept of education for all. What should be ethically and politically imposed should be that education for all is really provided throughout the world, since it is a right. (Paulo Freire, p.3)

How to achieve education for all, is for the people of the world and not just the responsibility of the government. It will be hard to see a future without an equilibrium between riches and poverty. One of the problems is that the leadership of the Third World belongs to the First. We must include in the notion of development the question of the quality of life. This change is o immense importance for education.

The main purpose of education is to strengthen your mind so that you can more easily learn to deal with specific challenges you will face throughout your life. Even though you will forget most of what you learned in school, the intense effort you spent struggling with difficult academic material tones your mind, just like how physical conditioning tones your body. (Philip J. Guo, 2010)

The ULTIMATE purpose of education is to open the mind of students and prepare them to face the world. But unfortunately, students think education is getting a degree from a reputed university and landing a high paying job (Ayushi Kushwaha, law student. 2018) We shall always be crowned as people who are intelligent and fit to be a part of a processive society. We understand education to be a privilege card that exempts us from any responsibility towards the liberate or the less-educated ones. (Ayushi Kushwaha, law student. 2018)

From a personal view, education is seen more on the social class/working class side and can be taken advantage of very easily. This meaning, children who have education handed to them on a plate (started attending school from a young age) don’t realise how much of an impact education can have on the rest of their lives. However, there are children around the world who are unable to go to school because of their parent’s income, or housing, there are so many issues as to why children can be deprived of an education. These children are desperate for an education while others throw it away and don’t appreciate how fortunate they are. ‘education is the key to lifting families out of poverty’ (concern.org) each year someone spends in school accounts for a 10% increase in their potential earnings. Four years in primary school can boost a farmer’s productivity by nearly nine percent – education reduces poverty. Education reduces inequality, education is a key factor associated with men’s attitudes towards women. Men with less education – particularly those who have not completed secondary school, have more rigid attitudes and are more likely to be violent towards their family. (concern.org) This is all relevant and facts to how important education is to children and how education can also affect the whole family as well as the child.

Pedagogy is a really important role in education. Pedagogy is how someone teaches, the importance of a clear set of actions to help achieve goals. This meaning the dynamic relationship between learning, teaching and culture. Pedagogy interacts with and draws together beliefs about learners and learning, teacher and teaching and curriculum.

Pedagogic strategies refer to a general abstract teaching method. Some approaches/methods are;

·         Integrative Approach – make connections of learning across curricula; focuses on connections rather than isolated facts. It aims to connect what is learned in school to real life situations.

·         Integrative Teaching - thematic teaching, theme helps students see the meaningful connections across disciplines or learning areas.

#

·         Reflective Approach – teachers analyse their own practice and underlying basis to consider alternative means for achieving their ends.

·         Collaborative Approach – collective learning, learning communities, peer teaching, peer learning or team learning. (think, pair, share)

·         Inquiry-based Approach – learners acquire knowledge by investigation. (role play, games, mode)

So why is education important? Education helps to bring productive results. Education is important as the population is increasing, needs of people are raising. Education brings importance to children as they are the future of our world and they should be updated with current affairs. Children are the weapons to build the nation with all their knowledge and education. Children will stand out as future leaders to develop the nation from all the issues, the hurdles stopping to grow. We should inculcate the past generation’s values and carry them with huge current innovations. It helps to break the social evils like racism and poverty line, so each child must be educated.

References

The Purpose of Education; Extract from “The 40^th Anniversary of the UNESCO Institute for Education. Freire, P. (1992)

The main purpose of education, available at http://pgbovine.net/purpose-of-education.htm (2010) (accessed on 28/04/19)

What is the ultimate purpose of education? Available at https://www.quora.com/What-is-the-ultimate-purpose-of-education-Are-we-achieving-the-concept-of-education-1 (2018) (accessed on 28/04/19)

Why pedagogy matters, available at https://www.unesco.org.uk/wp-content/uploads/2017/06/pedagogy.pdf (accessed on 28/04/19)

Pedagogical Approaches, available at https://www.slideshare.net/sherylpacheco37/pedagogical-approaches-78844794 (accessed on 28/04/19)

Why is education important? Available at https://www.concern.org.uk/about/our-programmes/education/why-education-important (accessed on 28/04/19)

Why is education important? By Chitra Reddy  Available at https://content.wisestep.com/education-important-top-reasons/ (accessed on 28/04/19)