The education system is a very important constituent of the social systems as it relays social values and principles to the next generations. Educations is the main mechanisms through which social humans ensure continuity of values and information into the future. The advent of formal education is from this perspective an improvement in the education system which is considered one of the oldest social system. In the modern context, the importance that the education system is accorded can be seen clearly in considering the amount of federal budgetary allocations that are directed to the development of primary and secondary education.
A system whose primary and secondary stages have been made mandatory for all Americans is surely important to the development of the society (Fuhrman & Azerson, 2005). However, the involvement of the federal government in the school systems has always been a controversial subject (Fuhrman & Azerson, 2005). The federal government is generally in charge of ensuring social systems in place are functioning optimally by ascertaining their relevance to meeting their objectives and goals.
The education systems despite being allocated considerable finances is counter-productive in meeting a number of its social objectives. The amount of resource put into its development and the outcome create a negative cost benefit balance; simply put, the education systems is counter-productive and if were not an essential systems its implementation would have been scrapped. Many postulate that the reason behind the failure of a number of the central government’s education policies is the basis of decisions making which they state as being non-factual (Fuhrman & Azerson, 2005).
This paper researches on some of the legislations that the central government has over the years developed or tried to implement that clearly lacked a basis. Facts are developed from research into problems that is being addressed. The formulation and implementation of a research process is important to the accuracy of findings thus recommendations that will be made. It is believed that central governments rarely research into issues before developing policies and if they do the implementation of the research leaves nothing to desire.
Learning is generally affected by a number of variables whose manifestations is quite complex, determining how these factors will interacts and their effects on the education system should never be based on speculation. A thorough research should always precede the development of any educational policy a factor that the federal government has failed to understand and implement leading to its effectiveness in controlling the school systems being brought to disrepute (Fuhrman & Azerson, 2005). Problem Background
The current generation may think that the problems facing the education system are a recent event. This a completely misplaced conception since the problems can be traced back to the mid 1960’s. The sad fact is that the culprits responsible for the subversion of the school systems have effectively been able to keep under the radar as the education systems bears the weight of their mistakes. These problems depending on how replicate they are and the danger associated with their implementation have effectively managed to cause differential damage on those who have passed through this mandatory system.
The shift in the basis of development of educational system policies from the individual to a group level is to blame for the failure of the school system. The self indulgence approach to life by the youth that is a result of this motto is to blame for everything that is wrong in the education system in the present day (Donaldson & Townsend, 2007). The catalog of behavior motivation was a federal government initiative started in the mid 1960’s for schools (Donaldson & Townsend, 2007).
It should be noted that the programs were based on behavior modifications and not transmission of information. The sixties therefore marked a stage in the education systems where students were forced to adopt values irrespective of their backgrounds. Such a move is clearly out of context in education since it is aimed at creating a zombie nation and does not appreciate the diversity that America was and still is based on (Donaldson & Townsend, 2007).
Many critics of the involvement of the federal government in the education systems are of the view that the policies brought by the government are often directed at increasing the involvement and stake of the federal government in the education system thus the reform that the education systems really needs is the disbandment of the US department of education which is the official representative of government’s interest in education. To achieve the subjective objective in the large democracy that America is, the federal government employs and advanced form of deception in ensuring that their evils are covered in ‘good’.
In a recent event members of a school board in New Jersey were restricted from speaking to the press to avoid confusion on school programs and objectives (Donaldson & Townsend, 2007). The main issues according to experts who analyzed this case is not confusion, but rather is gaining leverage in control. Such ideas and approach to management of schools is insulting to the public who are the major stakeholders in the school system and goes contrary to the principle of openness that the education systems is supposedly based on.
The federal government’s objective in controlling the school systems is cited by critics as a ploy to develop a population that is compliant due to limited education and the government will therefore have an avenue through which it can exploit the people. The nature of the education system which is determined by the federal government is to blame for failure of American students’. In 2001, the university of California kicked out over 2000 student for failure in mastering concepts that they should have mastered in their elementary and secondary levels of education (Thompson, Wood & Crampton, 2008).
Experts state that the education system is more focussed on testing and therefore fails miserably in addressing problems that the education systems is faced with. The American express in 2001 clearly showed that successful schools shared a number of striking similarities: High demand on their students, high levels of discipline, respect for religion, preference for time tested curricula, clear standards in dressing for both instructors and learners and insistence on politeness and consistency (Thompson, Wood & Crampton, 2008).
However, the federal government in addressing the problem came up with the same approach it has been adopting in dealing with issues relating to the education system. President Bush proposed a multi billion dollar program to aid the students learn (Thompson, Wood & Crampton, 2008). Considerations on the problems clearly disprove the approach, the education systems is allocated billions of dollars in annual budgetary allocations, how increasing allocation to address a failure in transmission cannot be fathom.
The changes that accompany the present day educational programs are aimed at overhauling the entire social structure. The education system is currently defined by competition and achievement in acquiring basic skills and knowledge at the expense of family values, patriotism, sexuality and religious values (Thompson, Wood & Crampton, 2008). The outcome is a confused society which is a clear definition of the present day society where millions fail to vote and sexuality without responsibility is prevalent.
The congress may have enacted a legislation that forbids the federal government from directing and controlling the school system, but just like in any other legislation a loophole was left by the funding in research and development that the school systems depends on the federal government for. Note, in the modern day learning environment research and developments is the basis for operations of the school system thus the school system is still dependent on the federal government. The mode of education and operations of schools has changed considerably.
Schools are generally obsessed with teaching so as to meet some standards brought out in the exams. A reflection into the mode of operation in the school system brings about a question on who developed the standards that the school system is obsessed with meeting. School boards, students and parents will all be at lost in explaining the origin of these standards (Thompson, Wood & Crampton, 2008). All that is known of their origin is that standards were brought in a federal document originating from Washington.
The president in providing a solution to problems facing the school system is doing little to rescue the situation for he is part of the problem. Behavior modification as a motto of the education system is a wrong approach and erosion of academic and social standards are what is expected of it. The current education system is based on national standards and testing however, individual schools are expected to produce students who are acceptable to their communities.
The nationalization of education therefore fails to acknowledge the fact that individual communities have their own needs that should be addressed by any social system. The current systems focuses more on the feelings of the students fail to address the learning objective of the education system. Though there should be pride in education thus the implementation of more ’emotional strategies’, if all the education system produces is failing grades how will transmission be determined?