Universal Education to Create Well Grounded Civilians
Higher education needs to be compulsory in Civic education, ethics and ethnocentric social method including social movements. Diverse ways of attaining education and confirming credentials need to be part and parcel of the Massive Open Online Education, Open Resource Education, Social Media Based Knowledge Exchange Platforms and Community Engagement movements. Partnerships, Apprenticeships, External Engagement, Knowledge Exchange Programs and much more need to be valued by creating easy ways of attaining credentials. This does not mean however that industrial revolution or other economical priorities of countries that dictate job creation and innovation strategy need to be resisted, challenged or forgone, pronouncing social and labor anomaly. Such notion needs to be standardized, championing institutional isomorphism and internationalization, contributing to sustainable development and urbanization, given 2/3rd of the world population is going to be urbanite in a decade. This way, crime can be reduced and the compartmentalization of cultural and community psychiatry can take place. The social impact creation agenda need not be confined to critiquing peer review journals, impact factors and other algorithms. Engagement in thinkeries, empowering the self and eliminating the digital divide needs to be a bottom up policy and empowerment directive, which produces humans who are adept in the rhetoric and implementation of civic education. Indeed, national constitutions, education in emotional intelligence and other ways of attaining education at primary or secondary level may be relevant. Yet, crime which devalues others, compounding the 1 in 4 mentally ill global populace numeric, not to mention the usually stressed out carers and coercive capitalists who want to capitalize on such social ills, needs to be eradicated. Civic education enhances liberty, wellness, peace and ethical social contracts or networks that abide by democratic entrance and exit policy.
Standpoint Epistemology on Comparative and International Higher Education
When we look at the internationalization of education, comparison in terms of attainment in emotional education, virtue, rationality and civic education etch are key and these are congruent in The Montessori Way, although other mainstream educational arenas and extended schools can not be discounted. The evaluation dictum therefore should not only focus on learners’ opinion, reflection and algometric that are related to these inertia, but it also needs to focus on crime rate, liberty, peace, ethics indexes or the proxy measures for different nations. It is such benchmarking that will enable us to compare, contrast and standardize. As it is the case for Universities that are also promoting the various ways of educational attainment including the digital ones, schools that host youth transition including The Montessori Way need to abide by such principle to an extent of embedding such ethos as principles of organizational strategy in Information Act. It is such change in behavior and management structure as innovation that champions such an innovative stance.
Indeed, nations may argue for the universal attainment of English Language so that to access the various ways of attaining merit. Nonetheless, the Massive Open Online Education movement and other arenas may dictate this tendency. No matter, Google translation, translated curriculum, alternative ways of attaining education such as home schooling, contributing to knowledge exchange in seminars, webinars, journal publications or submittal of portfolio in the form of vlog, blog, policy paper to higher educational establishments can proof such standpoints. the main tenet of education needs to be about producing well grounded and ethical humans.
Lul Admasachew has been recently selected as a reviewer of Journal of Comparative and International Higher Education which is born out of the Higher Education Interest Group. She also runs the Higher Education Leadership for The Montessori Way.