For Education: The Writing is on the Oil Well

American education has to become more competitive yesterday.As published in Discover Magazine, January 2006:

The performance of U.S. students in middle and high schools on international math and science exams is below the average of 38 other countries. Even advanced American math and physics students score near dead last among students in 20 tested countries, the panel reported. Since 1990 the number of bachelor's degrees in engineering has declined 8 percent; in mathematics, 20 percent. While 32 percent of U.S. students graduate with degrees in science and engineering, the figure in China is 59 percent.With the American economy so dependent on oil and oil related products it is absolutely imperative that America stop lagging behind in education and take the lead once again.

With countries in the Middle East like Qatar having vast oil and natural gas deposits making a huge effort today to start the transition of their economy from an oil based one to a knowledge based economy should be a significant warning sign to the United States. These people have some of the largest oil reserves in the world and they are aggressively planning for an economy not based on oil.

As was stated in April 7, 2006 issue of the journal Science "This small Persian Gulf emirate is preparing for life after oil and gas by pouring wealth into education and research"

For example:

In Education City in Qatar the RAND-Qatar Policy Institute has helped Qatar to make tremendous changes in the country's educational institutions. And Qatar Science and Technology Park will be an incubator where private companies can partner with government agencies and academic institutions, developing research into commercial applications and driving Qatar and the region toward a diversified, knowledge-based economy. What American Institutions are participating?

Prominent signs indicate the presence of educational heavyweights, including Weill Cornell, Carnegie Mellon, Georgetown, and Texas A&M. It is also noted in the journal Science that "Qatar's primary and secondary schools, which have begun to dispense with traditional rote learning, Al-Hajari reports, replacing it with curricula designed to stimulate creative and independent thinking. And it extends to Qatar University, which was founded in 1977 and is independent of Education City."

Why should we as Americans worry about Qatar?

The fact is that America is ranked 39th world wide in math and science education. Consider that Texas was just ranked, as a state, 24th in a country that was just placed as 39th.

Countries like Qatar, Singapore, China & India are readily getting some of the best researchers that have been educated and trained in America to relocate to their countries.

For example the Journal Science Reports that:

Texas A&M is setting up joint research with the oil industry and studies related to clean air, while Weill Cornell will concentrate on biomedical projects relevant to local health problems. (Diabetes Research) To accelerate the process, (Qatar) plans to bring interested scientists from Weill Cornell's New York base and recruit postdocs. For his part, (Qatar) hopes to lure back expatriate Arab scientists currently flourishing in the West. "Many diaspora researchers are interested in going back if the infrastructure is there," says Hassan. To capitalize on the research, the Qatar Foundation is building the Qatar Science and Technology Park right next door to Education City.

Already, big players in industrial R&D, including GE, Microsoft, and ExxonMobil, have signed up and are waiting to move in.

What is happening? Foreigners are coming to America and getting education and training and then exporting that knowledge and experience out of the country. American researchers and educators are leaving America to be able to do the research that they are either denied or do not have funding for in the United States. The drain is affecting the quality of education and research in America. America is losing it's competitive edge in a global economy in the area of research to product development. The quality of educational facilities in the United States is falling below that of the competitive countries, as are the salaries and benefits which lure our leading researchers away.

These well funded research facilities are in countries that do not hold back development and research in controversial areas like Stem Cell Research. In fact they encourage it and fund it. These countries are leaving the United States behind and will reap the financial rewards and the health benefits of such research before the United States. They will generate jobs and wealth. The Unite States will just lose.

In an article from February 24, 2006 in the Journal Science:

"At an elite science high school in Dallas, Texas, President George W. Bush told the assembled students that the United States "needs a workforce strong in engineering and science and physics" to remain the world's top economic power. His words would seem to bode well for precollege activities funded by the National Science Foundation (NSF), the only federal agency with an explicit mission to improve science and math education. But 3 days later, the president unveiled a 2007 budget request that would cut--for the third straight year--a 4-year-old program at NSF aimed at doing exactly that." "If the (Education and Human Resources) EHR budget stays flat, there's no hope of accomplishing what corporate America says is needed to improve the U.S. workforce,"

In his Sate of the union Address on January 31, 2006 President Bush Stated:

"And to keep America competitive, one commitment is necessary above all: We must continue to lead the world in human talent and creativity. Our greatest advantage in the world has always been our educated, hardworking, ambitious people -- and we're going to keep that edge. Tonight I announce an American Competitiveness Initiative, to encourage innovation throughout our economy, and to give our nation's children a firm grounding in math and science."However, on February 27, 2006 President Bush comes out and announces his plans for the budget: (Washington Post By Mike Allen and Peter Baker 02/07/06)

"President Bush plans to unveil a $2.5 trillion budget today eliminating dozens of politically sensitive domestic programs, including funding for education, environmental protection and business development, while proposing significant increases for the military and international spending, according to White House documents."These problems that are highlighted above are at the heart of the problem.

Now get into the "No child Left Behind" program which has altered public education and forced it into a rote learning model by demanding testing performance at the sacrifice of building critical thinking skills.

According to Wikipedia Rote Learning is defined as: a learning technique which avoids grasping the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing the material so that it can be recalled by the learner exactly the way it was read or heard. In other words, it also means learning just for the test.

For a Texas school to achieve the academic acceptable rating (the lowest passing standard)

According to the TEA's own 2005 Accountability Manual:

Schools must have passing rates of:

50% percent in Reading Tests

50% in Writing Tests

50% in Social Studies

35% percent in Math tests

25% percent in Science tests

The aspects of learning that involved critical thinking and questioning what is being taught are dieing on the vine so that we reflect an acceptable passing rating as defined by the TAKS test standards for Texas.

I find it horrifying that such low standards are required of students to pass the TAKS test in order to get an academically acceptable rating for the entire school.

No single student would be allowed to pass a single test with a 60%, 40% or 35% grade. The Government is telling us Schools are getting better and more schools are meeting the acceptable rating than they were two years ago. The only reason that is true is because they have lowered the standard and created loop holes that specifically allow for test scores of minorities to be excluded in the reporting.

Our schools are being forced onto a path of intentional failure by placing the appearance of demands and accountability without funding. The current administration in Washington and our representatives across the United States all talk about how important education is but their actions of undermining those initiatives by cutting the money out of education only speak to their real agenda of forcing public education to fail so that they can privatize education.

This agenda is being achieved at the sacrifice of this generation of children that are in school today. The damage that is being done will take decades to repair. Our economy will suffer and the quality of life for your children might actually be less than yours for the first time in American history.

As a nation we need to stop wasting time with foolish projects like School Vouchers and we need to stop spending money and resources on trying to get intelligent design into science classes. These distractions only drain valuable resources and time from the educational system while exasperating the problems at the expense of the education of our children. We need to fix the problems - not create new ones.

We need:

To hold elected officials accountable for sacrificing education.

Better pay for teachers.

More Teachers.

Better resources for education.

Properly fund "No child Left behind"

Modify "No Child Left Behind" to promote critical thinking.

Abandon the method of Rote Learning.

Increase funding for "Head Start".

More involvement of higher learning institutions through the entire educational life of a child.

To spend more money on students per year than we do on prison inmates. ($13,000 per prisoner vs. $6,000 per student)

Stimulate more research in higher education.

Open up Stem Cell research and other programs to lure the leading minds.

Restore incentives to bring the brightest and most talented researchers to America.

To be number 1 in education world wide.

For Texas to lead the United States in education as well.

I can think of no greater investment for our future than our children and their education.

Educational Problem Solving

Abstract

This article introduces the educational solutions module of the world's most recent personal and professional problem solving site, describing competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features. It concludes that the module is a major contribution to the information superhighway.

Introduction

The aim of this article is to introduce to the world the educational solutions module of the world's most recent personal and professional problem solving site. The article is addressed to those readers who may have an educational problem bogging them and who may therefore be looking for a way out of their predicament. The reader may be a parent, child, or student.

It is a common fact of life that we all have problems and that we are often frustrated or we tend to lash out because of our inability to find accessible and reliable information about our problems. This specialist site fills this need - as our pragmatic friend for solving our educational problems.

To be of the greatest use to people a problem solving site must combine pragmatic discussions of their personal or professional problem with merchant products that provide more detailed information. Typically, the web site will provide free information in the form of news, articles, and advice, which direct the visitor on what to do to solve her problems. Complementing this, the web site will also provide merchant products which discuss in detail how the visitor can go about resolving her problem. This means that the most effective, visitor-oriented problem-solving site will be an information-packed commercial site - and so is the world's most recent personal and professional problem solving site and its specialist sites.

The approach that we have adopted below is to describe competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features.

Competitive Offerings

The following are the top educational sites on the Internet, along with their offerings.

US Department of Education. It defines the US education policy and provides information on financial aid, educational research and statistics, grants and contracts, and teaching and learning resources.

Educational Testing Service. It provides a range of test resources.

FunBrain.com. It provides educational games for K-8 kids.

PrimaryGames.com. It provides fun learning tools and games for kids.

GEM. It provides educational resources such as lesson plans and other teaching and learning resources.

Education World. It provides advice on lesson plans, professional development, and technology integration.

NASA Education Enterprise. It provides educational materials and information relating to space exploration.

Spartacus Educational. It is a British online encyclopedia that focuses on historical topics.

Department for Education and Skills. It is a UK government department site that offers information and advice on various educational and skills topics.

Times Educational Supplement. It offers teaching news, teaching & educational resources, and active forums to help UK teachers. All these sites are useful in the domains that they cover. Their main limitations are as follows:

1. They tend to cover only a very narrow segment of the educational market. 2. They do not take as their starting point the daily educational needs of the typical family. 3. They lack a problem focus; i.e., they do not formulate the typical learning and educational problems that pupils, students, and parents face on a daily basis. 4. As a result of the preceding point, the solutions offered are not as incisive (i.e. as problem-centred) as they could be. 5. They do not offer merchant products that deepen the visitor's understanding of her problem and of the consequent solutions.

The educational solutions module of the world's most recent personal and professional problem solving site addresses these problems by targeting a multiplicity of market segments, adopting a customer profile that fits the typical education-pursuing family, considering the specific needs or problems that this family may face, offering incisive (problem-centred) solutions to the various problems, and offering a range of merchant products that deepen the visitor's appreciation of her problems and of the solutions that are applicable to them.

Customer Profile

The customer profile or target visitor characteristics of the educational solutions module is the same as for all specialist sites of the world's most recent personal and professional problem solving site. The site has been designed to meet the needs of visitors who have an educational problem bogging them. It is designed for both males and females, even though it is often convenient to refer to just one sex when writing.

This visitor uses search engines to research information about her personal or professional problem, with the intention of finding solutions to it. The visitor is serious about solving her problem and is therefore willing to buy products that help her to achieve her mission, provided that she can find reliable and honest information about relevant products so that she can make an informed decision about which ones to acquire. This information will help her to apply her finances economically, and hence avoid wasting money.

The visitor will want a money-back guarantee so that if a product does not live up to expectations or if she were misled into buying a product she can get a refund. Such a guarantee absolves her of purchase risks.

The visitor is intelligent (without necessarily being a genius), educated (without necessarily being a PhD), computer literate (without necessarily being a computer guru), and money-minded (without necessarily being a freebie hunter or an unemployed person). This of course does not mean that freebie hunters or unemployed persons cannot gain a thing from the site. To the contrary, there is a great deal of free information on the site. Just that it is hard to see how anyone can gain the full benefits of the site without buying products.

The visitor wants high quality information products (usually in digital form) and wants to pay the cheapest price for these (without paying so much emphasis on price that she compromises quality). The visitor also wants free bonus offers that are attached to the purchased goods.

The visitor is self-reliant and can cope on her own by reading, digesting, and applying advice about her problem until she solves it or discovers that she needs help from a professional, at which point her acquired knowledge will help her to reduce her consulting fees. As a result of the knowledge gained, the visitor will be able to assess consultants in order to avoid incompetent or fraudulent ones.

Problem-Centred Solutions

Our free solutions are organised in the form of pragmatic articles that are written by top experts. Each article addresses a specific daily problem, but does not go into detail. It explains the problem and tells the visitor what she must do to solve her problem. However, it does not tell the visitor how she must solve it - this is too much for an article. To find out about the how, the visitor must buy a product (usually an e-book or e-book set) that goes into greater depth.

The set of educational articles that we have chosen, to provide initial solution to a visitor's problem are as follows:

Signs of a Gifted Child - Informs parents on how to identify whether or not their children are gifted.

Essential Parenting Lessons for Enriching Your Child's Education - Teaches parents how to enhance their child's education.

Using Positive Affirmations to Be a Better Student - Teaches students how to use positive affirmations to improve their performance.

They Are Just Afraid of Writing - Teaches writing skills to students

How Can Parents Encourage Their Children to Read? - Shows parents how they can improve their children's reading skills.

Test Preparation Tutoring - Discusses the topic of tutoring students to prepare for tests or exams.

Test Taking Strategies - Discusses various strategies for taking and passing tests or exams

Playing and Winning the Scholarship Game - Describes how to win scholarships.

How to Get a Scholarship to a UK University - Describes how to win scholarships to a UK university.

Saving Money for College - Instructs students on how they can save money in preparation for college.

Student Loans: When Your Educational Dreams Can't Compete with the Cost - Explains to students the benefits of a student loan.

Education Loans Can Fund a Higher Degree to Boost Your Career - Also explains to students the benefits of a student loan.

The Secret to US Department of Education Loans - Teaches students how to get a US DoE loan to finance their higher education.

Student Loan Consolidation - Save Money, Pay Less, Spend More - Explains to graduates how to make use of loan consolidation to reduce their student loan repayments.

Higher Education: Finding the Right College for You - Explains to students how to find the right college or university for their higher education studies.

Mobile Learning - An Alternative Worth Considering - Explains the concept of mobile learning and its place in education.

Online Degrees - Is Online Education Right for You? - Analyses the merits of online learning as compared to traditional learning.

An Online College Education Overview - Reviews the whole concept of online learning.

Finding the Right Quotation for Your Paper or Speech Online - Shows writers and speakers how to find the right quotation to use in their writings or speeches.

Collaboration: An Important Leadership Development Skill - Explores the useful concept of collaboration and its role in leadership development.

At the end of each article is a list of merchant products that supplement the article's content. A link is also included for accessing the educational product catalogue.

Target Markets and Product Offerings

Now let us turn to the target markets and their associated product offerings. We have positioned the segments to address the various needs of a visitor over a period of time, and at any given time a customer may belong to one or more of the market segments. There are three general classes of products offered: ClickBank products, Google products, and eBay products. Google and eBay products are presented on each page of the site. ClickBank products are grouped into product categories that match the target markets. These categories and their markets are as follows.

Children and Parenting. This consists of visitors who want parenting solutions for improving their children's upbringing. Their needs are met through the Children and Parenting section of the educational product catalogue.

Difficult Admissions. This consists of visitors who want to learn how to get admission into top universities. Their needs are met through the Difficult Admissions section of the educational product catalogue.

Esoteric Needs. This consists of visitors with unusual needs. Their needs are met through the Esoteric Needs section of the educational product catalogue.

Financial Aid. This consists of visitors looking for scholarships, grants, or loans. Their needs are met through the Financial Aid section of the educational product catalogue.

Leadership Skills. This consists of visitors looking to develop their leadership skills. Their needs are met through the Leadership Skills section of the educational product catalogue.

Learning. This consists of visitors who want to improve their learning ability. Their needs are met through the Learning section of the educational product catalogue.

Mental Speed. This consists of visitors who want to explode their mental speed. Their needs are met through the Mental Speed section of the educational product catalogue.

Positive Affirmations. This consists of visitors who want to transform their negative dispositions into a positive mindset in order to improve their performance. Their needs are met through the Positive Affirmations section of the educational product catalogue.

Speaking. This consists of visitors looking to improve their speaking skills. Their needs are met through the Speaking section of the educational product catalogue.

Tests and Exams. This consists of visitors looking to master exam technique. Their needs are met through the Tests and Exams section of the educational product catalogue.

Writing. This consists of visitors looking to improve their writing skills. Their needs are met through the Writing section of the educational product catalogue.

Usability Considerations

Usability has been enhanced to make it easy for the visitor to find solutions to her problem, by following these steps:

1. The first thing the visitor sees are a set of articles whose titles represent the specific problem area they address. The articles are accessed from the Educational Problem Solving menu of the navigation bar to the left of the screen or from the Educational Problem Solving main page. By scanning these articles the visitor can identify whether or not her problem is covered. If not the visitor can check the educational product catalogue through the Product Catalogues menu of the same navigation bar, to see whether a product exists that answers her query. If she finds nothing she knows that her problem is not addressed. She can proceed to the Related Sites pages, which are accessible from the left navigation bar.

2. If the visitor finds an article that addresses her problem then she can begin to explore that; at the end of the article she will find products that discuss her problem more deeply. She can also access the educational product catalogue through an article page.

Conclusion

This article has introduced the educational solutions module of the world's most recent personal and professional problem solving site. The article has examined competitive offerings, the target customer profile, problem-oriented solutions, target markets, product offerings, and usability considerations. It concludes that the module is a major contribution to the information superhighway.

Master of Education Degree Programs Online - Teachers' Guide

Online learning includes master of education programs for those teachers who want to go a level up from the qualification conferred by the conventional courses. With a master's education degree, the teachers also get to learn the skill of incorporating technological tools in their teaching curriculum. With such a qualification, they also learn to adapt methods as and when they evolve, to remain up-to-date and incorporate the modifications in their teaching styles. A master's education degree is particularly ideal for those who are into imparting distant education to the adults, administrating education, designing curriculum for educational institutions, and training military candidates.

There are many colleges and universities offering accredited master's of education degrees programs online. A master's of education degrees certification has many advantages for the teachers' for their careers, particularly because many states necessitate K-12 teachers to enroll in masters' of education degrees within a specified timeframe. Obtaining such a certification means higher salaries for the candidates and guarantee well-paying jobs to the fresh candidates. According to the Bureau of Labor Statistics, teachers averaged $46,597 per annum in 2003-04. The continued strong demand of well-qualified teachers globally, indicates that this is the right time for those teachers, who are aiming at the sky to enroll themselves for the master's of education program.

Following is the list of universities that offer varied master's of education program to teachers from various disciplines:

The U.S. Department of Education

The U.S. Department of Education (USDE) has given a $10 million grant to the WGU's Teachers College to develop competence-based online degrees and various teacher certification programs for trainers and aspiring teachers. Some of the programs are listed below:

· Master of Education / Management and Innovation

· Master of Education / Measurement and Evaluation

· Master's Degree in Science Education (5-9 or 5-12)

· Master of Education / Learning and Technology

· Master's Degree in English Language Learning (preK-12)

· Master's Degree in Teaching, Mathematics (5-12)

· Master's Degree in Mathematics Education (K-6, 5-9, or 5-12)

· Master's Degree in Teaching, Science (5-12)

Grand Canyon University Online

Grand Canyon University (GCU), targets at preparing its candidates as thinkers, responsible leaders, and effective communicators. GCU, with its value-based and academically-challenging curriculum offers several regionally accredited degree programs to its candidates. Some of master degree courses offered by GCU are:

· M.Ed. Curriculum & Instruction: Reading

· M.Ed. Elementary Education (Credential)

· M.Ed. Secondary Education (Credential)

· M.Ed. TESOL

· M.Ed. Elementary Education (Non-Credential)

· M.Ed. Secondary Education (Non-Credential)

· M.Ed. Curriculum & Instruction: Technology

Besides, University of Phoenix Online provides the most up-to-date curriculum to the teachers. Complete dedication to the courses fetches the candidates a master's degree in three years.

Challenges in Education in Today's Society - Globalization and Changes in Education

Recent investigations in the study of demographic trends at global level are currently making light on a very controversial aspect, although ignored by global institutions, like O.N.U., U.N.D.P., G 20, same by organizations with attributions in the educational field (as UNESCO, Youth International Authorities and other). The so-called "demographic winter" phenomenon, which reveals the dramatic consequences of the "modern" life, marked by familial and moral decline, by miscarriage, vulgarization and the homosexuality "normalization", by the poisoning influence of the majority of mass-media and the "Hollywood culture" are inoculating egocentrism, frivolity and irresponsibility. Considering this demographic trend offers a new dimension to the way in which abundance and resource of the world are distributed and also gives a new vision on elementary educational issues.

The globalization of education is reflecting itself in the extension and unification of educational practices, used by all those public or private entities, involved as active social educators. Over time, the public education systems in developed or emerging countries, which promote formal education, are illustrating with consistency the practice of a classical education system. In the field of non-formal education there are used more innovating and diverse methods of education, but unfortunately few of this are oriented upon individual behaviour reshaping in the global context, and they are looking only to proliferate consumerist habits, by preparing youngsters for a successful professional career start. The presence of NGO's with international coverage and professional training companies has fixed the currently understood "development in education" in comfortable limits. This makes room for a reshape of educational fundamentals and, more obvious, for the ultimate purpose of learning.

Most people think that education should equip them with the proper exploitation instruments so that they can forever trample over the masses. Still other thinks that education should furnish them with noble ends rather than means to an end. The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

Socially speacking, the technological revolution, the broaden access to information and the modern lifestyle facilities have made possible the appearance of an irreversible phenomenon in the conflict between generations. In our present times, the children, "sons of globalization" have access to multiple sources of information, with the internet being most of the time an instrument of self-education. The balance is leaning in the favour of the power of informed youth, who become "the teachers", explaining the new world order to the eldest. This theory takes into consideration the acceleration of technology and the way of our lifestyle, but, beyond its observational character, it does not bring up the discussion on the relevance of educational systems, visible outmoded, which attempts to destroy the moral and statutory principles. The wisdom is transmitted from the old generation to the youth, and not backward.

Therefore we are raising the question regarding the way organisms responsible for educational issues should reconsider the basic fundamentals of this basic activity, which clearly has guided the evolution of our world so far. It isn't enough for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of primary education and the discrimination regarding access to education in underdeveloped countries, to avoid resettling the educational needs inside an inappropriate system. It is necessary to deal with these aspects in proper time, because we consider education the key-element which can slow down the process of planet and people self destruction.

The proposal regarding fundamentals reshaping and reviewing the individual education, approached in all stages and cycles of life, starts with the assumption that "Man has to be educated to act responsible towards the environment and civilization, and not interfere in the harmony and balanced world development with his behaviour". This observation, not exactly recent, triggered a chain of initiatives in the educational system in countries like France, Italy, Germany, including Romania, but I consider that implementing a discipline of Civic Education, in the gymnasium module is not enough, neither convincing.

We feel that the new fundamentals and principals of education, which must be known, understood and applied by every teacher, through all the range of educational processes in the long life learning of individuals, and also in the non formal educational process, whereat people have access during existence are:

1. Self-consciousness - is essential because it allows every individual to find his role in society, to know his weak points and to develop them according to his unique talents genetically inherited. A person aware of his/her self can easily act in choosing the occupation or the carrier to practice that he or she will be able to direct his energies to and recognize the real problems that the world and society faces. Consciousness-based education, introduced in 1971 by Maharishi Mahesh Yogi, is unique in its ability to effectively develop the total brain potential of every student.

2. Stimulating creativity - this special quality is reflected in the mental and social process of generating new ideas, concepts, associations, and permits individual adaptation to unpredictable contexts and situations. There are simple techniques, associated to lateral thinking that can promote this capacity, for example: improvisation, fiction as imaginary product, (Randomness, Improvisation, P.S.).

3. Communication - in the actual forms and methods used as learning practices, communication is not capitalized at being the supreme value, because mostly individual activity it's encouraged, which promotes inappropriate values like egoism, indifference, self-interest. Without communicating problems and discussing difficult situations, there is no way to claim solving the issues in optimal parameters of time, quality and accuracy. The man can not act in terms of social responsibility, as a "macro attitude", which I consider as being shallowly approached, especially in the economical environment.

4. Promoting a responsible role in society - education must train one for quick, resolute and effective thinking. To think incisively and to think for one's self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction. This is the way in which he or she could develop and exercise an active role in society.

5. Changing opening - in order to be able to intervene in the actual course of the life circle, accepting and promoting the changes is considered a healthy habit, which stimulates the flexibility and the disruption of existing corporately stereotypes, which are heading humanity to destruction, because of the ignorance or simply because of unknown problems that Terra is facing. From this perspective, the change tackling implies a real transformation at psychological level and of human behaviour, therefore to satisfy those priorities needed to be handled immediately. Here we refer to: the necessity of a re-conversion of world economy from a military economy to civil one, immediate solutions for energetic and environmental problems, as well as for the underdevelopment and poverty aspects propagated into the world.

6. Global vision upon world - the actual educational system, as a whole, is constituted by a sum of operations (method -> evaluation -> communication), whose final objective must reflect a pragmatic and global view on the world. At present, the youth is informed regarding global problems through sources like mass media, not making possible a healthy analysis, not making possible a debate and a thoroughness facilitation that could lead to the understanding and building-up personal opinions regarding aspects like underdevelopment, global economical relations, international monetary system, etc.

7. The ability of solving problems - solving problems is the easiest way to re-create conditions and actions in an artificial manner, experience which allows pupils and students to deal with in a constructive way and to develop solutions for different problems. Learning systems which are basically constructed like this are superior because it helps individuals to recognise and adapt to specific economic, social, psychological, spiritual context and to detect real problems in any form, associating optimal alternatives of decision. For example, simulating a complex economical context for a start-up enterprise leads to the stimulation of individual creativeness and decision-making abilities.

8. Multidisciplinary teams - to permit the reshaping and the restructuring of scholar curricular in the needed form in order to develop these abilities and capacities, we are suggesting even some changes in the study of discipline, considering the logical and contextual relations between them, providing an understanding of all existing correlations at a certain point. For example, Public Finances should be studied in the International Monetary System context and not separately. At the same time this characteristic involves, according to those said before, the start point of collaborations between students coming from different specialization, in order to accomplish complex projects with a multidisciplinary approach. In this case, the elaboration of a business plan would unite students from different specializations in economical science discipline (services, marketing, management) and students from engineering, agriculture and others profile Universities.

In recent years, there have been promoters that recognise the importance of remodelling and updating the learning systems and they have introduced some of this principals through various pedagogic and psychology methods and ideas, which became guide-lines in Universities educational activities from regions around the world. A recent example at this point is the study made by Clay Shirky, author of "Here Comes Everybody", in which he proposed an innovating learning model, named Open Model of Education. In the Closed Model of Education or Classical System, education is limited because the ideas that a school or district can consider can come from only a limited number of sources, usually teachers, administrators, and consultants. A great deal of thought must be put into the consideration of ideas because the time and cost of failure are so high. Time spent with meetings, staff training, and materials, has a cost. This means the filter for ideas is very high. Only those ideas that seem to have the most benefit will be implemented, though there is no way to know in advance that one of the ideas picked will bring the desired benefit, and one of the ideas left on the table could be the most effective and beneficial.

It is true that by putting into practice an educational system based on the same universal fundamentals it essentially means stimulating globalization through its universal optic itself. Although the manner in which this model contributes to the globalization phenomenon is clear, still we must consider the fact that the final purpose of education is no other then confronting globalization's effects and influences, as well as the global negative impact upon environment and, ultimately, upon the way people live everywhere. Education will allow us to know the actual estate of the world, with all its pluses and minuses, and also will increase the awareness of the impact of every individual upon the world and upon the next generations. In other words, we consider politics, economy or administrative sciences weapons of less importance in the process of global issues eradication, compared to education, as a social science.

To conclude, I would like to specify the way these ideas were generated and which were their fundamentals. This actual study is not a result a thorough research activity, neither a genius idea. I am myself a "product" of a classic, formal educational system, but also had some benefits form the non-formal educational system by involving myself in a volunteer organization that developed soft skills and hard skills both. I consider that these educational practices are not adapted enough to the global context that we are facing everyday, and that specialized literature is exposing, bringing up to light its pronounced effects of human existence on Terra. I am a person that does not hold sufficient information and power to be a voice and to be able to get involved in a sustainable and constant development of society, whose values are not profit, nepotism, indifference towards future generations, but responsibility to create and offer equal chances. I am an ambassador of a civilization which is plunging headfirst, shy daring to change the dissonant order and murderously world.