Back to Top Understanding Educational and Community-Based Programs Health and quality of life rely on many community systems and factors, not simply on a well-functioning health and medical care system. Making changes within existing systems, such as improving school health programs and policies, can effectively improve the health of many in the community. For a community to improve its health, its members must often change aspects of the physical, social, organizational, and even political environments in order to eliminate or reduce factors that contribute to health problems or to introduce new elements that promote better health. Instituting new programs, policies, and practices Changing aspects of the physical or organizational infrastructure Changing community attitudes, beliefs, or social norms 2 In cases where community health promotion activities are initiated by a health department or organization, organizers have a responsibility to engage the community.
However, we begin with two very general quotes about global education. Notice that neither of these statements provides details of curriculum content, assessment, or years of available or required schooling.
On its foundation rest the cornerstones of freedom, democracy and sustainable human development. Quoting from that document: The General Assembly, Reaffirming the purposes and principles of the Charter of the United Nations with regard to the promotion and encouragement of respect for all human rights and fundamental freedoms for all without distinction as to race, sex, language or religion, Reaffirming also that every individual and every organ of society shall strive by teaching and education to promote respect for human rights and fundamental freedoms, Reaffirming further that everyone has the right to education, and that education shall be directed to the full development of the human personality and the sense of its dignity, enable all persons to participate effectively in a free society and promote understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups, and further the activities of the United Nations for the maintenance of peace, security and the promotion of development and human rights… [Bold added for emphasis.
Pay particular attention to the last paragraph in the United Nations statement. Declaration of Independence signed on July 4,contains the following statement: Declaration of Independence does not say anything specifically about education or schooling. However, notice that there is some similarity between this declaration of inalienable rights and the third paragraph in the United Nations statement quoted above.
Thomas Jefferson, third president of the U. He was a strong proponent of education. This next quote is from a bill Thomas Jefferson brought before the Virginia Legislature in It was not passed. At these schools all the free children, male and female, resident within the respective hundred, shall be intitled to receive tuition gratis, for the term of three years, and as much longer, at their private expence, as their parents, guardians or friends, shall think proper.
For information about the literacy level in the U.
At that time, schools and schooling were determined at a local level, with each village, town, or city developing its own schools and curriculum.
Constitution and the Bill of Rights the first 10 amendments to the Constitution do not mention education or schools. The 10th Amendment to the U. The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
Thus, education and schools were rights left to the states. During the past century, there have been a number of approaches to changing this situation.
Three important ones are:To understand the influence of standards in the United States we cannot restrict ourselves to a discussion of formalized rules and regulations governing the education system, although national goals and state regulations and guidelines will be discussed in this chapter.
A Comparative Analysis of the Objectives of the National Education in the United States, Jordan, Saudi Arabia, China and Japan Dr. Arif Mohammed Mufleh Sarheed groups (Center For Civic Education, ).
From this point of educational institutions has given in developed. an analysis of capital punishment The Friar in The Canterbury An analysis of antithethesis and conflict in antigone by sophocles Tales: Character an analysis of the us educational system objective groups Analysis.
The U.S. system does not offer a second or higher doctorate, but does offer postdoctorate research programs. Adult and continuing education, plus special education, cut across all educational levels. The following links direct you to information on different aspects of the structure of .
The U.S. Educational System. More than 4, accredited institutions make up U.S. higher education in the United States. Unlike many countries, U.S. higher education institutions are not centrally organized or managed, but are accredited on a national or regional level by independent accrediting bodies.
Major educational issues in the United States center on curriculum and control.
One of the major controversies of the United States education policy is the No Child Left Behind Act which will be covered in its own section.
Curriculum issues. There is no unified curriculum in the United States.