Education System Essays and Research Papers

Instructions for Education System College Essay Examples

Title: education system

  • Total Pages: 4
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Essay Instructions: -Read Dr. Martha Piper??s speech delivered to the Vancouver Board of Trade
-Write an essay detailing your reasons for either agreeing or disagreeing with her assertions, based on your personal experiences and expectations of a university education system.
??I would like to begin by thanking the Vancouver Board of Trade for inviting me to speak to you again today. Having been here just a year ago, I am pleased to have been invited back. It is always a privilege to address the Board, and I would like to acknowledge and thank Farris for their sponsorship of this event.
Although almost a month has elapsed since the closing ceremonies of the 2004 Olympics in Athens, we still feel disappointed when we consider the Canadian performance at this most celebrated of world athletics events. The more so, perhaps, when we contemplate the role we must play on the world stage, right here in Vancouver in 2010. Only a year ago Canada was profiled as a moose in sunglasses on the cover of the Economist. We were described as a country that was ??cool??. But, as the Globe and Mail so aptly stated, ??At the Athens Olympics, Canada has gone cold.?? What then does all of this mean? And what does this have to do with universities in 2010?
Analysts throughout the country have done their best to interpret the Canadian Olympic record. But in the end, let no excuses be heard. As the Globe noted: ??Medals do matter. Not in the fevered way they once mattered to the old East Bloc countries, desperate for legitimacy. And not because, having suddenly arrived as the moose in sunglasses, this country is anxious to stay in the spotlight a while. It matters because Canada should aspire to excellence, not only in athletics but also in the arts, medicine, science and education.??
It is that clarion call for ??excellence???Xexcellence in the arts, medicine, science, and education as well as in athletics?Xthat I would like to speak about today. I want to go beyond making what you might think a predictable pitch for higher education. I want to address a particular kind of education?Xan education that defines excellence in all that we do?Xan education that prepares our students to be true Olympians ?Xan education that creates outstanding citizens for ??Canada??s place in the world.??
As a guide in this discussion, I??d like to enlist the Right Honourable Lester B. Pearson. Few people contributed more to defining Canada in the 20th century than Lester Pearson, Nobel Peace Prize Winner ?V a man whose efforts helped to promote Canada??s worldwide reputation for integrity and moral leadership.
But more than a great statesman, Lester Pearson showed himself to be a man of prescient vision, a man who understood, long before the rest of us, how small the world had already become. In 1946?X58 years ago?XLester Pearson said this:
??Fear and suspicion engendered in Iran can easily spread to Great Bear Lake above the Arctic Circle in Canada and bedevil economic developments there. There is, now, no refuge in remoteness.??
No refuge then; certainly no refuge today; and most definitely no refuge in 2010.
Over the past several years, the foundation of what we believe constitutes a civil society has been shaken?Xproviding us with evidence that we indeed are not able to find refuge in our remoteness. The age of mega-terror that began three years ago on September 11, 2001 with an attack on the World Trade Centre, has moved on to Middle School No. 1 in Beslan, Russia. The murder of innocent children, coupled with events such as the spread of the SARS virus, and the Iraq War, all have underlined the fact that we are not isolated from world events that occur in far-off regions of the globe?Xthat our remoteness as a northern nation can neither protect nor isolate us from political or environmental threats that are geographically distant.
For the inescapable truth is that we all feel vulnerable, wherever we reside, to the kind of fear that is generated by the globalization of terror and the interconnectedness of our economies. What is clear is that the world has been contaminated by conflicts that arise from misunderstanding and mistrust, and is threatened by widespread and deepening political, social and economic disparities.
So what do we do? In the short term, whether it is by fighting a ??War on Terrorism,?? trying to secure our borders, or providing subsidies to protect our ??national interests,?? the powers that be have attempted to either cut out an infected part, or build barriers to protect us from the rest of the world.
What has now become clear, however, is that there must be another solution. If we are to live in one small, interconnected world, we must all assume and fulfill our responsibilities as citizens of that world. For we are not engaged in a conflict in the conventional sense. The opponent is not another country that can be defeated or held at arms?? length. The enemy is ignorance and intolerance; and what these produce is terror and revenge.
We are confronted by a battle in which a university, every university, must lead. The universities of the 21st century, Canadian universities in particular, must meet the challenge posed by ignorance and intolerance by assuming the leading role in educating the new ??global citizens??: that is, citizens who will understand the world in which we live, citizens who will ensure the survival of a civil society?Xa society in which all individuals, regardless of race, ethnicity, intellectual ability, or religious beliefs, can express themselves without fear, exercise their individual human rights and live in healthy, safe, respectful, and economically strong and trusting communities.
What then constitutes a global citizen? As I watched the 2004 Olympic games, I was reminded of the Greek philosopher Diogenes, who when asked where he came from, replied ??I am a citizen of the world.?? He meant by this that he refused to be defined simply by his local origins and group memberships; he argued that each of us dwells, in effect, in two communities?Xthe local community of our birth, and the broader community of human argument and aspiration.
It is these two communities coming together within an individual that I believe constitutes global citizenship; it is these two communities coming together that should inform the spirit of our efforts in 2010. Our goal must be to educate future global citizens who see themselves not simply as citizens of a local region but also as human beings bound to all other human beings by ties of common concern and mutual understanding.
And what if we don??t succeed in meeting this goal? What if we falter in our educational task, or choose other priorities? Why is it essential that universities move boldly in structuring their curriculums and learning environments to foster global citizenship?
Lester Pearson, in the 1950s, warned that humans were moving into ??an age when different civilizations will have to learn to live side by side in peaceful interchange, learning from each other, studying each other??s history and ideals and art and culture, mutually enriching each others?? lives. The alternative, in this overcrowded little world, is misunderstanding, tension, clash, and catastrophe.??
??Misunderstanding, tension, clash and catastrophe:?? While it may have taken us 50 years to understand Pearson??s advice, it is increasingly clear that we no longer have the luxury to wait another 50 years to act. The call for ??learning?? has never before been so compelling. The question now is not ??why?? but rather ??how.??
How do universities and a nation educate global citizens? This is a question that UBC is currently debating as we formulate our vision for 2010, which reads:
The University of British Columbia, aspiring to be one of the world??s best universities, will prepare students to become exceptional global citizens, promote the values of a civil and sustainable society, and conduct outstanding research to serve the people of British Columbia, Canada and the world.??
How shall we identify the knowledge and scholarship that will assist in both defining our Canadian identity and our role as global citizens?
As we grapple with the risks and rewards of global integration, we are challenged to define what it is to be ??Canadian.?? Whether we are speaking of our health-care system, multi-culturalism, Canadian sovereignty, or our role as the host nation for the Olympics in 2010, it is critical that we understand who we are and what we value. We must look to Canadian literature, history, political science and demography; Canadian film, theatre and music; Canadian sociology, geography, and aboriginal studies?V if we are to define a Canadian identity. We must identify what is the best of Canada and share it with the world.
But knowing who we are is not enough?Xwe must also have an understanding of the world that takes us beyond our own Canadian borders.
In thinking about identifying what is distinctively Canadian, I was struck by an article in last week??s Economist that suggested that if social policies were commodities Sweden would have a large surplus on its trade balance. This small nation of nine million people has already exported to Britain active labour market policies, a model for universal childcare and a merged prison and probation service. The Swedes?? success in such matters comes from having determined their own identity, recognized their own distinct strengths, and sharing those strengths with the world.
Thomas Friedman in his best selling book The Lexus and the Olive Tree makes the compelling case for global understanding through the synthesis of knowledge from a variety of perspectives.
He argues that today the traditional boundaries between six disciplines?Xpolitics, culture, technology, finance, national security and ecology?Xare disappearing when it comes to understanding global issues. Friedman equates it to putting on glasses and seeing the world in 6-D or six dimensions.
To be globally literate you have to learn how to synthesize information from each of these disparate perspectives to produce a picture of the world that you could never arrive at if you looked at it from a singular point of view. Simply put, you have to be creative, looking for solutions from a variety of perspectives and using every aspect of your consciousness to be innovative and ingenious.
Innovative and ingenious. The Hilton Hotel chain now offers a totally new type of room called a Creativity Suite. Designed to stimulate creativity, these suites come with sectional sofas that can be easily rearranged for impromptu meetings; they provide plasma screen televisions, a Home Entertainment System, an iMac computer and a full-body massage chair. One of the living-room walls is a chalkboard, and a selection of art supplies is part of each suite??s ??invention box??. The minibar has brain food?XSoy Crisps and energy-boosting Gingseng supplements. Even the shower features a writing board and grease pencils should inspiration strike mid-shampoo.
In many ways, these Suites represent the type of creative learning environment we need to be providing our students. We must encourage students to think creatively and to access and integrate information from a variety of sources. At UBC, the new Irving K. Barber Learning Centre will assist us in doing just that through its provision of the latest forms of learning technologies.
In the 20th century, graduates were expected to leave the university having acquired a command of one discipline; they were secure in the knowledge that with this one discipline they might pursue successful careers as a health professional in a local hospital, or as a financial analyst for a national bank.
But today the scope of practice is the planet Earth, and the global integration of technology, finance, trade, and information is occurring in a way that is influencing wages, interest rates, living standards, culture, job opportunities, wars, weather, environmental and human health all over the world. Our graduates must be able to think laterally and creatively, with an appreciation that the solutions to the most complex issues will come from the inter-connection and overlap of disciplines. For if we are to achieve a civil and sustainable society, rather than ??misunderstanding, tension, clash, and catastrophe,?? we must do as Pearson suggested?X??learning from each other, studying each other??s istory and ideals, art and culture???Xin order to live side-by-side in peaceful interchange.
Peaceful interchange. We prepare for war with energy and vigor?Xeven with intelligence?Xbecause it is a task we can easily grasp and understand. War is what??s left when all the subtlety and complexity has been stripped away from a disagreement among humans; when logic and persuasion seem of no more use. War is what happens when we use advanced knowledge to create and apply missile defense systems and military technologies.
Peace is much harder. Peace tests us. Peace demands tolerance, understanding, and forgiveness. Peace insists that we embrace complexity as we embrace the ideals and art and culture of those whose priorities seem a little different from our own.
Canadians have a long tradition of working for peace, through our role as peace-keepers for the U.N. Today, we have an opportunity to go one step further: to move beyond peace keeping and lead in peace preparation. And I believe that this preparation does indeed belong with and begin in our educational institutions, with universities showing the way.
How should we as a nation support this critical educational effort to promote peace? Let me suggest a two-pronged approach. First, I believe that Canadian governments at every level should increase their support for the kind of research and scholarship that will help inform the public policy and develop the social programs upon which a civil society is built?Xresearch and scholarship that will help Canadians prepare for peace. While university research was deployed in the ??50s and ??60s to form the basis of many military and aerospace advances, university research in the 21st century must focus its efforts and resources on preparing for peace.
Governments must be prepared to invest in such a program. My model here is health research, where the argument has been advanced that a minimum of 1% of the investment made in health expenditures should be invested in health research. Correspondingly, I would suggest that 1% of all public expenditures on ??civil society?? programs be invested in research in the human sciences. Consider the amounts currently invested in social welfare, the corrections system, national defense, foreign affairs, immigration, heritage and culture, and Indian and Northern Affairs, to name a few broad areas. Why would we not consider investing a minimum of 1% of those expenditures into research that would permit us to better understand the values that underpin civility, tolerance, human rights, democracy, and peace?
Second, we need to contemplate a significant role for the federal government in post-secondary education. It is well nderstood that a sound education is the foundation for a strong and prosperous society. But if universities in the 21st century are to educate global citizens, individuals who are able to define Canada??s place in the world, graduates who are active participants in peace preparation, citizens who understand that there is no refuge in our remoteness, then we need to revisit the role of the Canadian government in post-secondary education.
As Jeffrey Simpson pointed out in last week??s Globe and Mail, our future lies in education, and the time has come for the federal government to recognize its legitimate role in funding post-secondary education. While the federal government has always had a role in the funding of university research, it now needs to consider a role in the funding of instruction?Xfunding that goes beyond the provincial mandates and jurisdiction?Xfunding that will address the need to develop and foster curriculums that will result in the education of globally literate and creative Canadians from
Newfoundland to Vancouver Island. Without such an initiative, our efforts to create a sustainable society and prepare for peace will be sporadic at best and non-existent at worse. This to my mind is what is meant by ??Canada??s place in the world??: such a concept goes far beyond diplomacy or foreign aid, it extends beyond international exchanges, summits, or hosting Olympic games for that matter?Xit goes to Canada??s education of future generations of global citizens committed to the preparation of peace and the sustainability of the whole world.
Today, despite criticism of our performance in the Olympic Games of 2004, it is fair to suggest that Canada is still one of the most admired middle powers in the world. But if we look beyond Athens and review the challenges we face both at home and abroad?Xthe environmental threat of climate change; globalization of our economy though outsourcing; the need to review our immigration policies to meet our future labour needs; the political threat of international terrorism; the war in Iraq and possible participation in a missile defense system?Xit is clear that now is the time to revisit our nation??s vision of a civil society and our commitment to global learning.
Last year, in a study conducted by the European Commission, UBC ranked 35th among the top 500 universities in the world. Clearly a remarkable achievement. What is obvious is that we Canadians have the excellence, the scope, depth and diversity to take our place in the world. All we need now is the commitment of our nation, the determination to contribute, and the strength and courage associated with all great Olympians. For truly, British Columbians and Canadians can make a winning difference.
Thank you. ??

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Kerdeman D. The BOUNDARIES of MULTICULTURAL EDUCATION.

University of Washington. October 14, 2004 http://www.ed.uiuc.edu/EPS/PES-Yearbook/93_docs/KERDEMAN.htm

Leith, T. Big Ideas (in a shrinking world). Ulster University. 1996.

Accessed October 14, 2004. http://www.infm.ulst.ac.uk/~ted/html/big.htm

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Title: The American Education System

  • Total Pages: 10
  • Words: 3103
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  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: The American Education System (from the book History of Education in America 8th Ed. John D. Pulliam) EDUC 362

the main objective of the paper should be to demonstrate a complete understanding of the knowledge of the course and show how the knowledge can be applied in one of the several ways:
a) Apply the knowledge from the course to a specific concept or principle as it relates to an academic issue in that particular field of study.
b) Apply the knowldege from the course to your business trade or profession.

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Ahmeed, Marilyn. "The Failed American Education System." Internet Online. Available at www.caribvoice.org/Opinions/ameriedsys.html. October 15

Commission on Behavioral and Social Sciences and Education. Education and Training for Employment. National Academy of Sciences: Academies Press, 2004. Internet Online. Available at http://www.nap.edu/books/0309033926/html/22.html. October 15, 2004

Dougherty, Jon. Privatize American Education. World Net Daily, February 7, 2001. Internet Online. http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=21639.October 15, 2004

Hume, Susan, ed. The American Education System. International Student Guide. Worldwide edition. Internet online. Available at www.educationguide-usa.com/isg/edusystem.htm. October 16

Office of Educational Research and Improvement. "Findings from Vocational Education." U.S. Department of Education, 1997. http://nces.ed/gov/pubs97/97391.pdf

Policy Almanac. "Job Training and Vocational," Almanac of Policy Issues. Internet Online. Available at www.policyalmanac.org/economic/job_training.shtml. October 15

Pulliam, John D. And Van Patten, James. History of Education in America. 8th edition. Prentice Hall, June 12, 2002

6th ed. Englewood, New Jersey: Merrill, 1995

Spindle Publishing Company. "The American Education System." International Student Guide, World Wide Edition, 2004. Internet Online. Available at http://www.educationguide-usa.com/isg/edusystem.htm. October 15, 2004

Study in the U.S.A. "Understanding American Education." Study in the U.S.A., Inc., 2002. Internet Online. Available at http://www.studyusa.com/articles.understanding.htm

Introduction to the History of American Education, Module 1,ELRC 4001. Internet Online. Available at http://asterix.educt.lsu.edu/~maxcy/4001_1.htm

Introduction to the History of American Education.. Module 1. ELRC 4001

Pulliam, John and Van Patten, James. History of Education in America. 6th edition. Englewood, New Jersey: Merrill, 1995 ibikd

John D. Pulliam and James van Patten, History of Education in America. 8th edition, paperback. Prentice Hall, June 12, 2002, 3-4

Commission on Behavioral and Social Sciences and Education. "Education and Training for Employment" in Education for Tomorrow's Jobs. National Academy of Sciences: Academies Press, 2004

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Title: Social Class

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Essay Instructions: The question for the eassy is as follows... Is the Education system a "ladder of opportunity" or does it simply reflect, reinforce and reproduce exsisting class differences?

It essay has to be in relationship with the United Kingdom.
Content relevent to the question, grasp of relevent theoretical experience and wider perspectives and evidence of research, reading and thinking.

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Ball, S., Maquire, M. & Macrae, S. (2000). Choice, pathways and transitions post 16:

New youth, new economies in the global city. London: Routlege Falmer.

Hayton, A. & Leathwood, C. (2002). "Educational inequalities in the United Kingdom: A

critical analysis of the discourses and policies of new labour." Australian Journal of Education, 46(2): 138

Labour Party (2001), Realising the Talent of All, London: Labour Party.

Marginson, S. (1994). "Markets in education: A theoretical note." Melbourne: University

of Melbourne, Center for Study of Higher Education.

Morley, L. (1997). "Change and equity in higher education." British Journal of Sociology

of Education, 18:231-242

Paterson, L. (2001). "Paterson, Education and Inequality in Britain." September 4, 2001.

British Association for the Advancement of Science. Available: http://www.institute-of-governance.org/onlinepub/paterson/educ_inequality.html

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Title: Studying the Impacts of Globalization on Tools and Facilities in Iranian Education System

  • Total Pages: 3
  • Words: 870
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  • Document Type: Research Paper
Essay Instructions: please regard that i want you to write about 2 pages as introduction of my article and only one page as conclusion and add them to the attached article below.
Studying the Impacts of Globalization on Tools and Facilities in Iranian Education System
Abstract
Globalization has deeply changed indicators of education system; including important indicators such as educational tools and facilities. Educational technologies make teachers able to learn various styles of learning and make learning interesting for learners and have converted teachers’ role from provider of knowledge to a guide. The main goal of this research is to realize the degree of globalization in Tools and Facilities of Iranian education system.. Findings suggest that Tools and Facilities of Iranian education system is far from globalized, post modern education Tools and Facilities , actually matches traditional, stagnant and modernity Tools and Facilities
By analyzing the reasons for weaknesses of this indicator in Iranian education system, one can outline factors like the high population sheltered by this education system that caused the high budget needed to equip those schools with technology. From the other side, aged instructors and principals resist due to their own incapability to utilize technology. Based on the essence and mission, education system should coordinate itself in different aspects of transformation, so that does not become an expired institute.
Keywords: Education Tools and Facilities, Globalization, Postmodernism, Iran, tradition

Introduction

Nowadays, the role of Information and Communication Systems in simplifying the flow of information and preparing the path for decision making is clear to almost everyone. Development of the availability of communicating in the shortest time has conquered the time and has led to some new circumstances or so-called “Globalization (Shahi et al., 2008).
According to Ginkel, these changes were rooted underground about half a century ago (Ginkel, 2002). One the other hand, Madison regards globalization as an advanced human dynamic (Madison, 2001). Alberto believes that modernity has come to an end and a new era has begun in which the world has completely changed and is approaching to become a whole unit (Alberto, 2001). Based on Charlton and Andreas’s beliefs, globalization is an aspect of a bigger phenomenon, i.e. modernism, which defines the society with increasingly growing properties of communication complexities (Charlton and Andreas, 2006). All these stand for a reality known as globalization. Globalization, which requires freedom of action, results in variations in factors including monitoring, hierarchical relations, and management-oriented in education management. This matter implies that although globalization does not belong to any doctrines, it is somehow aligned with post-modernity basics and principles. In the contemporary world, post modernism principles are becoming widespread and have led to new debates in political and cultural as well as literal aspects including learning and education (Farmihani, 2010). It seems that Jacques Derrida’s deconstructive attitudes have stimulated evolutions in education (Derrida, 1974). As evidence suggests, education system have also benefited from globalization consequences. Referring to the fact that the year 2002 was named as “Human Globalization” by UNESCO, Ginkel believes that the whole education system plays an important role in this matter (Ginkel, 2002). The globalization process is significantly affecting the economic and commercial life of nations. With increasing global competition and the rapidly advancing technologies, the business organizations and business models as well as management systems and practices are undergoing continuous change. To cope up with these changes, the management education is also being restructured and refocused (Mushtaq, 2004).
. The availability of accessing Internet networks for students has made classrooms’ walls more transparent and penetrable which brings along the possibility of infinite and multipurpose relationships to learners and has resulted in the notion of Global Village.
Besides, easy and flexible access to Internet and thereafter knowledge causes learners to select the desired method from the experience available to him and thereby, seek learning anywhere at any time. Yet, it seems that Iranian education system with the prospect of loyalty to employing traditional educational tools and facilities has withdrawn the possibility of exploiting the needed potentials. While using contemporary technologies and innovations for global education system leads to target meaningful learning and traditional approaches and those that are teacher-oriented are replaced with pervasive ones. Problem solving ability and high level skills of thinking, data analysis, time management and the capability to prioritize skills in information cyberspace and a globalized society based on information is developed and this is subject to the fact that students and teachers should be able to effectively utilize technologies. This research seeks analyzing the effects of globalization on educational tools and facilities in Iranian education system and find out its comparative globalization degree for the purpose of which, the researcher pays attention to the globalized educational tools and facilities.
Material and methods
In the current research, two methods of surveying and document analysis are utilized.
2.1 Statistical Society: The statistical society for the current survey is all the teachers and principals of primary, middle, and high schools for all the four districts of Ahwaz city, Iran during 2010, this includes 7465 individuals.
2.2 Sampling Method : The desired sample was chosen for the implementation of the survey with questionnaire, by the help of a sample size determination table (Morgan & Krejcie) with the help of a stratified random sampling proportional with the population of the society that is 357 individuals. The stratified number of sample was evaluated by this formula:

n: Total volume of the sample
N: Total number of statistical society of the research
Ni: Population of the class
ni: Volume of the sample
2.3 Research Tools: According to the topic of this research, and due to the novelty of the subject, no data collection tool was available. In order to compile the questionnaire, the researcher initially performed a qualitative study and then, using that, a proper questionnaire was compiled for the quantitative aspect of the survey.
Data collection tools include demographic information check list, the questionnaire made by the researcher for globalized education system and document analysis.
Reliability of Research Tools: According to Cronbach's alpha, the resulted coefficient for the questionnaire with 30 subjects and 71 indices is ?=90.
2.4 Data Analysis: Quantitative data were analyzed by the help of SPSS 16 application in the two descriptive and illative levels. In the descriptive part, frequency, mean value, percentage, and standard deviation were used whereas, from the illative aspect, mono-variable T-test and independent variable T-test, one-way analysis of variance (ANOVA), and regression were utilized. Data obtained from the documents is analyzed by the help of inductive content analysis.
Result
From the attitudes of scientists like Foucault and Derrida, Farmahini, and Jiroux, one can perceive some features for the globalization of education Tools and Facilities in post modern system among which the most important are:

Audio and visual equipment in teaching particularly the Internet and computers and equipping schools with laboratories.
The availability of excursions.
The possibility of changing the decoration of the class.
Result from questionnaire:
As it is observed from the table (1), the average and the standard deviation of educational tools and facilities in Iran are 2.385 and 0.745 respectively. The results from the mono-group T-test demonstrate that there is a significant difference between the current situation of educational tools and facilities in Iran and its current optimal global situation (t356=-2.264; P=0.001) or in other words, the situation is lower than the optimal level.
In order to study the impacts of demographic characteristics of test subjects on their attitudes towards the level of globalization, we compare them according to these factors respectively.
A) Educational tools and facilities are different at various teaching age group.
The results from (table 2) the mono-variable analysis of variance illustrate that the impact of subjects’ teaching age group on their viewpoints is not significant regarding educational tools and facilities (P<0.05; F(2.535)=2.648).
B) The situation for the current educational tools and facilities is similar from the points of views of teacher and principals with different education degree.
The results from ( table 3 )the mono-variable analysis of variance illustrate that the impact of subjects’ education level is not significant on educational tools and facilities (P<0.05; F(3.345)=0.225).
C) Educational tools and facilities in Iran are different according to different subjects’ administrative position.
Table4: The influence of subjects’ administrative position on educational tools and facilities is not significant (P<0.05; F(3.354)=1.433).
D) Educational Tools and Facilities in Iran are Different Based on Gender Differences in Schools.
The results from the independent group T-test ( table 5) express that there is no significant difference between educational tools and facilities of two groups of men and women (t355=0.148; P=0.882).

Conclusion

Results of the analysis on educational tools and facilities in a globalized and postmodern education system indicated that using audio and visual equipment, specially computer and the Internet and laboratories play an important role in in-depth learning and availability of excursions and change of class formation pursuant to change of subject are of great significance.
Talking about Information Technology, Scrimshaw and McCormick in their article entitled ‘Information and Communications Technology’ consider pervasive interactions which are unique to postmodernism. These interactions provide the availability of infinite, multi-purpose relations for learners whose continuity assists in the formation of small and numerous societies in a school (McCormick and Scrimshaw., 2001)
Communicational innovations affect both the process and consequences in schools and direct information freeways from universities to schools. Internet brings along unique opportunities for practicing a new type of democracy in which every culture and human units are able to advocate and disseminate their attitudes and critics and this makes schools as wide as the globe with every human being inside it; whereas, in modern era, information was handled by governments. In a globalized education system, governments possess little chance to refine tastes and by the help of the internet, frames of the classroom are becoming more and more transparent and permeable Farmihani, 2003).
Special features of modern classrooms such as particular position of instructors, blackboard, and row structure of students in the form of regular benches and desks implied that instructors are the owners of knowledge and students are learners and this was not aligned with globalization perspectives like deconstruction, creativity-oriented, etc. The formation and decoration of classrooms should be defined by the subject.

As it was observed from table 1, there is noticeable gap between the current situation of using educational tools and facilities with the desired situation of them in a globalized, post-modern, education system.
In other words, the situation is lower than the desired situation. These findings is compatible with Mahdi Azad’s(2010) findings by electronic government analysis of education system in Ahwaz which was placed as in the second step (full-fledged) among five stages offered by United Nations research. By analyzing the reasons for weaknesses of this indicator in Iranian education system, one can outline factors like the high population sheltered by this education system that caused the high budget needed to equip those schools with technology. From the other side, aged instructors and principals resist due to their own incapability to utilize technology, however, since young staff are keen to employ innovation and are indeed capable, and students are trained by out-of-school institutes, schools have become forced to employ technology. Budgets and actions have been undertaken in this regard, but weaknesses in strategic management have resulted in dissatisfactory results of this indicator. Factors such as employing inefficient staff as responsible for computer sites and laboratories even despite the investments have caused intense weaknesses.
Formation of classroom as row aligned was a big technical step from the traditional form. Each row simplified the process of controlling each student at a time and all students at the same time by giving a specific place to each student. This has led to bringing up obedient, norm-centered, and introvert individuals which is one of the other weakness indicators.
On the other hand, a globalized education system seeks developing extrovert and creative individuals. In this system, the formation of a classroom is flexible and changes according to the needs of each subject and avoids any form in which instructors stands at the peak and hierarchical relationship between students and instructors are evaded as well.
A proper general and formal education system requires an interdisciplinary, interactional, cultural-educational approach in building educational environments and formation and equipment supply and needs to abide by technical, engineering principles and standards, climate variations and urban planning principles and according to needs and following age, gender and physical requirements of educators; this provides a proper formal school. However, unfortunately, the existing education system is facing limitations in resources and facilities and technical labor which is one of the other challenges and is a major cause of the gap with a proper system (Secretariat of Higher Education, 2010)
Based on the essence and mission,education system should coordinate itself in different aspects so that does not become an expired institute;in particular, in the age where innovation sphere leads to new capacities at times. Legal legislation system should possess mental preparation and ability necessities to be updated not to question formal education system’s efficiency. Dullness in taking proper actions is a challenge threatening this system (Secretariat of Higher Education, 2010)In order to further the analysis of educational tools and facilities, demographic properties of subjects of the test were investigated. The results of a one-way variance analysis (table 2) demonstrated that the teaching age group in which instructors are working could not have an impact on applying educational tools and facilities and led to no improvement.
Results from the one-way variance analysis (table 3) and (table 4) indicated that education level and rank of subjects could not have any influence on applying educational tools and facilities, either. Besides, results of the independent-group T-test (table 2-3-5) presented that based on the two divisions of men and women; the state of educational tools and facilities is evaluated inefficient. For demonstrating this, it can be said that the many consensus clarify the deep gap between the current situation of educational tools and facilities and its desired state and it can also be noted that the centralized system of Iranian schools and lack of instructors’ accessibility to educational facilities have affected their scientific capabilities significantly and denies any kind of creativity.
References
Albero, M. ( 2001). Global Era:The Sociology of Globalization. Translated into Persian by Nader Salar Zadeh Amiri. Azad Andishan Press, Tehran, 2004 (in Persain). Charlton and Andreas, 2006.
Azad ,M.( 2010). Analyzing the Electronic Government Model in Staff Department of Ahwaz Education Bureau.Master’s Dissertation, Ahwaz: Chamran university
Charlton, B., G., & P. Andras, (2006). “Globalization in ScienceEducation: an Evitable and Beneficial Trend”; Medical Hypotheses,Vol. 66.
Derrida, J.,( 1974). Of Grammatology Trans. Gayatri Chakravorty, Spivak Baltimore. John Hopkins University Press.
Farmaini Farahani, M. (2010). Post Modernism and Education System. Tehran, Ayeej Publications.
Farmihani Farahani , M. (2003) . Studying Postmodernism Education Views with a Focus on Foucault and Derrida’s Attitudes”. Shahed University Bimonthly Scientific & Research Journal, 10th Year, No. 3.
Ginkel, H. ( 2002) . What Does Globalization Mean for Higher Education. Globalization: what Issues are at Stake for Universities, Universite Lavel; Quebec Canada.
Madison, J. P. (2001) . "Globalization: Challenges and Opportunities" ; Translated by Mahmud Salimi, Rahbord Journal, Vol. 22 (in Persain).
McCormick R,. & Scrimshaw P.( 2001) . Information and Communications Technology. Knowledge and Pedagogy, Education, Vol. 1, no. 1.
Mushtaq ,H. ( 2004) . Globalization and Management Education in Developing Countries. viewed 5 July 2011, http://ideas.repec.org/p/pra/mprapa/29020.html
Secretariat of Higher Education,( 2010). Transformation Document Guideline for Formal Education System of Islamic Republic of Iran. Legislation Prospect. 826., pp57-59.
Shahi, S. and Naveh Ibrahim, A. & Mehralizadeh Y. 2008. Higher Education Encountering Global Challenges in Khuzestan Universities. Research in Higher Education Quarterly, no. 50, pp. 19-45.

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The concept of the Global Village can only be made manifest with the infrastructure and policies that promote information technology in the classroom. Information technologies, especially access to the Internet, promote the Global Village in real and tangible ways. Students accessing the global wealth of knowledge will be able to think more critically about the concepts, facts, and ideas they assimilate in the classroom. In Iran, the need for more robust information technologies in the classroom is apparent. The outmoded methods of education still practiced, ie. ones that do not ascribe to the Global Village concept, are reflective of the philosophy of Michel Foucault. Foucault argued that the modern education system had become too prison-like. We need to "understand the subtle, complex and harmful effects of power relations that shape and control educational institutions," (McDonough, 1993). A revolution in education is called for, one that maintains some of the essential social and political structures that define modern Iran while also incorporating liberalizing elements that bring Persian students into the era of globalization.

Foucault's analysis of the importance of power in the educational system is especially apt when applied to educational institutions in Iran. "Foucault was concerned mostly with power," as Cheshier (n.d.) points out. Yet the analysis is far deeper than that. It is not power itself that is the problem but the ramifications of that power. Students are powerless in the classroom to guide and direct their own learning, when they do not have access to the Internet and other crucial types of information technologies. It will be impossible for Persian students to achieve high levels of social, economic, and academic success without having the same access to technologies that their counterparts in Europe and North America do. For this reason, an exploration of the specific features needed to revolutionize the Iranian education system is fruitful.

Jacques Derrida proposed an educational system that is firmly rooted in ethical responsibility. Education, like other social institutions, should be responsible to the needs of the people. Ideally, education improves society so that future generations are better off and so that the society as a whole prospers. Based on the critique of power that Foucault provides in his writings, and on the reminder that ethics are needed in modern schools, educators can develop a core set of ideals, goals, and tools. This research is based on the philosophies of Foucault, Derrida, Farmahini, Jiroux. Building on core educational philosophies and sociologies, this research will help to elucidate what educators need in order to perform their ethical duties to students. It is important to explore and to clarify the philosophical underpinnings of any change, especially change as dramatic as revamping the Iranian educational system. It is not enough to talk about what technologies are needed in the classroom. It is also important to speak of the principles upon which those technologies are based, and how those technologies serve students. Technology is not

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