World Standard Essential To Improve Educational Performance
Ignoring cultural differences, children throughout the world are taught the same concepts and rules in maths, science and ICT. So why don’t we have a world standard educational curriculum especially in science, technology, engineering and maths STEM subjects.
Although significant international trading, security and humanitarian agreements exist in the form of NATO, United Nations, Red Cross etc. none operate in the form of global governance. It would be impractical to consider the extension of their remit could be easily achieved due to political and territorial implications. But the non discriminatory function of education should have no boundaries and would benefit from global scaling advantages in teaching resources, building design and relevance of curriculum. There is nothing new in the concept of international standards. International trading associations first originated in medieval times. Epitomised by the Hanseatic League of merchants they spread throughout cities of northern Europe from 1120. They were incredibly well organised and opened offices throughout Germany, Holland, Norway and the UK flourishing in the import and export trade. The Hanseatic cities had their own judiciary system and furnished their own protection and mutual aid thus having a sort of a political autonomy and in some cases creating political entities of their own.
Hundreds of year later the Hanseatic League concept has been reiterated but the doctrine has never become global. The European Union determine rules and regulations for its 27 member states, whilst ASEAN the Association of South-east Asian Nations set the goals for Asia. But neither have a common policy in education. In Australia the curriculum is controlled individually by each of the seven states, an in the UK the educational standards are controlled differently in England, Scotland, Wales and Northern Island and even examined by four different examination boards.
The opportunity for a global standard is massive, yet history proves the task is almost insurmountable. Benefits in modern teaching and classroom resources being applied in third world countries would install the educational standards that should be the birthright of every child. It is easy to understand the reluctance of many nations to breach far reaching cultural configurations but the goal of global education hold benefits of lowering costs, improving standards and the spread of education to the poorer countries of the world.
The evolution of world trading is advancing at an increasing rate. Led by advances in technology, market conditions and a shift in the centre of gravity of trade towards Asia emphasise the need for an educational system that can track with the times. Although many arguments surround the adoption of the International Baccalaureate at least this could be considered the start of the process. It still has a long way before becoming a global standard and ensures children in London, Sydney, New York, Beijing or Harare receive the ideal education.
The rate of change in the world will increase at an exponential rate. We have a duty to groom children for the future and equip them with the acumen to make the world a better place and deal effectively with the many changes that will emerge over the years to come.
