Educational reforms contribute greatly to creating new paradigms and visions to meet the highest academic goals. They should not only be aimed at enhancing students’ performance, but also at increasing the individual potential as a competitive member of society (Vail et al. 37).
In particular, such skills as problem-solving, decision-making, and critical thinking are indispensable to adjusting to a constantly changing social, cultural, political, and economic environment. Within the established educational goals, the role of a family is enormous in shaping children’s personality, as well as their ability to adjust to a new social environment.
It creates a context in which individuals learn to care for each other and take different responsibilities.
To keep pace with time, as well as ensure further development of future society, integrating the National Educational Goals (NEGs), the No Child Left Behind Act (NCLB) and the Road to the Top will help the Family and Consumer Science Educators continue constant growth and development of society through enhancing family values and focusing on individuals’ potential.
The scope of the NEGs is to ensure economic growth and societal progress by introducing proper educational reforms. Understanding educational perspectives within the perspectives of family analysis is a step forward to a multidimensional development of a person.
In this respect, community roles and responsibilities can be clearly defined in case cultural, ethnic, and social peculiarities are met (Ministry of Education n. p.). Because families are shaped within different social environments, the educational objectives should uncover the significant concern in this field. In this respect, FCS and NEGs perspectives are closely interconnected and, therefore, tax payment should be encouraged.
Ensuring effective education for children is possible through enhancing their parents’ awareness of importance of improving learning techniques. The FCS educators realize the seriousness of this task and, therefore, they can provide efficient strategies for communicating the favorable environment between parents and their children (Vail et al. 79).
Similar concerns are presented in the NCLB Act, introducing multiple options to parents who seek to choose the most relevant education program for their children (U.S. Department of Education n. p.). Such a perspective for promoting societal goals and values can encourage people to invest their money.
FCS educators strive to present efficient and technologically oriented educational programs for students to become competent and professionally rewarded in a constant development high-tech environment (Vail et al. 40).
All these goals are also accepted in the Road to The Top program that seeks ways to establish effective training programs both for teachers and for students and enhance the competitive advantage of the global economy (U.S. Department of Education n. p.). Such a strategy can also allow educators to improve instructions and work a comprehensive improvement program.
In conclusion, the analysis of objectives of the Family and Consumer Science educators, as well as the relevance of specific educational programs to their goals, has revealed that the society can benefit significantly from cooperating of different institutions that seek to advance society through a list of specific steps.
In particular, the educators can introduce an advanced vision of the national educational goals, provide more extensive options for parents in terms of their children’s education, and provide a solid technological support for gaining a competitive advantage over other societies. The tax dollars, therefore, should also be directed at enhancing FCS perspectives.
Works Cited
Ministry of Education. National Educational Goals. 2009. Web.
U.S. Department of Education. Choices for Parents. Web.
Vail Ann, Fox Wanda, & Peggy Wild. Leadership for Change: National Standards for Family and Consumer Sciences, US: Yearbook, 2000. Print.