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Though this conflict may be geographically further away, we work very hard to not let this divide us, nor allow it to fragment our social fabric and hard-earned harmony.

We have seen examples of people, including younger ones, getting into heated conversations. We have seen a lot of unverified information, images, and misinformation being circulated on social media, stirring strong emotions. We also have people telling us what we should or should not teach our children on this issue. So, we have to be very careful not to let the seeds of hatred and distrust be planted in our younger generations.

We must understand Singapore's vulnerabilities and interests, and work hard to preserve our cohesion, mutual tolerance and acceptance, and find ways to preserve our multi-racial and multi-religious harmony.

As Singaporeans, we deeply appreciate our diverse backgrounds and how we came to be, but we must not let ourselves be divided because of our differences. Upon our diversity, we can build a common future with shared values. And this must be our goal, and education must contribute towards this. This is why we want to create a safe environment for our students to understand issues happening in the world around them.

For the sake of our social fabric and our children's development, our Character and Citizenship Education (CCE) lessons aim to achieve four things for our students.

First, to understand their own emotions and empathise with others. Second, to reflect how we can safeguard our cohesion and harmony in a multiracial society. Third, to learn to verify information sources before sharing them responsibly. And fourth, to appreciate the diversity of views and conduct conversations sensitively and respectfully.

Now having said that, I'm sure you'll agree with me that this is certainly not easily done or achieved. But should we then not even try, for our students? Do we let them grapple with external influences on their own? Should we risk letting them be misguided by biased sources on social media?

This is why at MOE, we discussed at length since the outbreak of latest round of the conflict last October. How to guide our students, and what materials to curate for different students to help them understand in age-appropriate ways.

We curated the materials with the help of other agencies like MFA. Our first tranche of materials was updated till December 2023, and we will continue to update these materials as events unfold. This is the nature of the CCE education. We also discussed it with the professional educators - principals, CCE teachers - on how to do this for students at different levels. Both myself and Dr Maliki have had sessions with educators to carefully discuss how to do this. School leaders in turn helped to prepare and select teachers to teach the material and facilitate the discussions.

All of us - teachers and principals - acknowledge the challenges and risks involved. I must credit our educators for the conviction and courage to do this well, despite the challenges, for the sake of our children and our people. To help our children understand complex issues happening around the world today, including other issues like the Russian-Ukraine War.

We also recognise that it is hard to do this consistently across the entire school system. Hence, MOE works closely with schools to develop their capabilities, according to their needs. For CCE lessons, MOE provides differentiated materials for different levels, according to their needs.

Teachers are given additional resources for background information where necessary. Now just to put this into context and to give an example, for younger students, having understood that a conflict has happened, the focus is on how we deal with our emotions and how we can empathise with the feelings of others, including those who do not share their same views.

Now, to be clear, the CCE class is not intended to be a history lesson. Neither is it an exercise to apportion blame to one party or another. As for another example, for older students, we encourage them to verify the information they receive, read from diverse sources, appreciate the diversity of views respectfully before coming to their own conclusions.

Some may have only seen part of the material and come to the wrong conclusion - that the CCE lesson is meant to cast one side as good and another side as evil. But that's precisely what we are trying to avoid. The purpose of education is not to spread anger and hatred. It is to inculcate knowledge, understanding and empathy for all human beings, regardless of race or creed.

And for all students, we hope the conversations will help them to focus their energies on constructive and respectful dialogues, and most importantly, to give them a sense of agency to take positive actions like contributing to humanitarian aid.

At this point, I would really like to thank our principals and teachers for carrying out their duties professionally. They too have personal feelings and convictions about issues. But they do not impose their personal views on our students. As professionals, they are committed to guide our children to the best of their abilities to understand the importance of upholding our social harmony, verifying information as a life-skill, and appreciating diverse perspectives respectfully.

I understand the concerns that parents have on this matter. Like all of you, we are also parents and together with MOE, we want to do the best for our students.

We will continue to update the CCE lesson materials, based on new developments and information. We will also evolve our teaching methods, taking in feedback from stakeholders.

So, I would encourage everyone to join us in giving our principals and teachers your trust and support. Work with our teachers as partners in education, and give our teachers the assurance that we have confidence in their professionalism.

Question: Just to follow up, you mentioned that the syllabus would be updated with new materials. Can we check how long this process will take, and in the meantime what will happen to the current syllabus?

Minister: So, we update the curriculum in tranches because as we speak, new developments are happening. So, this is the curriculum itself, this is how we update it regularly, so you can expect tranches every two to three months, depending on the new developments. But besides the curriculum itself, as we gather more experiences conducting these classes for different groups of students, our educators will also evolve the methods which they can use to engage their classes, because different students have different backgrounds and different needs. These are the things that will continue to evolve.

Question: What steps are MOE taking to better equip teachers for such subjects? Since they are at the forefront of this.

Minister: This is a very important and interesting conversation point I have with my teachers and principals before we embarked on this journey. I asked them "Are you confident in doing this given the challenges?" And they have been very upfront with me that indeed they understand the challenges, but they also understand the importance of why we are doing this and why we need to do this for our younger children for the reasons I have mentioned.

So, one of the very important things is that we need to equip our teachers well. We need to give them the materials to support them. We also need to give them the experiences to conduct the lessons well. That is why even before they conduct the lessons, conversations and discussions in the classrooms, we discuss it internally amongst ourselves. That in itself, if you like, is a session for us to understand what the challenges are in communicating this amongst ourselves. That is why Dr Maliki and myself have had discussions with them. That is the first level.

Now, after that, we cascade it to the school where the school leaders together with their staff will also have their discussions on how they can conduct this in the context of their schools. This is also where the MOE Character and Citizenship Education Branch will also support them where necessary to configure the teams to do this. Because we can't do this alone, we need teams of people to do this before finally we do it progressively with the students. So, there is a manner in which the info is cascaded, the information shared, and the experiences gained and built upon as we continue to roll out the curriculum. This is usually how CCE lessons are conducted because CCE lesson is a live subject. It is not like perhaps Mathematics or Science which are more static in the nature of the material.

Question: It is made more challenging in this particular topic because this is evolving and it is evolving so fast. You mentioned you are updating your curriculum materials in tranches in two to three months, so you are always playing catch-up with the development. And secondly, the parents and the society at large, particularly parents who have young kids in school, they are emotionally invested in this topic, and that makes it doubly hard to successfully carry this out.

Minister: Our CCE curriculum and teaching do not depend on it being a running commentary because we are not teaching history or current affairs. But we want to extract from the situation what is the news that our students should be aware of. To give an example, for the primary school students, they know that the conflict has started. They may not be aware of the latest happening yesterday, but they need to wrestle with the emotions. And that set of emotions may not be contingent on what happened yesterday. Likewise with the older students, we encourage them as a habit, to verify their facts, read from multiple sources to get a broader appreciation of the issues. These are again not contingent on the day-to-day happenings.

One of the things we really want our students to appreciate is the diversity of perspectives out there. Because within our multi-racial society, we have the Malay-Muslim community, the Jewish community, Christians, Buddhists. We have old and young people. People from different backgrounds. And one of the important lessons, is how do we appreciate the diversity of perspectives and conduct conversations respectfully with one another. This goes beyond the daily occurrences, whether is it the Russia-Ukraine conflict, or the Israel-Hamas conflict. For every issue, there is a diversity of perspective, especially when our people are so connected to the world with the Internet. These are higher-order lessons, the higher order abilities that we want our students to master - learning how to appreciate diversity respectfully, learning how to verify information, learning how to deal with our own emotions, learning how to preserve our social cohesion, amid the challenges.

So, we may have the question, why are the slides not covering this aspect? Because it may not be necessary to cover all that because this is not a history lesson. It is to extract from the various things that happened and ask ourselves "What can we do?" We must be very clear what we want to achieve.

Question: I just want to clarify this point on the update of the materials. Besides going through fresh and new developments, will this new update also include going beyond the fixed timeframe of 7 October to 22 December to give the context to this conflict?

Minister: In fact, that part has already been done. You may have seen one slide that states the events that have happened since 7 October. There are also slides that recount the complex and violent history behind this conflict for the teachers' reference. There are also materials that go even further back to encourage the older students to read and understand this conflict in detail. So, that is already what is provided. Some people may have mischaracterised it and say that we only present from 7 October and beyond. Our position is very clear. This is a conflict with a long history, many things have happened. It is the more recent things that we have to update, for the reasons you have mentioned.

Question: How would you address the concerns of teachers who feel conflicted that this is against their personal beliefs?

Minister: Indeed, this is also a conversation topic that has come up in our own internal sessions. We understand that different teachers may have their individual concerns and this is not just about the Malay Muslim community. It can also apply to the Jewish community, the Christian communities, or any other people of different faiths, or from different backgrounds.

Our school leaders will therefore systematically facilitate the process by forming teams who are able to deliver the lessons. We make it a point to make sure that we help the schools to form the teams to deliver it as a team rather than as individuals.

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In full: Chan Chun Sing responds to questions in interview on MOE's CCE lessons on Israel-Hamas conflict

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The Education Minister's remarks come amid recent concerns over what Singapore students are being taught about the Israel-Hamas conflict.

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Follow the latest news and comprehensive coverage on Education at CNA

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Latest Singapore education News & Headlines, Top Stories Today - The Straits Times

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Singapore education News - Find latest News & top stories about Singapore education. Get more information about Singapore education at straitstimes.com.

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Definition of success in Singapore education system must change: Chan Chun Sing

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He said Singapore must let go of the idea that there is a pre-defined pathway to success. Read more at straitstimes.com.

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A new "patriotic" education law is set to put a squeeze on British schools in China as Beijing steps up its efforts to tighten control of what is taught in its classrooms.

Less than five years ago, the Chinese and British media were full of reports about the "boom years" of British education in China. Elite British schools had seized the commercial opportunity of opening campuses to cater to wealthy Chinese families and the children of expats, and were opening new branches at a rapid clip.

But after the Covid pandemic severely battered China's appeal to foreign teachers, and the country's government began a renewed push, even for private schools, to focus on patriotism and national security in the curriculum, internationally recognised brands are starting to face significant challenges.

"The rapid growth in both the number of British-partnered schools and school brands is now over," concluded a report from Venture Education, a consultancy, earlier this year.

In the past two years, several international private schools have closed, including Dulwich College International's preschool in Shenzhen

Julian Fisher, Venture Education's co-founder, cautioned that reports of British brands' terminal decline in China might be overblown. But as schools adapt to recent rules governing what children can be taught, and where, "the dust is settling on the regulations and making it clear where the red lines really are".

Dulwich College in London: its sister preschool in Shenzhen has closed. Photograph: Henry Nicholls/Reuters

On 1 January, China's new patriotic education law will come into effect, further tightening the screws on classrooms in which part of the appeal is supposed to be western-style teaching. The law requires that "all levels and types of school shall have patriotic education permeate the entire course of school education, doing a good job of ideology and political theory courses, and having patriotic education integrated into all subjects".

China has about 180,000 private education institutions, with more than 55.6 million enrolled students, according to the British Council. At the school and university level, 13% of students go to private institutions. In practice, some schools have already been incorporating the requirement for patriotic education into their curriculums.

One teacher at a private international school in Beijing, which is linked to a prestigious British institution, said that almost the whole history department left after the school started teaching a Chinese curriculum rather than an international one two years ago.

In the past two years, international collaboration in China has become more difficult in a range of sectors. This year, Beijing passed an anti-espionage law that prohibits the transfer of information relating to national security out of the country, spooking foreign businesses, which worried about the vague wording of the law.

A dedicated private education law was passed in 2021 to regulate a previously freewheeling industry, and international schools - which are divided into those that accept foreign nationals and those who admit Chinese students - will now be subject to more pressure because of wider educational reforms such as the patriotic education law.

On GlassDoor, a job review platform, one former head of department at Harrow Beijing wrote: "It has changed since I worked there and is now heavily state regulated, not an international school in practice any more."

Harrow Beijing did not respond to a request for comment. The school was previously known as Harrow International Beijing, but on 1 September 2021, a new private education law came into effect, banning private schools that accepted Chinese nationals from including the name of overseas educational institutions in their name, or words such as "international" or "world".

So Harrow International School became known as LiDe, although it still refers to Harrow on marketing materials. Several other schools went through similar transformations, denting their appeal to wealthy Chinese parents. Nanwai King's College School Wuxi in Jiangsu, for example, became Wuxi Dipont School of Arts and Science. It is run by a Chinese education provider, but still advertises its links to King's College School Wimbledon.

The private education law also stated that board members at private schools must be Chinese nationals, and banned the use of foreign teaching materials at the compulsory education level.

"At the 6-15 compulsory education level, China wants complete control over what and how its young people are being taught," said Fisher.

Schools are instead having to focus on the British-style pastoral and extracurricular opportunities that they can offer wealthy Chinese children, rather than the possibility of having a western-style education.

That may be a turn-off for teachers as well as students. Recruiting foreign teachers to live in China has become increasingly difficult, especially since the zero-Covid era demonstrated how quickly living conditions in Chinese cities could sour. That has left the remaining teachers overstretched. "Morale is relatively low," said the teacher in Beijing. "Everyone is exhausted."

This article was amended on 31 December 2023. An earlier version referred to "Dulwich's preschool in Shenzhen", while a caption showing Dulwich College in London said it "has closed its preschool". To clarify: the preschool is one of a group of schools run by Dulwich College International, which works in close partnership with Dulwich College in London but is owned by a separate company.

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British private schools in China under threat as new 'patriotic' law comes in

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Beijing steps up its efforts to tighten control of what is taught in its classrooms, deterring western teachers from working in the country

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Teaching character, grit and resilience in schools is valuable to children but is unlikely to play a major part in eradicating the attainment gap between disadvantaged pupils and their wealthier peers, according to research.

In recent years, policymakers in England and elsewhere in the world have focused on social and emotional learning, and the importance of developing character, determination and self-belief as a way of improving learning, particularly among children from lower income backgrounds.

A study by academics from the universities of Cambridge, Zürich and Tübingen, however, has found that the relative underperformance of disadvantaged pupils has little to do with them lacking the character, attitude or mindset of their wealthier peers.

Researchers analysed data collected by the 2018 programme for international student assessment (Pisa) from more than 240,000 15-year-olds across 74 countries and found the average difference in science results between the top and bottom 25% of pupils in terms of wealth was a huge 70.5 points, equivalent to almost three years of schooling.

Although children from wealthier backgrounds were found to have higher levels of socio-emotional skills on average, the impact of the discrepancy on the overall achievement gap was modest. Researchers calculated that if disadvantaged pupils had the same social and emotional skills as their wealthier peers and the academic effects were exactly the same, the gap would close by just 9%, probably less.

The lead author, Dr Rob Gruijtersof the University of Cambridge, said: "Educational inequality cannot be solved through social and emotional learning. The idea that children can overcome structural disadvantage by cultivating a growth mindset and a positive work ethic overlooks the real constraints many disadvantaged students face, and risks blaming them for their own misfortune."

His co-author Nicolas Hübner, an assistant professor at the Institute of Education at the University of Tübingen, added: "Developing social and emotional skills is hugely valuable for children, but the evidence suggests it has little to do with why low-income students are more likely to struggle academically. According to our results, it is not a magic bullet for tackling the socioeconomic achievement gap."

The authors urge politicians to focus instead on the structural reasons for lower attainment among poorer children, including the difference in the quality, resourcing and funding of the schools they attend and fewer out-of-school opportunities compared with their wealthier peers.

Paul Whiteman, general secretary of school leaders' union NAHT, said: "Schools do a great deal to try to mitigate the effects of disadvantage upon their pupils, but they cannot address the underlying drivers of poverty nor nullify all the impacts it has on children's lives."

Lee Elliot Major, professor of social mobility at the University of Exeter, added: "It is absolutely critical we address stark socioeconomic gaps in social emotional skills, not because they help children pass exams, but because working with others, showing empathy, being resilient are all essential for flourishing in life."

He said new research for the Nuffield Foundation, out next year, would demonstrate that social-emotional skills are just as important for life prospects as academic skills. "We need to acknowledge that human talents come in many forms - creative, vocational, sporting, social and emotional as well as academic - and value and celebrate these in all our children."

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Classes in character do little to narrow gap in pupil outcomes, says study

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Focusing on poorer children's social and emotional learning barely helps their results catch up with those of better-off peers

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By Sean Coughlan BBC News family and education correspondent

The maths and science tests were taken by pupils in 64 countries

England's secondary pupils have "significantly declined" in international tests in science - but primary maths scores have improved.

In secondary school science, England slipped from 8th to 14th - its lowest ranking in 25 years of the "TIMSS" tests, taken in 64 countries.

Northern Ireland was ahead of England at primary maths in sixth place.

Top places in maths and science have been won again by Singapore and East Asian countries including South Korea.

Classroom behaviour

The overall results show a strong link between safe, well-behaved classrooms and high achievement, say the organisers of the international tests.

Head teachers' leader Geoff Barton said the dip in secondary science in England could reflect the difficulty that schools face in recruiting and retaining science teachers.

The Trends in International Mathematics and Science Study (TIMSS) are tests taken every four years, with 580,000 pupils, aged nine to 10 and 13 to 14, taking the latest round in 2019 - before the Covid pandemic.

Secondary science: Year 9

(14. England 517, 8th in 2015, 9th in 2011, 5th in 2007)

Scores are based from a midpoint of 500 points, so all of these top ranked countries are above average. Scotland and Wales did not take part and Northern Ireland only entered at primary level.

England's eighth place in primary maths is the highest ranking since the round of TIMSS tests in 2007.

But Northern Ireland stayed ahead at primary maths in seventh, although down one position from the previous tests in 2015.

A long-term overview of England's test results, from the UCL Institute of Education, says that performance in maths has improved over the 25 years in which the tests have been taken - and the latest primary results have "significantly improved".

Singapore has the best results at primary and secondary school in international tests

Until this latest fall, England's performance in secondary science had "remained broadly static" since 1995, says the analysis. But it has now "decreased significantly".

In those same years, countries such as Singapore and South Korea have made "amazing" progress, says Dirk Hastedt, executive director of the International Association for the Evaluation of Educational Achievement, which runs the tests with Boston College in the US.

"They have been improving, improving, improving," says Dr Hastedt about the East Asian countries that once again have dominated international education test results.

'Cultural' support for schools

There are strong "cultural" factors driving the educational success of these East Asian countries, he says.

Parents put a high value on their children performing well in school - and teachers are shown great respect, says Dr Hastedt.

There is also a "negative side", he says, in terms of parents putting too much pressure on children to do well.

(13. England 515; 11th in 2015, 10th in 2011, 7th in 2007)

Across all countries, the analysis of results found a strong link between good behaviour and high achievement.

Better results went alongside "fewer school discipline problems and safer and more orderly school environments".

Pupils who faced bullying did much less well - and the study found about 6%-8% of pupils faced bullying every week.

Out of top 10 for science

The tests in England were taken by almost 10,000 pupils in 368 schools, in Years 5 and 9 - with results above average for maths and science, but behind the leading group of Asian countries.

(12. England 537; 15th in 2015, 15th in 2011)

(26. Northern Ireland 518; 27th in 2015, 21st in 2011)

Tina Isaacs, part of the academic team analysing England's results, said the rise in primary maths was a "success" to be welcomed.

But Dr Isaacs said the drop in science was "disappointing" - and researchers would have to examine what had happened.

This would include whether it was linked to a decision from a decade before to end compulsory SATs tests in science.

Now in 14th place, England has previously been in the top 10 for secondary-level science, reaching the top five in 2007.

Primary maths have improved in England, but scores are still below Northern Ireland

These tests were taken before Covid - and Dr Isaacs warned the gap between richer and poorer pupils, found in the results, was likely to have widened in the pandemic.

An analysis by the National Foundation for Educational Research highlighted a lack of training in technology for primary school teachers in England, compared with other high-performing countries.

School Standards Minister Nick Gibb said the "strong performance" in maths was a "testament to the hard work of teachers and a reflection of the reforms we have put in place".

"We know there is more to, including continuing to improve the quality of science teaching."

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England's children decline 'significantly' in science tests

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International school tests have Singapore at top, with England down in science but up in maths.

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FORT LAUDERDALE, Fla. (AP) - Florida's controversial surgeon general is drawing criticism for his handling of an elementary school's measles outbreak, telling parents of unvaccinated children it is their choice whether their students attend class - a contravention of federal guidelines calling for their mandatory exclusion.

Dr. Joseph Ladapo, nationally known for his outspoken skepticism toward the COVID-19 vaccine, sent a letter this week to parents at Manatee Bay Elementary School near Fort Lauderdale after six students contracted the highly contagious and potentially deadly virus. Such outbreaks are rare in the United States, though reported cases have spiked from 58 for all of 2023 to 35 already this year.

The letter notes that when a school has a measles outbreak, it is "normally recommended" that unvaccinated students who haven't previously had the disease be kept home for three weeks "because of the high likelihood" they will be infected.

But the letter then says the state won't turn that recommendation into a mandate, at least for now. The Broward County school district said Friday that 33 of Manatee Bay's 1,067 students don't have at least one shot of the two-dose measles vaccine. The vaccine also covers mumps and rubella and is highly effective against measles even after one dose. The school is in Weston, an upper-middle class and wealthy suburb, with a median household annual income of more than $120,000.

"Due to the high immunity rate in the community, as well as the burden on families and educational cost of healthy children missing school, (the state health department) is deferring to parents or guardians to make decisions about school attendance," Ladapo wrote. He was appointed by Republican Gov. Ron DeSantis in September 2021 because of their mutual opposition to COVID-19 vaccine and mask mandates and school closures.

Photos You Should See

His wording contradicts Centers for Disease Control and Prevention recommendations, which tell school officials that unvaccinated children "must be excluded" for three weeks. States are not required to follow those recommendations, however.

That failure to bar unvaccinated children is sparking criticism from doctors in Florida and around the country, including the American Academy of Pediatrics.

Dr. Rana Alissa, the academy's Florida vice president, said Friday that the state should follow the CDC guidelines "for the safety of our kids." Allowing unvaccinated children to attend during the outbreak not only endangers them, but others who might have compromised immune systems and could later catch it from them, she said.

"When you have an outbreak, to contain it you have to follow the public health and safety recommendations, not give people a choice," she said. "Frankly, giving people a choice is what got us here."

Jodie Guest, an epidemiologist at Emory University's Rollins School of Public Health, said the CDC's guidelines "are based on decades of iterative science" but false information about the measles vaccine's dangers is spreading. The vaccine in extremely rare circumstances can cause seizures that are not permanent or life-threatening, the CDC says.

"We have a pandemic of science disinformation," she said.

Ladapo's office did not respond Friday to a phone call seeking a response to the criticism.

The school district says any decisions about the mandatory exclusion of unvaccinated students rests solely with the health department. Spokesperson John Sullivan would not say if the six ill children are unvaccinated, citing privacy concerns.

Florida law requires that students be vaccinated for measles and several other contagious diseases, but they can be exempted by their doctor for medical reasons or by their parents if they affirm the shots conflict with the family's "religious tenets and practices." Officials are not allowed to seek specific information about those beliefs.

Measles spreads when infected people exhale, cough and sneeze the viruses - it can linger in the air and on surfaces for two hours, infecting numerous people. An infected person can be contagious for four days before symptoms appear, including the telltale rash, fever, cough, runny nose and watery eyes.

Vaccinated people rarely catch the disease and if they do, their symptoms are less severe and they are less contagious, the CDC says.

Besides the unvaccinated students, those most at risk to the disease include infants who are too young for the shots; adults and children with compromised immune systems from such diseases as cancer and HIV; and pregnant women, whose fetuses might be adversely affected.

While most people who catch measles recover without significant problems, an unvaccinated person who catches measles has about a 20% chance of being hospitalized, the CDC says.

About 5% of infected children get pneumonia and about 1 in every 1,000 will develop brain swelling, which can cause deafness or intellectual disability. Between 1 and 3 of every 1,000 infected children who weren't vaccinated will die from the disease, the CDC says.

Before measles vaccinations began in 1963, more than 400,000 Americans annually caught the disease. The numbers dropped dramatically to 47,000 cases in 1970 and 13,000 in 1980. After a bump to 27,000 in 1990, the number of reported infections in 2000 was less than 100.

But then there was a jump to 1,200 cases in 2019 before the COVID-19 lockdowns of 2020 and 2021 caused the numbers to again fall.

AP Public Health Reporter Devi Shastri in Milwaukee contributed to this report.

The Associated Press Health and Science Department receives support from the Robert Wood Johnson Foundation. The AP is solely responsible for all content.

Copyright 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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Florida Refuses to Bar Unvaccinated Students From School Suffering a Measles Outbreak

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FORT LAUDERDALE, Fla. (AP) - Florida's controversial surgeon general is drawing criticism for his handling of an elementary school's measles outbreak, telling parents of unvaccinated children it is their choice whether their students attend class - a contravention of federal guidelines calling for their mandatory exclusion.

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Find infrograhics related to education

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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

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Why schools should teach for the real world

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As automation eliminates structured jobs and careers, schools should focus on training students to be bold, creative and entrepreneurial. Instead, argues education advocate Ted Dintersmith, the core purpose of education has been lost in a wave of testing, data and increasingly irrelevant metrics. In this talk, he underscores the need to educate for innovative and creative strengths, and trust our schools and teachers to prepare our kids for life, instead of standardized tests.

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1. Creativity - The use imagination or original ideas to create something inventiveness

2. Success - The accomplishment of an aim or purpose

3. Unvaccinated - Not having recieved a vaccine

4. Significant - Having a particular meaning, indicative of something

5. Outbreak - A sudden occurrence of something unwelcomed such as war or disease

6. Patriotic - Having or expressing devotion to an vigorous support for one country

7. Ideology - A system of ideas and ideals , especially one which forms the basic of economics or political theory and policy

8. Pastoral - Used for the keeping or grazing of sheep or cattle

9. Grazing - Grassland suitable for pasturage

10. Deferring - Not the same as each other ( dissimilar )