THE PURPOSE OF SCHOOLS.

Why do we have schools in the first place?
What is the purpose of schooling and teaching?
If we don’t know what the mission and goals of school are, then it’s not possible to even know if we get there.
We also don’t know if the target was missed.
Interestingly, with all the focus in recent years on accountability of schools, you don’t see that much public discussion about the "fundamental purpose" of schools.
Two primary opposing views exist regarding the purpose of schools.
Some, such as the Business Roundtable (A. Ryan, 2004) and Achieve (Achieve, 2004), an organization created by governors and business leaders, believe that the primary purpose of schools should be to create workers who have skills and personal styles to fill and perform available jobs.
Others believe this outcome is too narrow (Freeman, 2005; Goodlad, 1984; Hodgkinson, 2006; Postman, 1996). For them schools should seek to develop active citizens, helping children develop their own capacity for personal achievement and contributing to society as an active citizen.

But unfortunately, the "goal of schools" is producing workers(Job seekers) which is evident in the approach as against the guidance intent. The key goal is to educate students as workers, where education essentially functions as a section of the personnel department for business and industry, schools perform two essential tasks:

(1) create a pool of workers with at least minimum competence and attitudes from which businesses can score employees.
(2) provide a way of sorting workers in rank order of ability, eliminating those from the pool who do not have the perceived capacity to function as employees.

The goal of businesses, of course, is to have a large pool of potentially qualified candidates with requisite skills that far exceeds the availability of jobs. This allows the business to select the best candidate. The resulting competition for jobs allows them to keep wages lower, thus decreasing costs and increasing profits. This goal becomes evident through the call for standards with higher levels of skills. The need to have a way of ranking individuals in order of basic skills, or at least certifying minimum competency, is seen in the push for standardized testing that was incorporated into the No Child Left Behind (NCLB) act passed in 2004.

The key strategies that may lead to schools accomplishing these personnel office functions in the societal service of business most often include the followings:

• Identify basic skills that all students should achieve, skills needed in most jobs in business and industry
• Use tests to rank students or, at minimum, identify students as competent or incompetent on basic skills
• Increase the number of students meeting competence in basic skills.
• Assure that the curriculum focuses narrowly on the basic skills rather than curriculum options that address individual interests and needs
• Facilitate conditions under which students with challenges drop out of the system to reduce costs

The Schools prime mission is however functionally seen in how many schools make this clear by engaging in practices designed to insure such outcomes known or unknown to them. Similarly, policymakers often use language whereby an outcome is "veiled by other language." If you look carefully at the list above, you’ll see a description of practices presently mandated by NCLB (No Child Left Behind) not only in United States (Education, 2002) but even in Nigeria and other countries. Some of these requirements, like the creation of standards and use of standardized tests are mandated in the legislation itself.

WHAT GUIDANCE AND STUDENTS THOUGHT THE GOAL OF SCHOOLS SHOULD BE

Guidance and students on the other hand thought that schools seek to help students achieve personal excellence and become effective citizens, and should that to be, then their learning activities must be organized quite differently. In such schools, the curriculum would necessarily offer many rich opportunities rather than focusing only on narrow basic skills.

The curriculum and activities that will nurture Students to become adults who have entrepreneurial skills, attitudes, and knowledge to be productive community members, leaders, parents, as well as workers route through the followings:

• Help students identify their interests and abilities
• Support students in setting personal learning goals
• Facilitate student involvement and learning in decision-making regarding their own learning use of power and responsibility in the school
• Create a culture of care and community where students learn to support one another and take responsibility for the well being of each other and the total community
• Facilitate students learning together in a diverse team where they learn how to value contributions of others and manage productive team work
• Assess student skills and learning styles to facilitate learning and promotion of personal excellence.

You Might Ask

“Can we not do both - educate for being a worker and for being a citizen?” From one perspective, the answer is “Yes!” This is true because in working towards personal excellence and citizenship, children and youth also learn how to be effective workers and producers. However, You can’t, for example, focus most of your curriculum around basic skills in three subjects and give students opportunities for personal excellence and learning skills of citizenship. By law, schools must develop standards and have their students take standardized tests. The good news, however, is that there is substantial evidence that test scores in schools aiming for personal excellence and citizenship are equal to or even higher than schools that focus on narrow curriculum only.

The fact is that most parents and educators, when clearly asked, do not want education for work as the prime outcome of schooling. They will tell you they want much more.

Support for such goals are natural and are very widely accepted

• To provide a wide array of instructional programs that assure core competencies and nurture the unique talents of the individual and that are regularly revised to meet current needs and anticipate challenges; to provide and regularly review a wide and relevant array of extracurricular and co-curricular activities at all levels that foster lifelong learning by nurturing the unique talents of each individual entrepreneurship and promoting social responsibility.

WHAT might be the impact on the individual lives of students and the broader impact of unleashing new levels of creativity, social critique, and problems-solving? We believe the impacts could be dramatic, on the individual lives of students and on our society and communities, which is, of course, why we’re campaigning entrepreneurship and entrepreneurship education. We hope you and others can understand more clearly and practically what is needed and possible, that we all can work together to create better futures for our children and all of us.

ENTREPRENEURSHIP AND ENTREPRENEURSHIP EDUCATION
Reasons For Entrepreneurship coaching.

Something vital is missing from our schools. If we really want to prepare students to be successful in a 21st century global economy, we need to be teaching them entrepreneurship.

Entrepreneurship have been available in higher education for years, and in recent years, have appeared in more high schools. As with teaching a language, if we want this skill to become part of our student's DNA, we must introduce it at the youngest possible age. We need to teach entrepreneurship as early as kindergarten and first grade. Here are reasons why these skills are critical for students’ success in the future:

1. We live in a world future uncertainty, so students need skills that will allow them to make their own way and create their own economy. We can't predict the job market and economy. Therefore, we really can’t predict what content our students need in order to be successful after they leave our schools. We know without a doubt, though, that our students need skills that will allow them to navigate uncertain waters and chart their own paths. Entrepreneurship education teaches these skills. Easybiz Entrepreneurship education equips students to seek out problems-solving opportunities, empathize with others, think creatively, take calculated risks, accept failure as part of the growth process, and appreciate the correlation between hard work and success.

2. Students need more opportunities for creativity, innovation, and collaboration in schools. As testing and standards take over our education system, opportunities for students to create, innovate, collaborate, and demonstrate proficiency or mastery in real-life ways become scarcer. Entrepreneurship education not only encourages, but also coaches students to be creative, to innovate, and to collaborate with others.

3. Students need to learn how to identify problems or needs before they learn problem-solving skills. Problem-solving has been all the rage in education for years. The problem with the way we have traditionally taught problem-solving in schools is that problems are already set up or defined by someone else (i.e. the teacher, the test writer, the textbook company). In the real world, problems get fixed only when the problems have been properly identified. Therefore, students need to learn both how to identify problems, identifying and solving the right problems. If a student identifies a problem incorrectly or solves the wrong problem, the solution to the problem has no value.

4. Students need more grit. As Angela Duckworth has so aptly stated, grit may be the single most important factor in a person’s long-term success in this world. According to Duckworth’s research, grades, intelligence, socioeconomic status, and the other usual suspects do not stack up to the characteristic she defines as grit. Students learn grit through entrepreneurship because the entrepreneurial process is both demanding and uncertain. These experiences can be extremely beneficial for students to learn before they graduate and begin to face real-life, dollars-and-cents, people-in-need situations. Entrepreneurs prove to be some of the grittiest people on the planet, and grit is taught in Easybiz Entrepreneurship Academy.

5. The world needs students who make a difference. This truth is self-evident. Entrepreneurs, by definition, want to make a difference. In the business sense, entrepreneurs seek to solve problems, meet needs, and ease pain or difficulties.

The coaches waiting for you. In Easybiz Entrepreneurship Academy, those that seek learning and action taking with tenacity, are made entrepreneurs(startup their businesses) within months with tuition fee money-back guaranteed if you are not satisfied.

Sign in with N4000 only in the entrepreneurship campaign, let's play parts to change the economy and make Africa great again. Let's get on the Easybiz way.