Jessica Dunlap

Jessica Dunlap, Millersville University, Comparative Education 511

[Jessica Dunlap @JessicaMU511]

@ChrisCconway5 According to Gutek (2006), the federal government faces a persistent problem in Nigeria trying to respond to the demand for more accessibility to universities. If Nigeria had more universities built then hopefully an increase of applicants would be admitted! #buildmoreschools

[Jessica Dunlap @JessicaMU511]

@dare2inspire88 You bring up a very good point! With Nigerian students learning three native languages on top of English they would need the materials printed/available in all 4 languages. This is definitely an added expense that other countries do not necessarily have. #languagebarriers #511mu

[Jessica Dunlap @JessicaMU511]

Nigeria is expanding its early childhood edu programs with the help of the Nigerian federal govt and UNICEF. Obiweluozor (2015) believes early childhood edu is a starting point for a new way forward in the key foundation of the Nigerian educational system. https://t.co/tcDBblSMaG

[Jessica Dunlap @JessicaMU511]

Language barriers seem to be a struggle when kids are spending most of their instructional time learning 3 Nigerian languages plus learning English which is facing resistance by many. Nigeria’s government struggles to create a shared national history when none exists(Gutek,2006).

[Jessica Dunlap @JessicaMU511]

According to Eno Edem (2010), the 4 major areas that need to be improved in Nigeria’s educational system are improving teacher quality, increasing student motivation, improved administration of schools, and improved links between schools & communities. https://t.co/Rja5KZ423l

[Jessica Dunlap @JessicaMU511]

@MrTroutabc123 Learning three languages as part of India’s schooling system at a young age is a great way to prepare their students for global communication. However could so much time spent learning different languages leave out time to learn other subjects? Math, science, the arts? #511mu

[Jessica Dunlap @JessicaMU511]

@WeaverRandon As mentioned in Gutek (2006), nonformal education becomes an important substitute in countries with large numbers of illiterate or undereducated people who live in remote areas such as many of the villages in India. #NationalLiteracyMission #511mu

[Jessica Dunlap @JessicaMU511]

@amanda_aungst India’s three language formula to resolve educational issues involves students spending much of their instruction time in school learning three languages. As mentioned in Gutek (2006), this could be detrimental to the learning of other subjects. #mu511 #languagebarriers

[Jessica Dunlap @JessicaMU511]

Unlike the US, educational planning and policymaking in India begins at the central government level. It is very unlikely that states and local districts will actually implement policies originating at the union level (Gutek, 2006). #mu511 #centralization https://t.co/33SSDUN7Fv

[Jessica Dunlap @JessicaMU511]

Dalit children are more likely to forfeit an education to instead work and support their inherently poor families (Casimes, 2017). #mu511
#dividedbycaste https://t.co/0jDmbzAIfC

[Jessica Dunlap @JessicaMU511]

The effect of the cast system on education in India has been detrimental to the advancement of millions of lower caste children. 1/2 of all poor kids in India belong to the Dalit caste (Casimes, 2017). #mu511
#dividedbycaste

[Jessica Dunlap @JessicaMU511]

Hinduism is India’s largest religion and is observed by nearly 82% of the population (Gutek, 2006). According to this article, Hindus are among the least educated of the world’s major religious groups when looked at globally. #mu511 https://t.co/y6HSpDwQMi

[Jessica Dunlap @JessicaMU511]

@sreed23 Unfortunately it seems unlikely that Mexico’s education reform will be significantly improved until these external factors are dealt with first. Would it benefit Mexico to take a look at other countries strategies on improving poverty and crime? #511mu

[Jessica Dunlap @JessicaMU511]

@dare2inspire88 Japan’s school year is 240 days long, five days a week, and even half day on Saturdays. Even after the regular school day like you mentioned many students attend Juku. Yet in the US there seems to be many discussions around giving less homework and schoolwork to kids. #511mu

[Jessica Dunlap @JessicaMU511]

@WeaverRandon Our school district just had a PD day introducing the concept of flipped learning and how powerful it is to have students teaching the material which allows them to learn on a deeper level, while the teacher acts more as a facilitator! https://t.co/e0Hr0XnF74
#511mu

[Jessica Dunlap @JessicaMU511]

@MrTroutabc123 @sreed23 I could not believe Mexico has a 37 percent dropout rate from primary school! From primary school! What are all those children doing after they leave the six grade and dropout? Mexico should definitely be looking into this problem.

[Jessica Dunlap @JessicaMU511]

@dare2inspire88 @MrTroutabc123 It’s hard to think of classroom sizes being so large in Japan. Do they get to know a student on an individual level? Their interests and needs? It seems though that according to Gutek, Japan’s classroom dynamics are not set up that way, students are to conform as a whole group.

[Jessica Dunlap @JessicaMU511]

It’s unbelievable that Mexico has a 37 percent dropout rate from primary school. This leads to 2/3 of Mexico’s population remaining illiterate. How can Mexico’s educational leaders lower this drop out rate? #511mu

[Jessica Dunlap @JessicaMU511]

Dictator, Porfirio Diaz, developed Mexico by exploring its natural resources, with educational resources solely directed to the upper class. On the other hand, Emperor Meiji gave education a high priority in their strategy for national modernization (Gutek, 2006). #511mu

[Jessica Dunlap @JessicaMU511]

During the years from 1870s to the early 1900s, Mexico and Japan ruled by leaders who had two very different ideas about education. This just proves how significant a country‘s leader can affect its education system. #511mu #governmentleadersvseducationreform