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Academic Excellence

Introduction

The match of our education system to the current type and nature of work, technological systems, communication and global trade development are what can be used to determine our academic excellence. Contrary, academic excellence has been viewed by most researchers as the ability to excel in class. Most States educators as well on assessment have created a limit on students’ success as they focus mainly on class work rather than their expected achievements in life. This aspect of taking academic success has brought several questions regarding the determinants of quality of education provided. Traditionally, the quality of students’ education and success were based on instruction, assessments and components to impact knowledge. These, today has been incorporated into rigor and relevance methods of knowledge delivery.

The rigor and relevance method of creating academic excellence in addition to the traditions measures has added standards as a measure. There is a belief that efficient and effective learning can be achieved through a sequence of a set quality standards of well planned curriculum, refined instruction system and with well incorporation of assessments. However, rigor and relevance systems have not been that effective especially when the educators use assessments as the achievement determinant rather than a guide to set goals. For quality academic success, the stakeholders including the students must put there focus on relevance, the curriculum system and instructions (Berger, 2003).

Without proper utilization of academic-rigor tools, learning success normally fails, as sought in most class works. Our academic system has majorly achieved the selection criteria based on the class work. This kind of competition has generally not succeeded in setting pace with the dynamic nature of the global market. For instance, the education system should be geared towards meeting changes in global demands like information system, technological development and in the minimization of global interpersonal barriers (Willard, 2005).

Conclusion

The rigor and relevance mode of setting academics excellence takes into account the elements of assimilating, adapting, acquiring and applying the knowledge by the students. Psychologically, students too need to be prepared to be able to work in a practical aspect rather than theoretical work. In the end these standards and measures should enable the student to fit in the social as well as economical environment after school.

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