Defining Leapfrogging in Education

Education progress across the globe tends to focus on accessibility, quality, and value--in the order listed. The first goal of education systems is to ensure that all students are in the classroom, before evaluating whether they actually learn something at their desks. It's only later, in fact, that decision-makers might question the value of the learning process for students' lives. The United States, for example universal access was introduced with the progressive movement in education in the early 20th century. It gradually introduced the law of compulsory education through state legislatures across the country. It wasn't until 50 years later when public attention was shifted to the issue of education quality, as demonstrated by the passing in 1965 the Elementary as well as Secondary Education Act. It was a piece of legislation from the administration of President Lyndon B. Johnson's War on Poverty, intended to narrow the skills based on income gap. Similar events took place across the world's developing countries in which it was noted that the introduction of educational rights in 1948's Universal Declaration of Human Rights encouraged global leaders to focus on the universal enrollment in schools. In 2000, the United Nations Millennium Development Goals intensified this focus, seeking to ensure that all children, both boys and girls, in the first grade. Over the last 10 years, when the world community began to collect comparable information on the proficiency of students the policy makers started to take a serious look at the extent of what - or in many instances, how little children learn in their schooling. It was only after the adoption of the Sustainable Development Goals, which explicitly stated the necessity for students to acquire a variety of abilities and skills to ensure sustainable development, that the world community decided to offer learners an education that is relevant to their daily lives and their livelihoods. In order to achieve the type of education that students around the globe both require to receive, we need to remove this stepwise approach to education and allow for a completely new way of thinking: jumping ahead. What is the meaning of leapfrogging in the field of education? Leapfrogging is usually described as the capability to move into the future or achieve rapid, nonlinear advancement, is not very well-defined in the literature on education. In the field of business it is linked to innovations that challenge existing models instead of supporting the existing ones in a different way.

For instance, the phrase "leapfrogging" often appears in connection with banking or telecommunications industries in developing countries, where some nations have managed to avoid entire stages of institution and infrastructure building which other nations undergo. A lot of African countries, for instance did not invest in the construction of phone lines, but the accessibility to mobile phones across the continent has increased fast enough that many the communities have a higher chance connect to world via mobile phone services rather than have access to running water or electricity. It's the same for bankingservices: rather than concentrating on the expansion of physical branches to serve the numerous families and communities that have no access to the internet, people throughout the world who are in need of access on mobile money transfer and payment via text messages. These are the result of the innovations made that were developed in Kenya. One of the earliest researches on leapfrogging educational systems, John Moravec and Arthur Hawkins assert that a genuine leap isn't just the addition of new skills to the existing system, but rather overhauling the entire educational system. As a futurist, John is influenced by Peter Drucker's research about the growth of the"knowledge worker" and asserts that we are advancing into an entirely new model of economics that is geared towards "nomadic knowledge workers," which he defines as individuals with the characteristics of being "creative, imaginative, innovative," and "can work with almost anybody, anytime, Although Moravec is aware that this isn't the norm in all places, he suggests that education needs to leapfrog into new methods that help prepare students for the future, and He outlines steps to achieve this through an evolving path of change in education. The research was inspired by the idea that fast and nonlinear progress could be achieved by avoiding the conventional route. The term "leapfrogging" is usually used to refer to jumping over steps to move in a specific direction however we don't follow this concept in isolation. Instead, what we consider leapfrogging refers to any method which can speed up education growth, maybe doing a few steps, but surely getting to a new location entirely. Perhaps the most significant aspect of defining a leapfrogging strategy is identifying the ultimate target. We believe that the term "leapfrogging" refers to any practice that are new or outdated that address the issue of the issue of skills inequality faster than the current gap of 100 years suggests, and any other practices that help us meet the challenges of uncertainty in skills in an ever-changing world. In the end, leapfrogging should have its goals at helping every child develop a broad abilities, regardless of whether they are at school or not,, or living in rich or poor communities.