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Hallam-Dolson History Vol. I
The Voracious Vikings & the Dauntless Dutch
by O. Keith Hallam © 2009
Full color $40
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Black & White $25
Hallam-Dolson History Vol. II
Orval & Nellie Hallam
by O. Keith Hallam
Publication expected in 2010
Hallam-Dolson History Vol. III
Jones-Daly-Sheehan History
by O. Keith Hallam
Publication expected in 2010
Escape to Security
Recollections of growing up in rural Montana
by O. Keith Hallam © 2003
Black & White $25
Hallam-Dolson History Vol. I
The Voracious Vikings & the Dauntless Dutch
by O. Keith Hallam © 2009
Full color $40
—
Black & White $25
Hallam-Dolson History Vol. II
Orval & Nellie Hallam
by O. Keith Hallam
Publication expected in 2010
Hallam-Dolson History Vol. III
Jones-Daly-Sheehan History
by O. Keith Hallam
Publication expected in 2010
Escape to Security
Recollections of growing up in rural Montana
by O. Keith Hallam © 2003
Black & White $25
Hallam-Dolson History Vol. I
The Voracious Vikings & the Dauntless Dutch
by O. Keith Hallam © 2009
Full color $40
—
Black & White $25
Hallam-Dolson History Vol. II
Orval & Nellie Hallam
by O. Keith Hallam
Publication expected in 2010
Hallam-Dolson History Vol. III
Jones-Daly-Sheehan History
by O. Keith Hallam
Publication expected in 2010
Escape to Security
Recollections of growing up in rural Montana
by O. Keith Hallam © 2003
Black & White $25
Hallam-Dolson History Vol. I
The Voracious Vikings & the Dauntless Dutch
by O. Keith Hallam © 2009
Full color $40
—
Black & White $25
Hallam-Dolson History Vol. II
Orval & Nellie Hallam
by O. Keith Hallam
Publication expected in 2010
Hallam-Dolson History Vol. III
Jones-Daly-Sheehan History
by O. Keith Hallam
Publication expected in 2010
Escape to Security
Recollections of growing up in rural Montana
by O. Keith Hallam © 2003
Black & White $25
Hallam-Dolson History Vol. I
The Voracious Vikings & the Dauntless Dutch
by O. Keith Hallam © 2009
Full color $40
—
Black & White $25
Hallam-Dolson History Vol. II
Orval & Nellie Hallam
by O. Keith Hallam
Publication expected in 2010
Hallam-Dolson History Vol. III
Jones-Daly-Sheehan History
by O. Keith Hallam
Publication expected in 2010
Escape to Security
Recollections of growing up in rural Montana
by O. Keith Hallam © 2003
Black & White $25
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The U.S. Educational Structure needed for a Rapidly Transforming World
by O.K. Hallam & Isabelle L. Hallam
If the US expects to be a socio-economic peer by mid-century even to the likes of India, China, Brazil, Russia and the European Union we must commence a radical transformation of our educational system immediately
Issue:
What is needed is an individually-state-tailored, vertically-integrated, consumer-driven education system.More
Background:
The 6.7 billion people on this earth are in the early stages of the most prodigious and stupendous transformation of mankind in recorded history! More
Discussion:
To compete, and be a meaningful player in this new world, we must face the fact that our most pressing and challenging issue is our obsolete educational system. More
Solution:
In order for the people of our country to not be left further behind than we are now and to share in the economic and social growth of the rest of the world we must undertake the transformation of our educational system on the highest priority possible. More
Implementation:
Most states have a state-wide university system wherein all state institutions of higher learning are integrated into one system. This process should be expanded to include all the elementary and high schools of the state. More
Ongoing Initiatives:
Texas A&M University - Texarkana and Texarkana Independent School District have already established a vertically integrated K-16 science and engineering education program. More
Conclusion:
If the US expects to be a socio-economic peer by mid-century even to the likes of India, China, Brazil, Russia and the European Union we must commence a radical transformation of our educational system immediately or in bumper sticker brevity - FIX OUR SCHOOLS NOW! More
Issue:
The U.S. Department of Education's mission, as stated on the cover of United States Department of Education Organizational Directory January 2009, reads
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"Our mission is to promote Student Achievement and Preparation for Global Competitiveness..."
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The modus operandi of our current national educational system is neither consistent with nor functionally supportive of this mission. America's education system is ill prepared to cope with the issues of the 21st century. What is needed is an individually-state-tailored, vertically-integrated, consumer-driven education system – read on to learn how this can be done.
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Background:
The 6.7 billion people on this earth are in the early stages of the most prodigious and stupendous transformation of mankind in recorded history! This transformation involves all aspects of the world's societies, cultures, and religions. It is occurring largely because of the very rapid world-wide confluence of scientific and technological applications which are expanding exponentially with time and the shrinking world, putting it in conflict with many of the world's awakening cultures which have been static for centuries. The effects of this transformation in the United States is being exacerbated because of our inadequate education system. Also, the speed, smoothness, and completeness of this transformation is being impeded by the natural resistance to cultural change. Technological advances are measured in terms of months and years whereas cultural advances are measured in terms of generations and centuries. This natural disparity is the root cause of much of the poverty, extremism, and lawlessness in the world today, which only education can overcome.
This transformation poses enormous challenges to our country but also presents tremendous opportunities for all components of our society. Our lives are rapidly being disengaged from the General Motors, General Electrics and the Duponts of the world and entwined with the Amazons, Googles, and Microsofts. The technology explosion and its associated economic and financial relationships represent opportunities and challenges on an unprecedented scale. To get the most from these scientific and technological advances, those cultural values which powerfully shape political, economic and social performance must be considered with rational objectivity and common sense which require not only well educated leaders but a well educated knowledgeable citizenry for the world to move forward.
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Discussion:
To compete, and be a meaningful player in this new world, we must face the fact that our most pressing and challenging issue is our obsolete educational system, primarily grades K through 12. Too many of our schools have become little more than fancy baby-sitting agencies and social and sports clubs! We have already demoted ourselves to second-world status in elementary and high school education, especially in the fields of science, engineering, and math. Many schools do not even teach civics and geography an more. Academics must be brought into the class rooms and social engineering experimentation must cease. Teacher pay and the processes by which teachers receive their qualifications and tenure must be reviewed and seriously reevaluated.
Our national university education system, although much superior to our lower educational levels, is seriously lacking in its global reach. Recent American college graduates' knowledge of global economics, geography, history and culture has been shown to be abysmal, to say nothing of their international ranking in math and sciences. The percentage of recent US college graduates who are multilingual is grossly insufficient to meet our foreign intercourse needs in both State Department and international business and cultural applications. Additionally, the number of graduate students in this country, who are US citizens, are decidedly inadequate to meet our societal needs in the areas of health, science, and engineering.
The only way the US can come close to maintaining a leading role in today's global society is through a highly educated citizenry. The ever-expanding role of science and technology in our livelihood and in the global environment must be born in mind as our educational system is transformed to cope with national needs. Our leaders and college graduates must have an education enabling them to understand and appreciate the cultural and other societal forces at work in all 200+ countries of the world if we expect to be a meaningful global player. Poverty, and ethnic and religious strife, whether at home or abroad, can only be conquered through education. Also, education has proven to be the best 'family planning' instrument of them all! US leaders of many global businesses have stated publically that a major reason for the current economic recession has been our poorly educated school graduates who cannot compete in the global market in entrepreneurship, economics and science.
Bill Gates, in testifying before the House Committee on Science and Technology in March 2008, stated that our universities are only producing about 15% of the needed number of graduates with degrees in computer science and engineering.
Our nation's small and medium size businesses only generate five percent of our Gross Domestic Product (GDP), however with a quality educated work force to draw upon that percentage could easily be in the 10%-12% range. Thus representing millions of jobs which would not move off-shore.
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Solution:
In order for the people of our country to not be left further behind than we are now and to share in the economic and social growth of the rest of the world we must undertake the transformation of our educational system on the highest priority possible. The solution to this issue is basically three pronged. Education, Education, and Education. That is, Education in the home, Education in the schools, and Education in the workplace.
a. Phase I: Education must start in the home at no later than age 3 where proper language is taught and a basic desire to learn is instilled. Parents must support the teachers 100% and, starting at a very early age, they must cultivate and instill a thirst for learning in their children. Parents are the only ones who have the responsibility and opportunity to nurture and shape their children's future, which has to be done at pre-school age.
It is fully realized that this is a socially sensitive issue but it must be addressed and rectified. The best catalysts to get this problem off dead-center are the "bully pulpits" of the White House and the fifty Governors' mansions. Efforts on national and state levels should also be made to get the entertainment & news media and Hollywood on board to break this stumbling block to progress. The Bill Cosbys and Bill Gateses of our society should be recognized and their energies utilized in this effort.
We must continue to help those children born into situations/families where they have minimal opportunity for education. This effort should include expanding Head-Start and a push for mandatory Pre-K public education in all states.
b. Phase II. Phase II education - K through 12, has as its primary objective - academic preparation of students for the university system and becoming productive law-abiding citizens. A 12-step (one per year) sequentially integrated and progressively more challenging academic curriculum must be developed and followed. Our teachers must be paid commensurate with their value in society - they should be among the highest paid professionals of our society and not among the lowest paid segment!
A strong math-science background must be required for pre-K to grade 5 teacher certification. Our K-5 teachers should be re-educated so as to strengthen their math-science backgrounds. Additionally, our teachers/administrators must cease passing along their negative attitudes concerning these subjects. To accomplish this we must place math-science specialists at every grade level. Additionally, serious consideration should be given to the institutionalization of cognitive skill training centers in this phase of education. Recent surveys of numerous industries show that new hires, both college and high school graduates, lack critical thinking and creative skills (meaning, among other things, no entrepreneurship ability).
c. Phase III is education at the formal institutions of higher learning as well as in the work place. The business-industrial community should form partners in learning with local universities and Junior Colleges to ensure that class rooms are preparing students for viable positions in the ever changing work force in a timely manner. Additionally, the business-industrial complex should make greater use of community colleges and universities in the professional development and retraining of their existing work force. There should be a tight linkage of K-12, technical schools, and university education to work-force skills which employers need.
In order to meet the existing and rapidly growing challenges of technology and economic growth, and the changing societal and cultural standards of the world, our educational system should be integrated with the engines of progress in our society. By this, we mean total integration (not a formal agreement or hand shake arrangement) of business, industry, and our educational system from about grade 5 through all university levels of education. The business-industrial complex which, directly or indirectly, provides the majority of employment positions in the country must have a responsibility in determining the education and training needs, both qualitatively and quantitatively, of our students. They are the users/consumers of the products of our educational system, hence are in the best position to know what is required. A consumer-driven educational system will accomplish this requirement.
The business-industrial complex is best able to quantify downstream personnel requirements by profession and trade, and to detect changing societal behavioral patterns which affect the labor market. This approach will in no way diminish or denigrate the overall concept of a broad based or liberal education by eliminating some of the arts and social science courses for physical science and math courses. This approach reaffirms the concept of a broad based education. In the global scope of affairs cultural values and mores are vitally important to progress and must be fully understood and incorporated in all aspect of our global activity - political, economic, and social.
By this integrated arrangement, continuous direct input in a timely manner into the educational system would be provided so that well educated/trained graduates in adequate numbers will be "hitting the market place running." The term "education/training" is used because this integrated combination of business-industry-education would include junior colleges as well as our fine four-year institutions. Furthermore, the concept would not stop at the baccalaureate level but would continue across all fields well through the doctorate level.
The foregoing notwithstanding, we must not overlook the capabilities of our Community Colleges and other two-year institutions. The value of technology-based certification of medical/X-ray/computer, and other technicians that can be obtained at the Community College level should not be discounted. Parental and peer pressure for every high school graduate to attend a four-year institution, whether they are prepared for it or not, must cease. Also, we have far too many higher-ed institutions which offer a multitude of "basket weaving" courses just to stay in business - this too must cease.
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Implementation;
Most states have a state-wide university system wherein all state institutions of higher learning are integrated into one system. This system should be expanded to include all the elementary and high schools of the state. By this concept educational departments of the greater state University system would work with the lower school levels in developing curricula and universal teaching methods, including digital technology application in the classrooms and homes. A vertically integrated educational system tailored to each state's goals and objectives is essential to attaining a globally competitive and knowledgeable citizenry.
The federal government's role in this transformation would be to keep the State University systems apprised of the Nation's long-range goals and objectives, and to set priorities associated therewith. From this each State University system would adjust or develop student recruiting efforts, course curricula, and other academic matters according to inputs from the business-industrial complex as discussed below. The federal government should expand the merit scholarship programs and grants, such as Fulbright and Pell, by a factor of ten and provide incentives for major businesses to also award scholarships and grants in academic areas in consonance with national goals and priorities.
In reforming our educational system, let's not forget about the "gifted" student, upon which so much rests in getting us out of the malaise in which we find our country today. Our current de facto policy of concentrating resources on "special needs" children has resulted in essentially ignoring the gifted ones. The student on the other end of the "bell shaped" curve from the "special needs" student deserves at least equal resource allocation. We should consider our gifted children as national assets worthy of a reasonable investment for a remunerative "down stream" pay back to society and make at least one half of the tuition costs tax deductible or develop some other equitable cost adjustment. Support of the "gifted student" is where the major thrust of merit scholarships and grants should be directed, again in academic areas consistent with our prioritized national science and technology goals and related objectives. The allocation of resources to our "special needs" children and to our "gifted" children is not a zero-sum equation - they are not mutually exclusive activities.
The number of high schools having an International Baccalaureate program should be increased by at least a factor of ten to put us on an even playing field with the leading countries of the world.
Finally, to achieve any degree of improvement in the academic education of our children, disruptive activities in the class rooms must be dealt with severely. Equally important to achieving a quality education is the need to develop a much improved sense of personal accountability in the students and in some of the teachers and administrators.
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On-going Initiatives:
Texas A&M University - Texarkana and Texarkana Independent School District have already established a vertically integrated K-16 science and engineering education program. This is a great step forward. The Texas A&M University, et al. collaborative model is a unique and highly commendable system which needs to pull the business-industrial complex into its circle and then be replicated a hundred fold throughout the entire country.
In sum, we need an Individual-State-Tailored Vertically- Integrated Consumer-Driven Education System
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CONCLUSION:
Our nation is currently beset with the most serious combination of problems (economic, environmental, energy, and health-care) in its entire history. These problems can only be successfully resolved and then controlled into the future by a rigorous transformation of our educational system. America needs an individual-state-tailored, vertically-integrated, consumer-driven education system. Concurrently, if the US expects to be a socio-economic peer by mid-century even to the likes of India, China, Brazil, Russia and the European Union we must commence a radical transformation of our educational system immediately or in bumper sticker brevity - FIX OUR SCHOOLS NOW!
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O.K. Hallam, M.S. Physics, M.S. International Affairs
Isabelle L. Hallam, PhD. International & Comparative Education
February 2010
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