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Some educators have come to the conclusion that China’s outstanding academic success, as indicated by test scores, may be what is holding it back. Now, China is searching for better education models elsewhere. Although the government does not publicly endorse American education as the model, the public seems eager to embrace what is viewed as a more liberal and creative system—ironically, at a time when many in the United States are gazing enviously at the discipline and order of the Chinese system, and the No Child Left Behind Act has brought a new focus on testing.

For thousands of years, dynasties of emperors (with a few exceptions) followed the Confucian tradition of conformity, hierarchy, and respect for authority, and the Communist government continued this tradition by seeking to maintain control over all aspects of life. The result has been a highly disciplined but docile workforce. Fostering creativity suggests freedom, and though that prospect can be glimpsed in education reforms, the reality may still lie someway off.

he Educational Policy Improvement Center (EPIC) in Oregon, in a formal study asked higher education faculty what skills and knowledge they believe contribute to preparing students to succeed in college. Conley’s definition of college and career readiness is very basic: The level of preparation a student needs to succeed – without remediation – in credit-bearing general education courses or a two-year certificate program.1 The State of Colorado has also adopted this definition for college readiness.2 Such a definition might satisfy some community college and university faculty, but it is not comprehensive enough to really describe the preparation students need for the world of work or college level studies. There are productive behaviors that faculty expect in students and that employers expect in employees as well. EPIC went further to define college and career readiness by expanding the definition into one that is more comprehensive. The expansion includes more of the habits, skills, and attitudes that faculty and employers know are essential to success. It includes four areas:Key Content Knowledge (writing, simple research, core/GE subject area knowledge) Key Cognitive Strategies (inquisitiveness, reasoning, intellectual openness, precision and accuracy) Key Learning Skills and Techniques (self-control, note taking, time management) Key Transition Knowledge and Skills (understanding college or work as a system, interpersonal and social skills, culture of college)

nother resource for higher education faculty to consider is the work done by Arthur L. Costa regarding habits of mind for effective participation in the workplace and beyond. Costa’s recommended habits of mind are popular today and can be used for college students and employees alike. The 16 Habits of mind5 Persisting Communicating with clarity and precision Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, innovating Thinking flexibly Responding with wonderment and awe Metacognition Taking responsible risks Striving for greater accuracy and precision Finding humor Questioning and problem posing Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning

First, there are the parents both of whom work full-time and simply aren't around to monitor and limit their children's use of technology.

Other parents just seem to be in denial.

Still others are veritable Luddites who seem incapable of or unwilling to understand, much less control, the cyberworld that their children inhabit.

The event marked the first time that social media had helped force out a national leader.

How does the ubiquity of social media affect U.S. interests, and how should U.S. policy respond to it?

social media have become coordinating tools for nearly all of the world's political movements, just as most of the world's authoritarian governments (and, alarmingly, an increasing number of democratic ones) are trying to limit access to it.

The new “wiki revolutions” are so explosive and happen so fast, that there is no clear vanguard to take power, leaving a vacuum. The vacuums that result pose significant challenges for everyone who cares about moving from oppression, dictatorship and fundamentalism to openness, democracy and 21st century governments.

he world is increasingly complex and interconnected, and, at the same time, experiencing an erosion of common values and principles. This undermines the public’s trust in leadership, which in turn threatens economic growth and political stability.  In the words of the WEF’s founder Klaus Schwab, we need to “concentrate on defining the new reality and discuss which shared norms are required for making global cooperation possible in this new age.”

There are traditional risks like nuclear war, terrorism, climate change, infectious diseases, economic crisis and failed states.  But new risks are emerging everywhere. Consider something as seemingly mundane as the global supply chain. The vast networks that provide the world with food, clothing, fuel and other necessities could handle an Iceland volcano and one other catastrophe like the failure of the Panama Canal. But according to experts, a third simultaneous disaster would collapse the system. People around the world would stop getting food and water, leading to unthinkable social unrest and even a disintegration of civilized society.