Postmodern Governments and Global Science Education

Abstract

The objective is to describe global governments’ responsibilities in making and supporting educational policies for improvements in the public creation and utilization of science. The necessity of the world human populations to be more similarly educated increases. Such a necessity stems from a global demand for timely expansion and effective utilization of new life technologies. Governments play key roles in maintaining publics adequately cognizant of the demand. In addition, governments are increasingly responsible for making new policies that will allow public education sectors to practice refined education programs. Such a global education, most fundamentally, starts from elementary schools and evolves through guidance and high schools, colleges, universities and industrial centers. Governments can foster new education policies in three distinct groups including governors, educators, and learners. The governors include ministers and all related officials and administrative professionals. The educators include science and technology mentors and trainers in schools, colleges, universities, industries, and private and semi-private institutes. The learners, by definition, are those enrolled in academic and non-academic institutions to obtain expertise and excellence in various fields of science and technology. These categories will have their own specified educators who revisit concepts and update members with most recent concepts and practices while reviewing major earlier principles. In the post-modern time, mentors and trainers themselves require frequent timely education to remain most up-to-date and functional. Constant education of educators faces more practical challenges than education of learners. Special courses and sessions are to be developed for governors, educators, mentors, advisors and teachers. It is only with such an interrelated structure that governors and policy makers will most profoundly realize the importance and necessity of adequate public education considerations. Such policies are to be supervised and supported by global sources to ensure practices in different world regions. The more extensive implementation of the policies will lead to more efficient and earlier accomplishment of preset goals. Effectual education of governments on ‘science education policies’ will be a turning point in enabling continual improvements in global science and life qualities.