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Every part of the world is evolving, and literacy is no exception. Governments and other players are continuing to see the benefits of engaging in literacy. Their efforts have resulted in a more diverse and evolving literate society, as shown in this article.
The new generation, according to Brandt's paper, has moved to an information economy. An information economy is a state's economy that is based on literacy as its driving force. As a result of this empowerment, the focus is on mental strength rather than physical strength as a prerequisite for obtaining a job. Brandt likens the increase of literacy among existing literacy individuals to the rich getting richer. This statement means that intelligent people are focused on improving the neighbourhoods or communities they come from leading to social imbalances and inequity. Resources such as schools and fees that help in acquiring or improving literacy are unfairly distributed. Brandt also states that the generation, being a knowledge economy, presents unpleasant times for teachers because of certain reasons. Firstly, intense pressure for a high level of literacy contributes to criticism on teachers for failing to produce desired results. Secondly, teachers are objectified as instruments for reform in the literacy sector rather than as authority figures.
Sponsors are individuals, groups, or organizations that aid students or children to attain or increase their level of literacy, whether it is for the sponsor's gain or not. In pursuit of my improvement in literacy, my parents have acted as sponsors since the kindergarten to the college level.
Brandt also holds that there is an existence of unequal access to sponsorship in literacy. This holding is real through a comparison of individuals from different individuals. Brandt's holding is exemplified in certain ways. Firstly, some people may lack the ability to join schools that provide literacy skills due to low-income of parents. Secondly, the state may also distribute learning resources unfairly by focusing on specific areas in detriment of other sectors. The uneven distribution leads to understaffing of teachers and few reading materials making acquiring of literacy difficult. Lastly, because of existing school systems and standardized tests, children have lacked sponsorship opportunities.
Some of the existing literacy skills have become no longer viable in the work environment. For example, my skills were no longer relevant to the job at an accounting firm that I had applied for last summer. I was employed in that firm because of my excellent mathematical skills to help out as an accountant. However, my services were no longer required when the firm bought a computer with new web-based accounting tools. I was forced to either quit or work as a bookkeeper and I chose the latter.
According to the 'Downsized Undergraduate' article, the rate of unemployment of new undergraduates is steadily escalating over the years. This trend has been owed to some factors such as cyclical downgrading, a decline in quality jobs, constrained opportunities for undergraduates, and mind-set of both parents and students. The Canadian documentary, Generation Jobless, delves further into this undergraduate issue giving clearer picture. The documentary points out that majority of overeducated undergraduates are finding it difficult to find employment forcing some to settle for low-skilled jobs. It also compares the situation in Canada to Switzerland where unemployment stands at 2.8%. However, it rejects the notion of knowledge economy by arguing that the leading factor of unemployment is automation and failure of government and other stakeholders such as schools to play a role in improving adequate literacy.
Some of the literacies that are going to increase and develop include leadership and digital literacies. Schools have failed to promote these literacies because of their inefficient school-based tests and reward systems. They have also failed to manage resources and appreciate cultural diversity creating imbalances in race and class. These factors have made schools to lose focus in educating relevant literacy skills of the changing environment.
The State and all stakeholders such as schools' management and sponsors should focus on efforts to improve acquisition of literacy skills. This strategy will ensure positive changes in literacies and aid in developing new literacy skills to remain relevant in the rapidly changing society.
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