Evaluations will help you understand more about the needs of your child. If the evaluation is conducted outside of the school setting, It’s referred to as”an “outside” or “private” evaluation.

Sometimes, schools will provide a private evaluation. This is when you’ll hear the term IEE, or a resounding “I. Understanding the difference between IEEs and private evaluations will assist you in making informed decisions regarding your child’s education.

Private evaluation

A private evaluation is an evaluation conducted by an individual who does not have any affiliation with the school your child attends.

As parents, you are in full control over the private assessment. You can decide on the kind of test to be conducted. You may also select the person who will conduct the test. The test can be extensive or merely specific to a particular problem.

You can have a personal assessment at any time. The school doesn’t need to accept that it’s required. The test doesn’t automatically be added to your child’s school records. It’s not even necessary to inform the school.

If you share your findings with the school, they will have to consider them. However, the school does not have to agree with the results or adhere to its recommendations.

It’s important to remember that private assessments can be costly, often costing hundreds of dollars.

Independent evaluation of education (IEE)

An IEE is a form that is a private assessment. The term originates from the (IDEA). Families typically are responsible for the cost of an IEE or private examination. However, sometimes the school will be willing to cover the cost in situations where an outside test is necessary, such as:

• If the school does not have the resources to perform the testing your child requires
• If the school’s evaluation team feels that outside testing is necessary

Some schools are obliged to cover the cost of an IEE. If you aren’t satisfied with the findings of an evaluation of a school, you are entitled to demand an IEE at the expense of the public.

Testers who are professionals.

Different kinds of professionals can conduct private assessments. Certain types of professionals can perform a wide variety of tests. Others are certified in specific areas only.

The professionals who can assist can include:

• Psychologists who are clinical (for tests of psychological or educational quality)
• Educational psychologists (for testing in the field of education)
• Neuropsychologists (for brain functioning and processing tests)

Different types of testing

A private assessment for learning and thinking difficulties includes a variety of tests. Also, it includes a summary of your child’s background and interaction with your child. It could take a few tests to complete and generally involves two major elements:

• Testing for achievement and intelligence, such as memory, processing of information and reasoning
• Tests are also conducted in other aspects of the test, for instance, physical and speech abilities
• Find out what activities students engage in when they undergo a dyslexia test.

What should you expect to find out after taking the test?

When your child is examined by a professional, they will collect and analyze all of the data. The two of you will discuss the results and get all your questions answered.

The report will be written as well. It will provide a summary of everything you’ve collected and examined. It will also provide the tests taken, display your child’s results, and give more details about your child’s specific concerns. The report should contain how these concerns affect your child and suggestions for what could be done to aid.

After completing the study, you can decide if you wish to share the findings with your school. The report will provide you with information that will aid you and your school in figuring out ways to help your child’s education.

Two contradictory realities are highlighted in the 2024 college admissions cycle. Top-tier universities had the lowest admissions rates and more socioeconomically diverse applicants. However, equal opportunity does not necessarily mean greater economic inclusion at the top institutions. The number of Americans with low incomes enrolled in college has decreased since 2014. In contrast to previous generations, young Americans are more interested in earning a paycheck than long-term careers. The future will be more global and technologically oriented, with more opportunities and wealth for the educated elite than the lower-skilled workforce.

The “golden age” of American higher education, between 1960-1970, when tuitions remained constant and investment in college campuses skyrocketed, saw an increase in college enrollments. This may have been due to changing demographics (the Baby Boomer Generation began enrolling at universities in the mid-1970s), greater financial access to college via federal grants, or cultural shifts in perceptions of higher education. No matter the reason, between 1965 and 2014, US universities saw an increase in student enrollment from 5.92million to 20.2million students. The peak was 21.01 million in 2011. However, registrations began to fall after 2014, only accelerated by the Covid-19 pandemic.

In the United States, 24 states have experienced an average drop of 4 percent in university admissions since 2019. Five states, including Alaska, Michigan, and New Mexico, have seen enrollment declines more significant than 10%. The pandemic created doubts in the minds of young adults, who were already hesitant about going to college due to economic uncertainty and job hardships. Recent high school graduates began to doubt the value of higher education. They opted instead for low-paying jobs right after high school.

However, the perception that immediate employment will lead to economic prosperity after high school is a mistake. The reality is that college graduates have significantly higher lifetime earnings than those who don’t have a college degree. Georgetown University found that the median lifetime earnings of college graduates are directly linked to their educational attainment. This means that Americans with a high school diploma average $1.6 million in lifetime earnings. A worker with a bachelor’s degree makes an average of 2.8million dollars. This is 75 percent more than those who only have a high school diploma. Individuals with a master’s degree earn more over their lifetime earnings, totaling $3.2 million. These significant wage differences create huge wealth disparities in America over the long term.

Due to the current economic inequality in America, the drop in enrollments doesn’t affect all economical classes equally. Before the pandemic, students of higher income were more likely than others to enroll at four-year colleges. This trend is evident according to an analysis by the University of Pennsylvania. The median income for a family that sent their children to college in 2024 was $58,500. This is 89 percent more than the median income for a family that didn’t send their children to college. Students who go to two-year colleges have a 39% lower median income than those who attend four-year universities. As the gap in wealth between college-bound students and non-college students grows, the effect of declining enrollment will be more powerful.

As elite colleges in America become more selective, this growing gap will only worsen. The number of top-ranked institutions has increased dramatically since removing the standardized testing requirement. However, acceptance rates have declined. In 2024, acceptance rates at the top ten most challenging universities in America were below 8%. Despite falling admission rates, top-tier universities continue to boast diverse student populations and financial aid programs. Although it is true that colleges now accept a more comprehensive range of students, this shouldn’t be confused with higher equity in college admissions. The United States will see a decrease in human capital due to lower enrollment and increased competition.

The American workforce will be affected by the decline in enrollment. The acceptance rates of top-tier colleges will drop, but most Americans who have not completed college will grow. We might not be in a “golden age” for higher education. Instead, we may be in a new “gilded era,” where elites will continue to thrive in close-knit, highly-educated circles. At the same time, the bottom quintiles experience a stagnating quality of life.

What does it take to be a successful learner and graduate in today’s world? In years past, mastery of core academic subjects and solid acquisition of the “three Rs” (reading, writing, and arithmetic) was enough to prove one’s ability. But today, it is an entirely different world.

Students must think critically and communicate effectively to participate in today’s complex societies and globalized economy. They also need to have a global outlook and use information and communication technologies to solve complex problems.

Communication and work are changing fast. This is why educators must equip learners with 21st-century skills to succeed in today’s digital, globalized society.

In South Africa, many young people are disengaged. They don’t finish school. They don’t see the point of school. They don’t see the end of school. They feel frustrated and disillusioned with a lack of direction or an inability to focus, leading to depression. This is why 74% youth unemployment rates are not helpful.

E3, South Africa’s flagship program of the Department of Basic Education, aims to empower educators to help students become active problem-seekers in the world beyond school. Our world is project-based. It’s fantastic, don’t you think? You are working on a project, whether you’re creating the ideal work-from-home environment or planning a virtual field trip. Many of us work on projects, allowing us to organize our tasks, collaborate with others, and solve problems. E3 is about authentic learning in the classroom. It aims to give education real-life applications that have real meaning for learners.

Project-based learning is designed to encourage learners to think interdependently and communicate clearly. It also helps them manage impulsivity and take responsible actions. They can apply their past knowledge to new situations and explore real-world problems. The goal is to create better work habits and improve attitudes toward learning, leading to long-term retention. Project-based learning unlocks 21st-century competencies and solve-seeking mindsets, so youth can become more employable, involved, and entrepreneurial.

Project-based learning is becoming more popular in education because it is how we function in real life, in our professional and personal lives. This teaching method helps students develop real-world skills such as communication, problem-solving, critical thinking, and project management while also tackling complex academic content.