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To improve education standards throughout
the world, Applied Scholastics International utilizes materials
developed by ABLE to conduct teacher training programs in many
countries. For example, more than 5,000 teachers and teacher-trainers
have been instructed in Study Technology in the People’s
Republic of China; 1,500 in Venezuela; 1,800 in the Dominican
Republic; 7,000 in Southern and Central Africa; and 40,000 in
Mexico.
These teachers are given tools which enable them to open the
doors to learning for their students.
The results are consistent and impressive. For example, an impact
evaluation of a program in Zimbabwe found that more than 90%
of the teachers involved reported a notable improvement in literacy,
comprehension and application by their pupils after the teachers
implemented the Study Technology they had learned. This Zimbabwe
training program alone, has trained more than 2,300 teachers
and brought Study Technology to more than 100,000 children.
In South Africa, some 1.5 million individuals have attended
Applied Scholastics classes and seminars. The main Applied Scholastics
program in that country, Education Alive, has a long and respected
history, going back to the apartheid era when it was one of
the very few scholastic programs reaching into the Black community
to provide actual education in the face of some of the most
ruthless discriminatory practices in the post-WW II era.
However, educational difficulties in schools are not confined
to the developing world. The serious educational challenges
facing cities and towns across the United States are well known.
The demand for increased “accountability” and “results”
reaches from the local parent all the way to the White House
and the Halls of Congress. But the problem has never been that
teachers have not tried or not wanted their students to learn.
Rather, they often lack the skills and tools they need. This
dilemma was succinctly stated by the National Commission on
Teaching and America’s Future as early as 1966: “The
absence of powerful  teacher
education is particularly problematic at a time when the nature
of teaching needs to change.... It is difficult to improve practice
if new teachers teach as they were taught and if the way they
were taught is not what we want.”
One of those meeting this challenge is Applied Scholastics representative
Dr. Caroline Kyhl of Texas Lutheran University. In four years,
beginning in the late 1990s, through seminars, college and university
courses and special programs, she introduced approximately 1,800
teachers to Study Technology. Such programs enable teachers
to accomplish their goals for their students and achieve the
increase in results and accountability that are so much in demand
today—as evidenced by the Texas school where Dr. Kyhl trained
the lead math teacher. The result? A one-year, 23-point jump
in the statewide math test.
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"As a public
school teacher dealing with 'learning handicapped' children
I would not be able to  do
my job without the Study Technology of
L. Ron Hubbard. Many of my students believed they had
no hope of ever succeeding. With the use of Mr. Hubbard's
methods these students made remarkable gains. Their morale
improved, their disciplinary problems vanished. Their
parents couldn't be happier. This is truly a miraculous
tool for all educators."
Vicki Gordon
Teacher
“As an educator and author for over
25 years, teaching in public and private schools, working
with adults in both educational and
industrial environments, I have found the Study Technology
of Mr. Hubbard to be invaluable. I have conducted seminars
for adults and children across the world from Russia and
China to the United States. Study Technology is a practical,
effective tool to help people study and learn. It undercuts
so-called ‘learning disabilities’. The concept
of having the tools to help prevent or overcome barriers
to learning is truly revolutionary. It is vital for new
independent lifelong learning in the information age.”
Bernard Percy, M.A.
Author and Educator |
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