In the twenty-first century, the requirements for knowledge keep growing. Both, people and companies are seeking for various ways to meet their needs. In fact, the discussion about the general education and its up-to-date core curriculum is among most widely discussed as often colleges and universities do not meet the expectations of the market. Some of the most important points that were the point dedicated to contemporary discourse in the general education. In fact, one shall follow the idea that the purpose of education was changing historically as there were different purposes for having an educated class. Thus, the conclusion from the chapter 1 may be drawn that the general education in the 21st century shall be inclusive and confirm its accordance with the modern world. There are certain skills that shall develops while following a number of courses during the college life. In fact, one of the most vital and significant matters would be my personal focus on resolving multi-national issues. In other words, they will be connected with my personal career and growth. Thus, one of the most prominent skills to gain would be adjusting to working in international setting. Thus, comprehending the business ethics of other cultures would be inevitable in that regard. No less important skills would be collaboration, as business environment needs people with the proper comprehension and adjustments in numerous challenging tasks. Finally, the skill of making moral choices that would be relevant in different business environments as it is often about making choices responsibly.
The upcoming students shall remember that general education would set the ground in one’s mind that will result in the set of skills future employers will hunt for. Therefore, before starting the job, general education would be the place for personal challenges.

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    References
  • 1. Psychology Today,. (2015). The Value of General Education. Retrieved 26 July 2015, from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
  • 2. Conrad, C., & Dunek, L. Cultivating inquiry-driven learners.